ORGANIZATION OF PHYSICS CLASSES WITH ELEMENTS OF A SYSTEM-ACTIVITY APPROACH
USING THE “vernier” DIGITAL LABORATORY IN CLASSES AND EXTRA-CLASSROOM ACTIVITIES
Physics is called an experimental science. Many laws of physics are discovered through observations of natural phenomena or special experiments. Experience either confirms or refutes physical theories. And the sooner a person learns to conduct physical experiments, the sooner he can hope to become a skilled experimental physicist.
Teaching physics, due to the nature of the subject itself, represents a favorable environment for the application of a system-activity approach, since a high school physics course includes sections, the study and understanding of which requires developed imaginative thinking, the ability to analyze and compare.
Particularly effective methods of work areelements of modern educational technologies, such as experimental and project activities, problem-based learning, the use of new information technologies. These technologies make it possible to adapt the educational process to the individual characteristics of students, the content of training of varying complexity, and create the prerequisites for the child to participate in the regulation of his own educational activities.
It is possible to increase the level of student motivation only by involving him in the process of scientific knowledge in the field of educational physics. One of the important ways to increase student motivation is experimental work.After all, the ability to experiment is the most important skill. This is the pinnacle of physics education.
A physical experiment allows you to connect practical and theoretical problems of the course into a single whole. When listening to educational material, students begin to get tired and their interest in the story decreases. A physical experiment, especially an independent one, is good for relieving the inhibited state of the brain in children. During the experiment, students take an active part in the work. This helps students develop their skills to observe, compare, generalize, analyze and draw conclusions.
Student physics experiment is a method of general education and polytechnic training of schoolchildren. It should be short in time, easy to set up and aimed at mastering and practicing specific educational material.
The experiment allows students to organize independent activities, as well as develop practical skills. My methodological collection contains 43 frontal experimental tasks only for the seventh grade, not counting program laboratory work.
During one lesson, the vast majority of students manage to complete and complete only one experimental task. Therefore, I selected small experimental tasks that take no more than 5–10 minutes.
Experience shows that conducting front-line laboratory work, solving experimental problems, and performing a short-term physical experiment are several times more effective than answering questions or working on textbook exercises.
But, unfortunately, many phenomena cannot be demonstrated in a school physics classroom. For example, these are phenomena of the microworld, or rapidly occurring processes, or experiments with instruments that are not available in the laboratory. As a result, studentshave difficulty studying them because they are not able to mentally imagine them. In this case, a computer comes to the rescue, which can not only create a model of such phenomena, but also allows
The modern educational process is unthinkable without the search for new, more effective technologies designed to promote the formation of self-development and self-education skills. The project activities fully meet these requirements. In project work, the goal of learning is to develop students’ independent activity aimed at mastering new experience. It is the involvement of children in the research process that activates their cognitive activity.
Qualitative consideration of phenomena and laws is an important feature of the study of physics. It's no secret that not everyone is able to think mathematically. When a new physical concept is presented to a child first as a result of mathematical transformations, and then a search for its physical meaning occurs, many children develop both an elementary misunderstanding and a bizarre “worldview”, as if in reality it is formulas that exist, and phenomena are needed only to illustrate them.
Studying physics through experiment makes it possible to understand the world of physical phenomena, observe phenomena, obtain experimental data for analyzing what is observed, establish a connection between a given phenomenon and a previously studied phenomenon, introduce physical quantities, and measure them.
The new task of the school was to form among schoolchildren a system of universal actions, as well as experience in experimental, research, organizational independent activities and personal responsibility of students, acceptance of learning goals as personally significant, i.e., competencies that determine the new content of education.
The purpose of the article is to explore the possibility of using the Vernier digital laboratory to develop research skills in schoolchildren.
Research activities include several stages, starting from setting the goals and objectives of the study, putting forward a hypothesis, ending with conducting an experiment and its presentation.
The study can be either short-term or long-term. But in any case, its implementation mobilizes a number of skills in students and allows them to form and develop the following universal learning activities:
- systematization and generalization of experience in the use of ICT in the learning process;
- assessment (measurement) of the influence of individual factors on the performance result;
- planning – determining the sequence of intermediate goals taking into account the final result
- control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard;
- compliance with safety regulations, optimal combination of forms and methods of activity.
