What does computer experiment mean. Computer experiment. Analyzing Simulation Results To give life to new designs, to bring new technical solutions into production, or to test new ideas, experimentation is needed. Experiment
| Lesson planning for the school year | Main stages of modeling
Lesson 2
Main stages of modeling
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By studying this topic, you will learn:
What is modeling;
- what can serve as a prototype for modeling;
- what is the place of modeling in human activity;
- what are the main stages of modeling;
- what is a computer model;
What is a computer experiment.
computer experiment
To give life to new design developments, to introduce new technical solutions into production or to test new ideas, an experiment is needed. An experiment is an experiment that is performed with an object or model. It consists in performing some actions and determining how the experimental sample reacts to these actions.
At school, you conduct experiments in the lessons of biology, chemistry, physics, geography.
Experiments are carried out when testing new product samples at enterprises. Usually, a specially created setup is used for this, which allows conducting an experiment in laboratory conditions, or the real product itself is subjected to all kinds of tests (a full-scale experiment). To study, for example, the performance properties of a unit or assembly, it is placed in a thermostat, frozen in special chambers, tested on vibration stands, dropped, etc. It is good if it is a new watch or a vacuum cleaner - the loss during destruction is not great. What if it's a plane or a rocket?
Laboratory and full-scale experiments require large material costs and time, but their significance, nevertheless, is very great.
With the development of computer technology, a new unique research method has appeared - a computer experiment. In many cases, computer model studies have come to help, and sometimes even to replace, experimental samples and test benches. The stage of conducting a computer experiment includes two stages: drawing up an experiment plan and conducting a study.
Experiment plan
The experiment plan should clearly reflect the sequence of work with the model. The first step in such a plan is always to test the model.
Testing is the process of checking the correctness of the constructed model.
Test - a set of initial data that allows you to determine the correctness of the construction of the model.
To be sure of the correctness of the obtained modeling results, it is necessary: ♦ to check the developed algorithm for building the model; ♦ make sure that the constructed model correctly reflects the properties of the original, which were taken into account in the simulation.
To check the correctness of the model construction algorithm, a test set of initial data is used, for which the final result is known in advance or predetermined in other ways.
For example, if you use calculation formulas in modeling, then you need to select several options for the initial data and calculate them “manually”. These are test items. When the model is built, you test with the same inputs and compare the results of the simulation with the conclusions obtained by calculation. If the results match, then the algorithm is developed correctly, if not, it is necessary to look for and eliminate the cause of their discrepancy. Test data may not reflect the real situation at all and may not carry semantic content. However, the results obtained in the process of testing may prompt you to think about changing the original information or sign model, primarily in that part of it where the semantic content is laid down.
To make sure that the constructed model reflects the properties of the original, which were taken into account in the simulation, it is necessary to select a test example with real source data.
Conducting research
After testing, when you have confidence in the correctness of the constructed model, you can proceed directly to the study.
The plan should include an experiment or series of experiments that meet the objectives of the simulation. Each experiment must be accompanied by an understanding of the results, which serves as the basis for analyzing the results of modeling and making decisions.
The scheme for preparing and conducting a computer experiment is shown in Figure 11.7.
Rice. 11.7. Scheme of a computer experiment
Analysis of simulation results
The ultimate goal of modeling is to make a decision, which should be developed on the basis of a comprehensive analysis of the simulation results. This stage is decisive - either you continue the study, or finish. Figure 11.2 shows that the results analysis phase cannot exist autonomously. The conclusions obtained often contribute to an additional series of experiments, and sometimes to a change in the problem.
The results of testing and experiments serve as the basis for developing a solution. If the results do not correspond to the goals of the task, it means that mistakes were made at the previous stages. This can be either an incorrect statement of the problem, or an overly simplified construction of an information model, or an unsuccessful choice of a modeling method or environment, or a violation of technological methods when building a model. If such errors are identified, then the model needs to be corrected, that is, a return to one of the previous stages. The process is repeated until the results of the experiment meet the objectives of the simulation.
