Se presenta una actividad ABP en la que los alumnos diseñan, elabora y prueban un trabuco medieval teniendo en cuenta los conceptos teóricos de la física trabajados en clase.

This article focuses on the results of a research about teaching General Physics concepts to college students, and stresses the relevance of evaluating this kind of knowledge. Between 2009 and 2011, 4,535 students from the Pontifical Catholic University of Perú went through an evaluation process using the Force Concept Inventory test. The data results showed no significant improvement in the students’ learning process after having learned the concepts of force and motion, matters included in Physics 1 and Physics 2. The hardest concept to learn was Newton’s second law. Furthermore, a relevant amount of the students evaluated found no relation between learning these concepts and passing the courses.