- communication skills when working in a group;
- the ability to present the results of one’s activities to the audience;
- development of algorithmic thinking necessary for professional activities in modern society. .
Vernier digital laboratories are equipment for conducting a wide range of studies, demonstrations, laboratory work in physics, biology and chemistry, project and research activities of students. The laboratory includes:
- Distance sensor Vernier Go! Motion
- Temperature sensorVernier Go! Temp
- Adapter Vernier Go! Link
- Vernier Hand-Grip Heart Rate Monitor
- Light sensorVernier TI/TI Light Probe
- A set of educational and methodological materials
- Interactive USB microscope CosView.
With Logger Lite 1.6.1 software you can:
- collect data and display it during an experiment
- choose different ways to display data - in the form of graphs, tables, instrument panels
- process and analyze data
- import/export text format data.
- View videos of pre-recorded experiments.
The laboratory has a number of advantages: it allows one to obtain data that is not available in traditional educational experiments, and makes it possible to conveniently process the results. The mobility of the digital laboratory allows research to be carried out outside the classroom. The use of the laboratory makes it possible to implement a systematic, activity-based approach to lessons and activities. Experiments conducted using the Vernier digital laboratory are visual and effective, allowing students to gain a deeper understanding of the topic.
By applying an inquiry-based approach to learning, it is possible to create conditions for students to acquire skills in scientific experimentation and analysis. In addition, learning motivation increases through active participation in the lesson or activity. Each student gets the opportunity to conduct their own experiment, get the result, and tell others about it.
Thus, we can conclude that the use of the Vernier digital laboratory in the classroom allows students to develop research skills, which increases the effectiveness of learning and contributes to the achievement of modern educational goals.
List of components:
interface for processing and recording data;
special software on a CD for working with data on a computer;
special software on a CD for operating all laboratory equipment in Wi-Fi mode;
sensors for conducting experiments;
additional accessories for sensors;
Purpose of the laboratory:
creating conditions for a more in-depth study of physics, chemistry and biology using modern technical means;
increasing students’ activity in cognitive activity and increasing interest in the disciplines they study;
development of creative and personal qualities;
creating conditions, with a limited budget, for all students to simultaneously work on the topic being studied using modern technical means;
research and scientific work.
Laboratory capabilities:
work in one wireless network of all components of the proposed laboratory, interactive whiteboard, projector, document camera, personal tablets and mobile devices of students;
the ability to use tablets of different operating systems in training;
conducting more than 200 experiments throughout the entire primary and secondary school course;
creating and demonstrating your own experiments;
student testing;
the ability to transfer data for homework to the student’s mobile device;
the ability to view any student’s tablet on the interactive whiteboard to demonstrate the completed task;
the ability to work separately with each of the laboratory components;
Opportunity to collect data and conduct experiments outside the classroom.
laboratory equipment for experiments with sensors;
methodological recommendations with a detailed description of experiments for the teacher;
plastic containers for laboratory packaging and storage.
Digital laboratories are the new generation of school science laboratories. They provide the opportunity:
- reduce the time spent on preparing and conducting a frontal or demonstration experiment;
- increase the clarity of the experiment and visualization of its results, expand the list of experiments;
- carry out measurements in the field;
- modernize already familiar experiments.
- With the help of a digital microscope, you can immerse each student in a mysterious and fascinating world, where they learn a lot of new and interesting things. Thanks to the microscope, the children better understand that all living things are so fragile and therefore you need to treat everything that surrounds you very carefully. A digital microscope is a bridge between the real ordinary world and the microworld, which is mysterious, unusual and therefore surprising. And everything amazing attracts attention, affects the child’s mind, develops creativity, and love for the subject. A digital microscope allows you to see various objects at magnifications of 10, 60 and 200 times. With its help, you can not only examine the item you are interested in, but also take a digital photo of it. You can also use a microscope to record videos of objects and create short films.