The main thing to remember is that the detected error is also the result. As the proverb says, you learn from your mistakes. The great Russian poet A. S. Pushkin also wrote about this:
Oh, how many wonderful discoveries we have
Prepare enlightenment spirit
And experience, the son of difficult mistakes,
And genius, paradoxes friend,
And chance, god is the inventor...
Control questions and tasks
1. What are the two main types of modeling problem statement.
2. In the well-known "Problem Book" by G. Oster, there is the following problem:
The evil witch, working tirelessly, turns 30 princesses into caterpillars a day. How many days will it take her to turn 810 princesses into caterpillars? How many princesses a day would have to be turned into caterpillars to get the job done in 15 days?
Which question can be attributed to the type of "what will happen if ...", and which - to the type of "how to do so that ..."?
3. List the most well-known goals of modeling.
4. Formalize the playful problem from G. Oster's "Problem Book":
From two booths located at a distance of 27 km from one another, two pugnacious dogs jumped out towards each other at the same time. The first runs at a speed of 4 km / h, and the second - 5 km / h.
How long will the fight start?
5.
Name as many characteristics of the "pair of shoes" object as you can. Compose an information model of an object for different purposes:
■ choice of footwear for hiking;
■ selection of a suitable shoe box;
■ purchase of shoe care cream.
6. What characteristics of a teenager are essential for a recommendation on choosing a profession?
7. Why is the computer widely used in simulation?
8. Name the tools of computer modeling known to you.
9. What is a computer experiment? Give an example.
10. What is model testing?
11. What errors are encountered in the modeling process? What should be done when an error is found?
12. What is the analysis of simulation results? What conclusions are usually drawn?
In the definition presented above, the term "experiment" has a dual meaning. On the one hand, in a computer experiment, as well as in a real one, the responses of the system to certain changes in parameters or to external influences are studied. Temperature, density, composition are often used as parameters. And the effects are most often realized through mechanical, electrical or magnetic fields. The only difference is that the experimenter is dealing with a real system, while in a computer experiment the behavior of a mathematical model of a real object is considered. On the other hand, the ability to obtain rigorous results for well-defined models makes it possible to use a computer experiment as an independent source of information to test the predictions of analytical theories and, therefore, in this capacity, the simulation results play the role of the same standard as the experimental data.
From all that has been said, it can be seen that there is the possibility of two very different approaches to setting up a computer experiment, which is due to the nature of the problem being solved and thus determines the choice of a model description.
First, calculations by the MD or MC methods can pursue purely utilitarian goals related to the prediction of the properties of a specific real system and their comparison with a physical experiment. In this case, interesting predictions can be made and studies can be carried out under extreme conditions, for example, at ultrahigh pressures or temperatures, when a real experiment is impossible for various reasons or requires too much material costs. Computer simulation is often generally the only way to obtain the most detailed ("microscopic") information about the behavior of a complex molecular system. This was especially clearly shown by numerical experiments of a dynamic type with various biosystems: globular proteins in the native state, DNA and RNA fragments. , lipid membranes. In a number of cases, the obtained data made it necessary to revise or significantly change the previously existing ideas about the structure and functioning of these objects. At the same time, it should be borne in mind that since various types of valence and non-valence potentials are used in such calculations, which only approximate the true interactions of atoms, this circumstance ultimately determines the degree of correspondence between the model and reality. Initially, the inverse problem is solved, when the potentials are calibrated according to the available experimental data, and only then these potentials are used to obtain more detailed information about the system. Sometimes, the parameters of interatomic interactions can in principle be found from quantum chemical calculations performed for simpler model compounds. When modeling by MD or MC methods, a molecule is treated not as a set of electrons and nuclei, obeying the laws of quantum mechanics, but as a system of bound classical particles - atoms. Such a model is called mechanical model of a molecule .
