Calorímetro: desenvolvimento de um simulador interativo

Abstract

The traditional teaching method has proven to be outdated and ineffective, while active learning aims to engage students more participatively. In Brazilian public schools, especially in chemistry and physics subjects, significant challenges have been faced due to the lack of resources and suitable laboratories, limiting the implementation of practical activities. In this scenario, digital simulators emerge as a valuable solution to make science education more engaging and accessible. Thus, the present work aims to report the development of a digital and interactive simulation of a calorimeter, addressing the topics of sensible heat and latent heat. The tools used include Google Sites, Blender, Unity, the C# language, and GitHub. The selected substances for the simulation were water, aluminum, copper, hydrochloric acid (HCl), and sodium hydroxide (NaOH), with their constants extracted from IUPAC and the NIST Chemistry WebBook materials. The adopted methodology involved the analysis of calorimetry simulators for the ideation phase of the project, followed by its planning, schematization, and the creation of a complementary website to aid in understanding the concepts related to the simulation. The chosen design was inspired by materials from PhET: Interactive Simulations. The modeling of objects, creation of the layout and interface, programming of functionalities, application of tests, and the publication of the simulator were subsequent steps. The results highlight the developed content panels, named "Understanding the Variables," "Contextualizing," and "Challenge." The first allows free manipulation of variables for the user to become familiar with the material, the second proposes contextualization exercises, and the third promotes a challenge involving the calculation of variables in the formula for sensible or latent heat, with an active timer. The criteria of accessibility, usability, content, contextualization, and interactivity of the developed simulator are emphasized and discussed, compared to previously analyzed simulators. It is important to note that the material has not yet been tested in the classroom, requiring future research to assess its effectiveness in different educational contexts. Thus, it was possible to conclude that the developed simulation offers an intuitive, effective, and user-friendly interface. The project aims to fill gaps in the teaching of chemistry and physics, introducing interactive, playful, and practical digital tools into science education.