Resumen Introducción. Los universitarios consumen alcohol en mayor medida que la población general, a pesar de que esta práctica causa morbimortalidad. Objetivos. Establecer en estudiantes universitarios la prevalencia de vida y actual del consumo de bebidas alcohólicas; el riesgo de consumo abusivo y de alcoholismo, y la asociación de variables biológicas y socioeconómicas relacionadas con el consumo. Materiales y métodos. Estudio descriptivo realizado en Villavicencio, Colombia. Se aplicó una encuesta estructurada a 721 estudiantes de una universidad pública y con base en el cuestionario CAGE se estableció el riesgo de alcoholismo y la dependencia. Se estimaron razones de prevalencia para cinco variables dependientes y de tipo socioeconómico y biológico a través de modelos binomiales. Resultados. La prevalencia de vida de consumo de bebidas alcohólicas fue de 87.1%, sin diferencia por sexo (p=0.112), mientras que la prevalencia de consumo en los últimos tres meses fue de 69.4%, con desventaja para los hombres frente a las mujeres (58.4% vs. 41.6%, p<0.0001). El riesgo de alcoholismo fue de 26.2% y la dependencia de 4.3%. El sexo, el gusto por las bebidas y el hecho de avanzar en la malla curricular son predictores del riesgo de alcoholismo y la dependencia del consumo. Conclusiones. La ansiedad social y las expectativas positivas hacia el consumo son elementos a considerar en futuras intervenciones.

Abstract Introduction: University students consume more alcohol than the general population, despite the fact that this practice causes morbidity and mortality. Objective: To establish the lifetime and current -last three months- consumption prevalence of alcoholic beverages in university students, as well as the risk of abusive consumption and alcoholism, and the association of biological and socioeconomic variables related to consumption. Materials and methods: Descriptive study conducted in Villavicencio, Colombia. A structured survey was applied to 721 students of a public university and the risk of alcoholism and alcoholism were established using the CAGE Questionnaire. Prevalence ratios for five dependent and socioeconomic and biological variables were estimated using binomial models. Results: The lifetime prevalence of alcoholic beverage consumption was 87.1%, with no difference by sex (p=0.112), while the prevalence of consumption in the last three months was 69.4%, with a disadvantage for men versus women (58.4% vs. 41.6%, p<0.0001). The risk of alcoholism and alcoholism was 26.2% and 4.3%, respectively. Sex, taste for alcoholic drinks, and progress in the academic program are predictors of alcoholism risk and abuse. Conclusions: Social anxiety and positive expectations regarding consumption are elements to consider in future interventions.

Abstract In education, decades have been spent investigating what kind of beliefs and attitudes students may have in relation to learning. The relevance of these lies on the implications that it brings concerning students' alternative conceptions. This research focuses on the inclusion of Peer Instruction (PI) as a methodology to address the alternative conceptions in Einstein's special relativity. PI was selected since there is evidence that it has an impact on the academic performance of the students, however, concerning the topic of relativity, it has not been previously proposed. Alternative Conception Einstein's Special Relativity Test (ACESRT) is proposed to determine students' alternative conceptions. The sample for this study consisted of 25 high school students from Ecuador. In none of this level, students study Einstein's special relativity, nevertheless, in the current year a special course with senior students (picked randomly) was open in which the topic was considered in their academic curriculum. In the first lecture, the students filled a survey to get a notion of their beliefs and attitudes. Then a pre-test (ACESRT) take place, with a view getting information of alternative conceptions that students may have. Later, lectures following PI were given. At the end, to measure PI impact on students' attitudes, beliefs and alternative conceptions the students filled again a survey, followed by post-test (ACESRT). The results were statistically analyzed, and they reveal that PI has a strong impact on students' beliefs and attitudes. Furthermore, the methodology has the potential to address the alternative conception in concepts related to the topic Einstein's special relativity.

We extend the traditional problem of calculating the distance of travel of a fly that is moving with constant speed along a straight path between two trains that are approaching one another. We found two analytical solutions for the traditional problem and we propose a generalization to the accelerated motion of the trains through a simulation. With this problem the teachers can teach some topics of basic physics as the relations between mathematics and physics, the graphical analysis and various situations on kinematics in one dimension. We show an analogy between the motion of the fly and a ultrasonic wave pulse in a sensor of velocity, which indicates the pedagogical power of this problem.

Se extiende el problema tradicional que pregunta por la distancia que recorre una mosca con rapidez constante cuando se mueve entre dos trenes en movimiento uniforme rectilíneo con dirección de colisión. Se revisa tanto la solución trivial como la atribuida a Neumann y mediante una simulación se amplía el problema para incluir trenes acelerados. Este problema puede usarse en cursos de física elemental para ilustrar la relación física-matemática, dar contexto al análisis gráfico y estudiar diversas situaciones en cinemática unidimensional. Además, se resalta la fortaleza didáctica del problema a través de la analogía que guarda con el funcionamiento de un sensor de velocidad basado en pulsos de ultrasonido.

The main purpose of this article is to present a discrepant experiment, its physical modeling as well as its pedagogical benefits of the assembly to learn the Bernoulli's Law of hydrodynamic pressure. The impact of the results is presented on a population of students and the interactive engagement is measured starting from a process of dissonance to a process of consonance. The prototype has been implemented as a project in order that the student's population makes time by their own during four weeks. The evolution of the learning process is specified with the Hake's average normalized gain and the Bao's concentration factor. The experience has turned out to be quite fruitful from a pedagogical standpoint represented by the Hake's gain values above 0.5.

El proposito de este articulo es presentar un experimento discrepante, su modelación física y las bondades pedagógicas del montaje para apropiar la ley de presión hidrodinámica de Bernoulli. Se presenta resultados del impacto sobre una población de estudiantes y se mide su movilización surgida del proceso de ir desde un estado de disonancia a un estado de consonancia. El aparato se ha usado como proyecto para que la población en estudio lo trabaje en su tiempo independiente durante 4 semanas. La evolución del aprendizaje se precisa con la ganancia normalizada de Hake y el factor de concentración de Bao. Se ha encontrado una experiencia muy enriquecedora pedagógicamente representada por valores de ganancia de Hake mayores a 0.5.