The goal of another approach to setting up a computer experiment may be to understand the general (universal or model-invariant) patterns of behavior of the system under study, that is, patterns that are determined only by the most typical features of a given class of objects, but not by the details of the chemical structure of a single compound. That is, in this case, the computer experiment has as its goal the establishment of functional relationships, and not the calculation of numerical parameters. This ideology is most clearly present in the scaling theory of polymers. From the point of view of this approach, computer modeling acts as a theoretical tool, which, first of all, allows you to check the conclusions of existing analytical methods of the theory or supplement their predictions. This interaction between analytical theory and computer experiment can be very fruitful when both approaches manage to use identical models. The most striking example of such generalized models of polymer molecules is the so-called lattice model . On its basis, many theoretical constructions have been made, in particular, related to the solution of the classical and, in some sense, the main problem of the physicochemistry of polymers on the effect of bulk interactions on the conformation and, accordingly, on the properties of a flexible polymer chain. Bulk interactions are usually understood as short-range repulsive forces that arise between units distant along the chain when they approach each other in space due to random bending of the macromolecule. In the lattice model, a real chain is considered as a broken trajectory that passes through the nodes of a regular lattice of a given type: cubic, tetrahedral, etc. Occupied lattice nodes correspond to polymer units (monomers), and the segments connecting them correspond to chemical bonds in the skeleton of a macromolecule. The prohibition of self-intersections of the trajectory (or, in other words, the impossibility of simultaneous entry of two or more monomers into one lattice site) models volumetric interactions (Fig. 1). That is, if, for example, if the MC method is used and when a randomly selected link is displaced, it falls into an already occupied node, then such a new conformation is discarded and is no longer taken into account in the calculation of the system parameters of interest. Different chain arrangements on the lattice correspond to polymer chain conformations. According to them, the required characteristics are averaged, for example, the distance between the ends of the chain R.
The study of such a model makes it possible to understand how volume interactions affect the dependence of the root-mean-square value
There are various modifications of lattice models, for example, those in which the lengths of bonds between links do not have fixed values, but can change in a certain interval, which guarantees only the prohibition of chain self-crossings, this is how the widely used model with "fluctuating bonds" is arranged. However, all lattice models have in common that they are discrete, that is, the number of possible conformations of such a system is always finite (although it can be an astronomical value even with a relatively small number of links in the chain). All discrete models have very high computational efficiency, but, as a rule, can only be investigated by the Monte Carlo method.
For some cases, use continuous generalized models of polymers that are capable of changing conformation in a continuous manner. The simplest example is a chain made up of a given number N solid balls connected in series by rigid or elastic links. Such systems can be studied both by the Monte Carlo method and by the molecular dynamics method.
Experiment
Experiment(from lat. experimentum- test, experience) in the scientific method - a method of studying a certain phenomenon under controlled conditions. It differs from observation by active interaction with the object under study. Typically, an experiment is carried out as part of a scientific study and serves to test a hypothesis, to establish causal relationships between phenomena. Experiment is the cornerstone of the empirical approach to knowledge. Popper's criterion puts forward the possibility of setting up an experiment as the main difference between a scientific theory and a pseudoscientific one. An experiment is a research method that is reproduced under the described conditions an unlimited number of times, and gives an identical result.
Experiment Models
There are several models of experiment: Flawless experiment - a model of experiment that is not feasible in practice, used by experimental psychologists as a standard. This term was introduced into experimental psychology by Robert Gottsdanker, the author of the well-known book Fundamentals of Psychological Experiment, who believed that the use of such a model for comparison would lead to a more effective improvement of experimental methods and the identification of possible errors in planning and conducting a psychological experiment.
Random experiment (random test, random experience) is a mathematical model of a corresponding real experiment, the result of which cannot be accurately predicted. The mathematical model must meet the requirements: it must be adequate and adequately describe the experiment; the totality of the set of observed results within the framework of the mathematical model under consideration should be determined with strictly defined fixed initial data described within the framework of the mathematical model; there should be a fundamental possibility of carrying out an experiment with a random outcome an arbitrarily number of times with unchanged input data; the requirement must be proven or the hypothesis of the stochastic stability of the relative frequency for any observed result, defined within the framework of the mathematical model, must be accepted a priori.