- The digital laboratory kit includes a set of sensors with which I carry out simple visual experiments and experiments (temperature sensor, CO2 sensor, light sensor, distance sensor, heart rate sensor). Students formulate hypotheses, collect data using sensors, and analyze the data obtained to determine the correctness of the hypothesis. The use of computers and sensors when conducting scientific experiments in the classroom ensures the accuracy of measurements and allows you to continuously monitor the process, as well as save, display, analyze and reproduce data and build graphs based on them. Vernier sensors help improve safety in science classes. Temperature sensors connected to computers help prevent students from using mercury or other glass thermometers that can break. I use the equipment both in physics, chemistry, biology, computer science lessons, and in extracurricular activities when working on projects. Students master the methods of the following types of activities: cognitive, practical, organizational, evaluative and self-control activities. When using digital laboratories, the following positive effects are observed: increasing the intellectual potential of schoolchildren; the percentage of students participating in various subject and creative competitions, design and research activities increases, and their effectiveness increases.
- Application electronic educational resources should have a significant impactinfluence on changes in the teacher’s activities, his professional and personal development, initiate dissemination of non-traditional lesson models and forms of interaction between teachers and studentsbased on cooperation, as well asthe emergence of new learning models, which are basedactive independent activity of students.
- This corresponds to the main ideas of the Federal State Educational Standard LLC, the methodological basis of which issystem-activity approach, according to which “the development of the student’s personality based onmastering universal educational actions, knowledge and mastery of the world is the goal and main result of education."
- The use of electronic educational resources in the learning process provides great opportunities and prospects for independent creative and research activities of students.
- As for research work, electronic educational resources allow not only to independently study descriptions of objects, processes, and phenomena, but also to work with them interactively, solve problem situations and connect the acquired knowledge with real-life phenomena.
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2005 / Peregudin Sergey IvanovichOther articles address issues that lie within physics. What mass is, what Ohm’s law says, how an accelerator works—these are internal questions of physics. But as soon as we ask a question about physics in general, or about the interaction of physics with the rest of the world, we have to go beyond it. To look at it from the outside, to see it “as a whole.” And now we will do it.
How physics works and works
Imagine that your goal is to build bridges. What do we have to do? Mining iron ore, smelting steel, making nails, felling timber, sawing logs, driving piles, laying flooring, and so on. Learn to do bridge calculations, learn yourself and teach others - both count and build. It’s a good idea to exchange experiences with other bridge builders; you can start publishing the magazine “Across the River” or the newspaper “Our Pile”. What's important is that it's a process, and at every step we can tell what to do; you can feel the nail, you can sit on the driven pile and fish for fish. The results of bridge calculations can be compared and checked, a model of the bridge can be built and tested. In addition, in the course of all this activity, a skill, ability, construction technology and a special language for describing bridges arise. Builders use their own terms that only they understand - console, caisson, diagram, etc.
This is roughly how physics works. Those who work on it create accelerators, microscopes, telescopes and many other instruments, write and solve equations that describe the relationship between various parameters of our world (for example, the relationship between pressure, temperature and wind speed in the atmosphere). Like bridge builders, physicists create their own language and system for training future physicists. Experience in solving problems accumulates, and a technology of cognition emerges.
All this does not fall from the tree on its own, like the mythical apple. The devices are expensive and do not always work well, not everything can be understood, not all equations can be solved, and it is often unclear how to write them, not all students study well, etc. But in the end, understanding of the world improves – i.e. today we know more than yesterday. And since we know from books that the day before yesterday we knew even less, we conclude that tomorrow we will know even more.
This is physics - the known world, the process of learning the world, the process of creating technology of knowledge, the description of the world in a special “physical language”. This language overlaps partially with ordinary language. The words “weight”, “speed”, “volume”, etc. exists both in physical language and in ordinary language. Many words exist only in physical language (exciton, gravitational wave, tensor, etc.). Words of ordinary language and words of physical language can be distinguished: you can explain to any person - so that he will say “understood” - what weight and speed are, but you will not be able to explain to almost anyone what a “tensor” is. By the way, professional languages overlap: for example, the word “tensor” is also found in the language of bridge builders.
How physics relates to society
Physics, like building bridges, is connected to the world around us. The first connection is that it is pleasant to be a physicist (as well as a builder). Man survived because he learned new things and did new things. Mammoths had warmer fur, saber-toothed tigers jumped better, but a biped made it to the finals. Therefore, inherent in a person - as an adaptive feature, as support for the correct course of action that improves survival - is the joy of recognition and the joy of creativity. Just like the joy of love or friendship.
