DEMONSTRATION TASKS OF ELECTRICAL CURENT PROPERTIES AND THEIR RATIONAL SENSE

2011 ◽  
Vol 8 (2) ◽  
pp. 40-48
Author(s):  
Loreta Ragulienė ◽  
Violeta Šlekienė
Keyword(s):  
Key Words ◽  
Electrical Current ◽  
Physics Teaching ◽  
Anal Ysis ◽  
Logical Sense ◽  
Physical Phenomena

This article reveals the importance of demonstration tasks in physics teaching in sec-ondary schools. The demonstration tasks of electrical current in the gas and their logical anal-ysis is presented and analyzed. Reasoning schemes for giving a logical sense to these physics demo tasks are developed. The proposed reasoning schemes reach to activate students' think-ing, understanding the demonstrations during the observed physical phenomena, i.e. help stu-dents to: understand the nature of the demo task, determine cause - effect relationships and dependencies, compare conditions and findings, summarize the results, do conclusions. Such using of demonstration tasks is useful to both of teacher and pupil: teacher controls the con-tent of teaching and a learning of pupils, pupils - are focused to self-activities, encouraged to think, analyze, summarize and do conclusions. Key words: physics teaching, demonstration task, reasoning schemes.

scholarly journals DEMONSTRATION TASKS OF LIQUID AND GAS PROPERTIES AND THEIR RATIONALE SENSE

2010 ◽  
Vol 7 (1) ◽  
pp. 29-37
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Gas Flow ◽  
Liquid Surface ◽  
Flow Speed ◽  
Pressure Reduction ◽  
Physics Teaching ◽  
Liquid Surface Tension ◽  
Air Stream ◽  
Logical Sense ◽  
Physical Phenomena ◽  
Gas Properties

The article reveals the importance of demonstration tasks in physics teaching in secondary schools. Four demonstration of the liquid and gas properties are presented and analyzed. They are: Pressure dependence of gas flow speed; Pressure reduction in air-stream; Wing lift; Liquid surface tension. Reasoning schemes for giving a logical sense to these physics demo tasks are developed. The proposed reasoning schemes reach to activate students' thinking, understanding the demonstrations during the observed physical phenomena, i.e. help students to: understand the nature of the demo task, determine cause - effect relationships and dependencies, compare conditions and findings, summarize the results, do conclusions. Such using of demonstration tasks is useful to both of teacher and pupil: teacher controls the content of teaching and a learning of pupils, pupils - are focused to self-activities, encouraged to think, analyze, summarize and do conclusions. Key words: physics teaching, demonstration task, liquid and gas properties, reasoning schemes.

scholarly journals DEMONSTRATION TASKS AND THEIR LOGICAL REASONING SCHEMES IN THE SECONDARY SCHOOL ELECTROSTATICS COURSE

2012 ◽  
Vol 9 (1) ◽  
pp. 35-47
Author(s):  
Loreta Ragulienė ◽  
Violeta Šlekienė
Keyword(s):  
Secondary School ◽  
Electric Field ◽  
Charge Density ◽  
Surface Charge ◽  
Key Words ◽  
Surface Charge Density ◽  
Logical Reasoning ◽  
Physics Teaching ◽  
Physical Phenomena ◽  
Electrically Charged

The article discloses the importance of demonstration tasks in physics teaching in sec-ondary schools. The place of the demonstration tasks and the possibilities of applying them during physics teaching are analyzed. Four demonstration tasks of electrostatics phenomena in the secondary school are presented and analyzed. They are: Two types of electrical charge; Distribution of surface-charge density; Electric field of electrified sphere; Electric field of two electrically charged plates. Logical reasoning schemes to these physics demo tasks are developed. The proposed reasoning schemes designed to improve students' thinking, explaining the observed demonstrations of physical phenomena which help students to: un-derstand the essence of the demo task, determine cause - effect relationships and dependen-cies, compare the conditions and findings, summarize the results and do conclusions. Such using of demonstration tasks is useful to both of teacher and pupil: teacher manages the con-tent of teaching and a learning of pupils, pupils - are focused to self-activities, encouraged to think, analyze, summarize and do conclusions. Key words: demonstration task, electrostatics phenomena, logical reasoning schemes, phys-ics teaching,

An Outlook at the Educational Mobile Apps to the Physics Subjects Available In the Android Operating System

2019 ◽  
Vol 21 (3) ◽  
pp. 91-111
Author(s):  
João Paulo De Oliveira ◽  
Rafael Felipe Pszybylski ◽  
Marcelo Souza Motta ◽  
Marco Aurélio Kalinke
Keyword(s):  
Operating System ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Physics Teaching ◽  
Systematic Mapping ◽  
Fourth Step ◽  
Android Operating System ◽  
First Moment ◽  
Physical Phenomena ◽  
Google Play