The experiment is not always implemented as intended, so a mathematical equation was invented for the relative frequency of experiment implementations:
Let there be some real experiment and let A denote the result observed within the framework of this experiment. Let there be n experiments in which the result A can be realized or not. And let k be the number of realizations of the observed result A in n trials, assuming that the trials performed are independent.
Types of experiments
physical experiment
physical experiment- a way of knowing nature, which consists in the study of natural phenomena in specially created conditions. Unlike theoretical physics, which explores the mathematical models of nature, a physical experiment is designed to explore nature itself.
It is disagreement with the result of a physical experiment that is the criterion for the fallacy of a physical theory, or more precisely, the inapplicability of a theory to the world around us. The converse statement is not true: agreement with experiment cannot be proof of the correctness (applicability) of the theory. That is, the main criterion for the viability of a physical theory is verification by experiment.
Ideally, experimental physics should give only description experimental results, without any interpretations. However, in practice this is not achievable. The interpretation of the results of a more or less complex physical experiment inevitably relies on the fact that we have an understanding of how all elements of the experimental setup behave. Such an understanding, in turn, cannot but rely on any theory.
computer experiment
A computer (numerical) experiment is an experiment on a mathematical model of an object of study on a computer, which consists in the fact that, according to some parameters of the model, its other parameters are calculated and, on this basis, conclusions are drawn about the properties of the object described by the mathematical model. This type of experiment can only be conditionally attributed to an experiment, because it does not reflect natural phenomena, but is only a numerical implementation of a mathematical model created by a person. Indeed, in case of incorrectness in mat. model - its numerical solution may be strictly divergent from the physical experiment.
Psychological experiment
A psychological experiment is an experiment conducted under special conditions to obtain new scientific knowledge through the targeted intervention of a researcher in the life of the subject.
thought experiment
A thought experiment in philosophy, physics and some other fields of knowledge is a type of cognitive activity in which the structure of a real experiment is reproduced in the imagination. As a rule, a thought experiment is carried out within the framework of a certain model (theory) to check its consistency. When conducting a thought experiment, contradictions in the internal postulates of the model or their incompatibility with external (in relation to this model) principles that are considered unconditionally true (for example, with the law of conservation of energy, the principle of causality, etc.) may be revealed.
Critical experiment
A critical experiment is an experiment whose outcome unambiguously determines whether a particular theory or hypothesis is correct. This experiment should give a predicted result that cannot be deduced from other, generally accepted hypotheses and theories.
Literature
- Vizgin V. P. Hermeticism, experiment, miracle: three aspects of the genesis of modern science // Philosophical and religious origins of science. M ., 1997. S.88-141.
Links
Wikimedia Foundation. 2010 .
