Physical models for classroom teaching in hydrology
Physical models for classroom teaching in hydrology
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水文学课堂教学的物理模型
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
A. Rodhe
中科院分区：
文献类型：
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作者：
A. Rodhe
水文学教学受益于许多重要的过程可以用简单的物理模型来说明和解释。在多年的大学基础水文学教学实践中，建立并应用了一套移动物理模型。其中一个模型可以演示许多现象，它由一个1.0米长的有机玻璃容器组成，容器中含有一个约0.25米深的开放砂含水层，水通过该含水层循环。该模型可用于显示地下水位及其对非饱和带含水率的影响，也可用于定量测定库容系数、饱和导水率等水力特性。它也很适合讨论径流过程和地下水补给和排放区的意义。水和污染物分散的流动路径可以用荧光或彩色染料示踪实验来说明。本文将介绍这个模型和其他一些物理模型，以及建议的演示和实验。在课堂教学中使用模型的发现是，它激发了学生的好奇心，促进了讨论，并很可能加深了对基本过程的理解。
Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.