The presence of smartphones in the classrooms have been the theme of big debates among those involved in educational spaces. It is undeniable that its inclusion in teaching and learning processes approaches the school to the world where the student is in and an important step to elaborate strategies which involves the smartphones use is to know the educational apps functionalities. In this context, this article is proposed to do a systematic mapping of free educational apps to the physics teaching, available at the Android operating system presented in most smartphones and available at Google Play Store. It was adopted as methodology a systematic mapping organized in four steps. At the first moment the research was made with the use of the word “Physics” and 250 apps were found, the second step was intended to select the apps with physics content in Portuguese, which brought the number of 42 apps. Following, the third step was intended to map the specific apps for the physics subjects, excluding those that present in their content several subjects or only exercises collection, finding, so, 25 apps. Lastly, in fourth step, it was made a description of the apps selected from step 3 with more than 10.000 downloads. What was noticed in the description is that practically none presents the contextualization of physical phenomena or simulations, they only highlight nature theoretical or mathematical descriptions.

scholarly journals IMPLEMENTATION OF VISUAL PRINCIPLE USING PHYSICS DEMO TASKS

2009 ◽  
Vol 6 (2) ◽  
pp. 38-45
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Ideal Gas ◽  
Absolute Pressure ◽  
Adiabatic Process ◽  
State Variables ◽  
Experimental Science ◽  
Physics Teaching ◽  
Guiding Principle ◽  
Gas Laws ◽  
Logical Sense ◽  
Teaching Physics

This paper deals with the significance of visual principle in education process and its implementation (realization) using physics demo tasks. Visual principle is a guiding principle of educational activities in se-lecting the contents and the methods of teaching. Physics is an experimental science. Students can success-fully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Demo tasks which exemplify the ideal gas laws are presented and analysed. An ideal gas is characterized by three state variables: absolute pressure (p), volume (V), and absolute tempera-ture (T). The relationships between them are showed by demo tasks. Demo tasks for isothermal, isobaric, isochoric and adiabatic process are discussed. The place of the demo tasks and the possibilities of applying them during physics teaching are analysed. Reasoning sequences for giving a logical sense to these physics demo tasks are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a positive result. The demo task and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demo tasks are efficient in training pupils’ way of thinking. Key words: visual principle, ideal gas laws, physics demo tasks, reasoning sequence, logical sense.

scholarly journals DIDACTICAL PRINCIPLES OF CONCEPT FORMATION IN PHYSICS

2010 ◽  
Vol 7 (2) ◽  
pp. 35-43
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Key Words ◽  
Concept Formation ◽  
Physics Teaching ◽  
Advantages And Disadvantages ◽  
Condi Tions ◽  
Comprehension Process ◽  
Basic Features ◽  
The Right

Formation of concepts and their correlation with mental activity has been an object of con-cern for philosophers, psychologists and educators. Selecting the most efficient way of con-cept formation, knowledge of various methods, their advantages and disadvantages, condi-tions of their successful application, peculiarities of the comprehension process is necessary. This article deals with the didactical principles of concept formation in physics. The main stages of formation and development concepts of physics have been analysed: a definite sensual perception, distinction of basic general features of the observed objects of a class, abstraction of a concept, specification and consolidation of basic features of concept, defini-tion of relations with other concepts, application of a concept, generalisation and specifica-tion. It has been stated in this article, that the quality of concept formation depends on the ways how the basic features of a concept are detailed and consolidated, relations with other concepts are revealed, how the concept is applied solving tasks of various types, i.e., how the process of concept expansion has been organised. Concept comprehension is not a single act of the definition memorisation but a long-term process. Aiming at pupils’ conscious compre-hension of scientific concepts, their ability to apply them in definite situations it is essential to organise the process of their formation in the right way and to manage it. Teachers should realise, that definition memorising does not mean concept formation, quality of concept comprehension mainly depends on the ways its basic features are being detailed and consoli-dated, correlation with other concepts is being disclosed, the concept is being applied solving the tasks of various character, i.e. how the process of concept expansion is being organised. Key words: physics teaching, concepts formation, didactical principles.

scholarly journals Implementation of empirical-mathematical modelling in upper secondary physics: Teachers’ interpretations and considerations

1970 ◽  
Vol 4 (2) ◽  
pp. 113-122 ◽  
Author(s):  
Carl Angell ◽  
Per Morten Kind ◽  
Ellen Karoline Henriksen
Keyword(s):  
Mathematical Modelling ◽  
Teaching And Learning ◽  
Physics Teaching ◽  
Physics Learning ◽  
Lower Priority ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Physics Curriculum ◽  
Physical Phenomena ◽  
Modelling Approach

This paper reports on the implementation of an upper secondary physics curriculum with an empirical-mathematical modelling approach. In project PHYS 21, we used the notion of multiple representations of physical phenomena as a framework for developing modelling activities for students. Interviews with project teachers indicate that implementation of empirical-mathematical modelling varied widely among classes. The new curriculum ideas were adapted to teachers’ ways of doing andreflecting on teaching and learning rather than radically changing these. Modelling was taken up as a method for reaching the traditional content goals of physics teaching, whereas goals related to process skills and the nature of science were given a lower priority by the teachers. Our results indicate that more attention needs to be focused on teachers’ and students’ meta-understanding of physics and physics learning.