Synonyms:See what "Experiment" is in other dictionaries:
- (from lat. experimentum test, experience), a method of cognition, with the help of which, under controlled and controlled conditions, the phenomena of reality are investigated. E. is carried out on the basis of a theory that determines the formulation of problems and its interpretation ... ... Philosophical Encyclopedia
experiment- An offer to a person of his own free will to live, experience, feel relevant to him or go on a conscious experiment, recreating a controversial or doubtful situation for him in the course of therapy (primarily in symbolic form). Brief sensible ... ... Great Psychological Encyclopedia
Nobody believes in a hypothesis, except for the one who put it forward, but everyone believes in the experiment, except for the one who performed it. No amount of experimentation can prove a theory; but one experiment is enough to refute it ... Consolidated encyclopedia of aphorisms
Experiment- (Latin experimentum - son, baykau, tәzhіribe) - nәrseler (objectiler) men құbylystardy baқylanylatyn zhane baskarylatyn zhagdaylarda zertteytіn empiriyalyқ tanym adisi. Experiment adіs retіnde Zhana zamanda payda boldy (G.Galilei). Onyn philosophy... Philosophical terminderdin sozdigі
- (lat.). First experience; everything that the natural scientist uses in order to force the forces of nature to act under certain conditions, as if artificially causing the phenomena encountered in it. Dictionary of foreign words included in the Russian ... ... Dictionary of foreign words of the Russian language
See experience ... Dictionary of Russian synonyms and expressions similar in meaning. under. ed. N. Abramova, M.: Russian dictionaries, 1999. experiment, test, experience, test; research, verification, attempt Dictionary of Russian synonyms ... Synonym dictionary
EXPERIMENT, experiment, husband. (lat. experimentum) (book). Scientifically delivered experience. Chemical experiment. Physical experiment. Make an experiment. || In general, an experience, an attempt. Educational work does not allow risky experiments ... ... Explanatory Dictionary of Ushakov
Experiment- Experiment ♦ Expérimentation Active, deliberate experience; the desire not so much to hear the reality (experience) and even not so much to listen to it (observation), but to try to ask her questions. There is a special concept ... ... Philosophical Dictionary of Sponville
See Investigative Experiment, Forensic Experiment... Law Dictionary
- (from the Latin experimentum test, experience), a method of cognition, with the help of which phenomena of nature and society are studied under controlled and controlled conditions. Often the main task of the experiment is to test the hypotheses and predictions of the theory (so ... ... Modern Encyclopedia
- (from lat. experimentum test, experience) study, study of economic phenomena and processes through their reproduction, modeling in artificial or natural conditions. The possibilities of economic experiments are very limited, since ... ... Economic dictionary
Books
- Experiment, Stanislav Vladimirovich Borzykh, This book offers a look at what is happening to us now and what happened some time ago from a new angle. In fact, we are witnessing an experiment on a colossal scale, ... Category: Biology Publisher:
LECTURE
Topic: Computer experiment. Analysis of simulation results
To give life to new design developments, to introduce new technical solutions into production, or to test new ideas, an experiment is needed. An experiment is an experiment that is performed with an object or model. It consists in performing some actions and determining how the experimental sample reacts to these actions. At school, you conduct experiments in the lessons of biology, chemistry, physics, geography. Experiments are carried out when testing new product samples at enterprises. Usually, a specially created setup is used for this, which allows conducting an experiment in laboratory conditions, or the real product itself is subjected to all kinds of tests (a full-scale experiment). To study, for example, the operational properties of a unit or assembly, it is placed in a thermostat, frozen in special chambers, tested on vibration stands, dropped, etc. It’s good if it’s a new watch or a vacuum cleaner - it’s not a big loss upon destruction. And if a plane or a rocket? Laboratory and full-scale experiments require large material costs and time, but their value, nevertheless, is very great. With the development of computer technology, a new unique research method has appeared - computer experiment. In many cases, computer model studies have come to help, and sometimes even to replace, experimental samples and test benches. The stage of conducting a computer experiment includes two stages: drawing up an experiment plan and conducting a study. Experiment plan The experiment plan should clearly reflect the sequence of work with the model. The first point of such a plan is always testing the model. Testing - processcheckscorrectnessbuiltmodels. Test - kitinitialdata, allowingdefinegreat-vilenessbuildingmodels. To be sure of the correctness of the obtained simulation results, it is necessary:
- check the developed algorithm for building the model; make sure that the constructed model correctly reflects the properties of the original, which were taken into account in the simulation.