The second connection between physics and society is that being a physicist (like a bridge builder) is prestigious. Society respects those who do something useful for it. Respect is manifested in salary, ranks and orders, admiration of girlfriends and friends. The degree of this respect and its form at different stages of social development can, of course, be different. And they depend on the general state of a given society - in a country that wages many wars, the military is respected, in a country that develops science - scientists, in a country that builds - builders.
Everything that is written above applies not only to physics, but also to science in general - despite the fact that although biology and chemistry have many of their own characteristics, their scientific method itself is the same as in physics.
Where does pseudoscience come from?
A person strives to receive pleasure and does not strive - if this in itself does not give him pleasure - to work. Therefore, it is quite natural that next to physics, in which you have to work hard to get the pleasure of knowing the truth and recognition by society, there is some other field of activity, called, to put it politely, “parascience” or “pseudoscience.”
Sometimes they say “pseudoscience,” but this expression is inaccurate - deliberate and purposeful deception is usually called a lie, and among the figures of pseudoscience there are quite a lot of sincerely mistaken people. We will mainly talk about pseudophysics, although recently, for example, pseudohistory and pseudomedicine have been very popular. In accordance with the properties of physics listed above, pseudophysics comes in several types.
Type 1- designed primarily to receive money and honor from the state. The traditional theme is “superweapons”. For example, shooting down enemy missiles with “plasma clots.” Similar ideas were successfully used to siphon money from the budget during Soviet times, and they were also used on the other side of the ocean. For example, the use of telepathy to communicate with submarines. True, the system of independent expertise and less corruption prevent the development of this type of pseudoscience in other countries.
Type 2– designed mainly to satisfy one’s own ambitions. Traditional topics are solutions to the most complex, fundamental and global problems. Proof of Fermat's theorem, trisection of an angle and squaring a circle, perpetual motion and an internal combustion engine on water, clarification of the nature of gravity, construction of a “theory of everything,” etc. Unlike Type 1 works, some of these works cost next to nothing, other than money to publish.
In general, pseudoscience is based on two psychological characteristics of people - the desire to get something (money, honor) without making an effort or to learn something without making an effort (“theory of everything”). People are especially willing to believe in all sorts of miracles (UFOs, instant healings, miracle weapons) during periods of failure - either personal or social. When the complexity of the tasks facing a person or society turns out to be greater than usual and many people feel bad. A person in such a situation turns either to religion (as a rule, to its external attributes), or to pseudoscience, or to mysticism. For example, today Russia occupies one of the first places in the world in terms of the degree of interest in mysticism, far ahead of Western societies living a normal life.
Is there any harm from pseudoscience?
However, there is no particular harm directly from believing in UFOs and plants that sense from a distance that they are about to be plucked. What’s worse is that a person who has learned to perceive everything uncritically, who has learned to think with his own head, becomes an easy prey for all sorts of swindlers. And those who promise to make countless money right out of thin air, and those who promise to build a paradise tomorrow and solve all problems, and those who undertake to teach him everything in thirty hours - be it a foreign language, be it karate, or even management.
Pseudoscience brings direct harm, perhaps, only in one case - when it is pseudomedicine. Those who were treated by healers, sorcerers and hereditary sorcerers usually cannot be saved by doctors. Sometimes they say that healers and sorcerers heal through suggestion, hypnosis, etc. This is possible, but, firstly, it has not been proven, and, secondly, short-term improvement is usually achieved through suggestion, and the disease runs its course and leads to a natural outcome.
How to distinguish between science and pseudoscience?
Or at least physics and pseudophysics? Let us recall the main features of physics (and science in general) listed above.
First. Physics creates knowledge about the world that increases over time. And not in the form of individual revelations, but in the form of a system of related statements, and the reliability of each is a consequence and cause of the reliability of the others. Any physical work develops some results of previously performed work (either using or challenging). Previous results in the same area cannot be ignored.
Second. Physics allows you to do “things” (for example, build bridges - through studying the properties of materials and developing new ones). Therefore, we check the reliability of modern physics a hundred times every day - without it there would be no radio and television, without it a car and subway would not travel, without it neither a cell phone nor an iron would work.
Physics accumulates skills, technology, an apparatus of cognition, builds its own language in which this experience is realized, and an education system - both for those who will work in physics and for those who will not.
Pseudoscience, which satisfies the ambitions of its creators and the desire of people for a simple “explanation” of everything in the world, differs from science in all these points. She doesn't do anything on this list.