scholarly journals THE EXPANSION THERMOMETER IN PRESCHOOLERS’ THINKING

2016 ◽  
Vol 15 (2) ◽  
pp. 185-193
Author(s):  
Maria Kampeza ◽  
Angeliki Vellopoulou ◽  
Glykeria Fragkiadaki ◽  
Konstantinos Ravanis
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Educational Activity ◽  
Technical Tool ◽  
Individual Interviews ◽  
Science And Technology Education ◽  
The Everyday ◽  
Physical Phenomena ◽  
Education Science

Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers’ representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously. Key words: preschoolers’ representations, expansion thermometer, preschool education, science and technology education.

scholarly journals REALIZATION OF VISUAL PRINCIPLE USING MECHANICS DEMONSTRATIONS OF GRADE 11 IN PHYSICS EDUCATION

2009 ◽  
Vol 6 (3) ◽  
pp. 29-37
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Physics Education ◽  
Minimum Principle ◽  
The Body ◽  
Correct Result ◽  
Experimental Science ◽  
Physics Teaching ◽  
The Coefficient Of Friction ◽  
Logical Sense ◽  
Teaching Physics ◽  
Mechanical Phenomena

This article reveals the importance of the visual principle in physics education process and its im-plementation using mechanics demonstrations. Visual principle is a guiding principle of educational activi-ties in selecting the contents and the methods of teaching. Physics is an experimental science. Students can successfully master the basics of Physics provided the source of knowledge is a physical experiment based on the visual didactical principle. To optimize the teaching process it is necessary to visualize phenomena, processes or objects. Visualization is significant for problem solving in research and teaching. Physics demonstrations inure to this aim very well. Physics demonstration experiments illustrating mechanical phe-nomena for grade XI are presented and analyzed. The most of mechanical phenomena are characterized by different kinds of forces and energy. The relationships between them are showed by demonstration experi-ments. Demonstration experiments for determining the coefficient of friction, the body weight change of accelerating falling and the potential energy minimum principle are discussed. The place of the demonstra-tions and the possibilities of applying them during physics teaching are analyzed. Reasoning sequences for giving a logical sense to these physics demonstrations are introduced. These sequences have been based on the system of specially thinking schemes and prepared as a guide determining the steady movement toward a correct result. The demonstration and its reasoning sequence enable the pupils to understand essence of new subject, to colligate, to make conclusions. Reasoning sequences, prepared for demonstration experi-ments are efficient in training pupils’ way of thinking. Key words: visual principle, mechanical phenomena, force, energy, physics demonstration experiment, reasoning sequence, logical sense.

The Interpretation of Line Profiles

1977 ◽  
Vol 36 ◽  
pp. 191-215
Author(s):  
G.B. Rybicki
Keyword(s):  
Magnetic Fields ◽  
Atomic Physics ◽  
Velocity Fields ◽  
Spectral Lines ◽  
Inhomogeneous Structure ◽  
The Sun ◽  
Line Profiles ◽  
Physical Phenomena

Observations of the shapes and intensities of spectral lines provide a bounty of information about the outer layers of the sun. In order to utilize this information, however, one is faced with a seemingly monumental task. The sun’s chromosphere and corona are extremely complex, and the underlying physical phenomena are far from being understood. Velocity fields, magnetic fields, Inhomogeneous structure, hydromagnetic phenomena – these are some of the complications that must be faced. Other uncertainties involve the atomic physics upon which all of the deductions depend.

TEM visualization of surface replicated acid and base catalyzed sol-gel glasses

1986 ◽  
Vol 44 ◽  
pp. 448-449
Author(s):  
George C. Ruben ◽  
Merrill W. Shafer
Keyword(s):  
Elevated Temperatures ◽  
Sol Gel ◽  
Basic Medium ◽  
Glass Transition Point ◽  
Structural Space ◽  
Acid And Base ◽  
Organometallic Precursors ◽  
New Processing ◽  
Gel Glasses ◽  
Physical Phenomena

Traditionally ceramics have been shaped from powders and densified at temperatures close to their liquid point. New processing methods using various types of sols, gels, and organometallic precursors at low temperature which enable densificatlon at elevated temperatures well below their liquidus, hold the promise of producing ceramics and glasses of controlled and reproducible properties that are highly reliable for electronic, structural, space or medical applications. Ultrastructure processing of silicon alkoxides in acid medium and mixtures of Ludox HS-40 (120Å spheres from DuPont) and Kasil (38% K2O &62% SiO2) in basic medium have been aimed at producing materials with a range of well defined pore sizes (∼20-400Å) to study physical phenomena and materials behavior in well characterized confined geometries. We have studied Pt/C surface replicas of some of these porous sol-gels prepared at temperatures below their glass transition point.

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