Moreover, in one aspect it imitates science. What is “science” for a person? First of all, there are a lot of incomprehensible words, some of which (holography, proton, electron, magnetic field, vacuum) are often repeated in newspapers. In addition, science is ranks: academician, corresponding member, vice president, and so on. Therefore, pseudoscience uses a lot of “scientific words”, completely out of place, and usually walks around hung from neck to knees with titles. Nowadays, every dozen honest crazy people and dozens of normal crooks, getting together, declare themselves an academy.
Why physicists don't like this topic
People who want to understand the issue and understand whether “solar-terrestrial connections” exist or whether it is simply incorrect data processing turn to physicists with questions, and physicists usually shy away from answering. This is where the press thrives, publishing millions of copies of photographs of the “soul leaving the body” (in the picture the soul looks a little like a ghost - a cartoon Casper, only translucent). Let's try to understand the psychology of physicists who, in violation of the traditions of their science, evade a clear answer and, with their eyes downcast, mutter something like “maybe there is something there.”
The first and main reason for this behavior is that it is much more interesting for a physicist to study nature than to deal with crazy people, swindlers and people fooled by them.
The second reason is that if a person is hopelessly ill, then (in Russian culture, but not in Western culture) it is customary to tell him lies and, thereby, console him. If people feel bad and they turn to faith in lapels, love spells and the strongest sorcerers in the third generation, then it’s somehow wrong to take this away from them.
Third reason. Reluctance to enter into conflict over “nonsense.” Will you tell him that mice do not emit gravitational signals when they die, or that there are no holes in the aura simply because there is no aura, and he will begin to accuse you of persecuting and suppressing the sprouts of new knowledge?
Fourth reason. Reluctance to be branded as a retrograde, censor, Cerberus, despot, etc. Physicists remember Soviet times, when not a single word could be published without permission - and therefore do not want to be even remotely like censors.
The fifth reason is a bad conscience. The cutting edge of science goes deep into nature like a mining machine. The length of the tunnels is growing, society is breaking away from science, and shamans are filling the gap. And this happens not only in Russia, but also in other countries. Maybe scientists should be more involved in popularizing science and educational activities? Then there would be less shamanism.
The sixth and final reason - what if there really is something there? Let's consider this situation in more detail.
What if there really is something there?
Of course, when the stories about levitating frogs begin, everything becomes clear. But in physics it often happens that the data of new measurements “do not fit” into the old theory. The question is which theory and to what extent they do not interfere. If they do not delve into the theory of relativity, which has been repeatedly confirmed experimentally (suffice it to say that without it there would be no television and radar), then there is nothing to talk about. If we are talking about unusual magnetic properties or an abnormally low resistance of a sample made from copper and lanthanum oxides, then this is strange and would need to be looked into carefully and measured seven times. And those who figured it out (and didn’t pass by) discovered high-temperature superconductivity. And information about a substance twice as hard as diamond must be rechecked not 7, but 77 times, since this, it seems to us, contradicts other, reliably established things.
Agree that the information that your neighbor or deskmate has fallen in love with you will surprise you less than the information that Chuck Norris or Sharon Stone has fallen in love with you. You will check such information much more carefully. As already mentioned, physics is not a list of revelations, but a system of knowledge in which each statement is connected with others and with practice.
The second important property is the controllability of the effect. If a cat meows in the yard and my voltmeter goes off scale, then this is an accident. When this was repeated seven times, then this is a reason to think about it. But then I go down into the yard, make her meow and record the time of meows, another person, who does not know that I am doing this, records the readings of the device, and a third person, who does not communicate with the two of us, analyzes the records, sees coincidences and says - Yes, we made a discovery! If, with an accuracy of 0.1 sec, this and that coincided seven times, and not a single meow without a twitch of the arrow and not a single twitch without a meow - this will be a discovery. Note that the controllability of the effect allows us to increase the reliability of observations and the accuracy of measurements. For example, there may not be coincidences in all cases, and all this will have to be studied long and carefully.
Thus, we see that physics - like all science - is work; a lot, a lot of work. The pleasure of knowing how the world works is not given for free. And especially not given in vain is the amazing feeling experienced by a researcher who has just learned something new about the world - something that no one else knows. Except him.