MODEL TESTING
EXPERIMENT PLAN
CONDUCTING RESEARCH
ANALYSIS OF THE RESULTS
Rice. 11.7. Scheme of a computer experiment
Analysis of simulation results
The ultimate goal of modeling is making a decision, which should be developed on the basis of a comprehensive analysis of the results of modeling. This stage is decisive - either you continue the study, or finish. Figure 11.2 shows that the results analysis stage cannot exist autonomously. The conclusions obtained often contribute to an additional series of experiments, and sometimes to a change in the task. The basis for developing a solution is the results of testing and experiments. If the results do not correspond to the goals of the task, it means that mistakes were made at the previous stages. This may be either an incorrect statement of the problem, or an overly simplified construction of an information model, or an unsuccessful choice of a method or modeling environment, or a violation of technological methods when building a model. If such errors are found, then model adjustment, that is, a return to one of the previous steps. The process is repeated until the results of the experiment meet the objectives of the simulation. The main thing to remember is that the detected error is also the result. As the proverb says, you learn from your mistakes. The great Russian poet A. S. Pushkin also wrote about this: Oh, how many wonderful discoveries are being prepared for us by the spirit of enlightenment And experience, the son of difficult mistakes, And genius, friend of paradoxes, And chance, god the inventor ...
Controlquestionsandtasks
- What are the two main types of problem statement modeling.
- In the well-known "Problem Book" by G. Oster, there is the following problem:
- List the most well-known goals of modeling. Formalize the playful problem from G. Oster's "Problem Book":
The concept of information
DocumentThe world around us is very diverse and consists of a huge number of interconnected objects. To find your place in life, from early childhood, together with your parents, and then with your teachers, step by step, you will learn all this diversity.
Managing editor V. Zemskikh Editor N. Fedorova Art editor R. Yatsko Layout T. Petrova Proofreaders M. Odinokova, M. Schukina bbk 65. 290-214
BookШ39 Organizational culture and leadership / Per. from English. ed. V. A. Spivak. - St. Petersburg: Peter, 2002. - 336 p: ill. - (Series "Theory and practice of management").
Educational and methodological complex in the discipline: "Marketing" specialty: 080116 "Mathematical methods in economics"
Training and metodology complexArea of professional activity: analysis and modeling of economic processes and objects at the micro, macro and global levels; monitoring of economic and mathematical models; forecasting, programming and optimization of economic systems.
Municipal Autonomous
educational institution
"Secondary school No. 31"
Syktyvkar
computer experiment
in high school physics.
Reiser E.E.
Komi Republic
G 
.Syktyvkar
CONTENT:
I. Introduction
II. Types and role of experiment in the learning process.
III. Using a computer in physics lessons.
V. Conclusion.
VI. Glossary.
VII. Bibliography.
VIII. Applications:
1. Classification of a physical experiment
2. The results of the survey of students
3. Using a computer during a demonstration experiment and solving problems
4. Using a computer during the event
Laboratory and practical work
COMPUTER EXPERIMENT
IN THE COURSE OF PHYSICS OF THE SECONDARY SCHOOL.
…It's time to arm
teachers with a new tool,
and the result immediately
affect future generations.
Potashnik M.M.,
Academician of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor.
I. Introduction.
Physics is an experimental science. Scientific activity begins with observation. An observation is most valuable when the conditions affecting it are precisely controlled. This is possible if the conditions are constant, known and can be changed at will of the observer. Observation carried out under strictly controlled conditions is called experiment. And the exact sciences are characterized by an organic connection between observations and experiment with the determination of the numerical values of the characteristics of the objects and processes under study.
The experiment is the most important part of scientific research, the basis of which is a scientifically established experiment with precisely taken into account and controlled conditions. The word experiment itself comes from the Latin experimentum- test, experience. In the scientific language and research work, the term "experiment" is usually used in a sense that is common to a number of related concepts: experience, purposeful observation, reproduction of the object of knowledge, organization of special conditions for its existence, verification of prediction. This concept includes the scientific setting of experiments and the observation of the phenomenon under study under precisely taken into account conditions that make it possible to follow the course of phenomena and recreate it every time these conditions are repeated. The concept of "experiment" itself means an action aimed at creating conditions for the implementation of a particular phenomenon and, if possible, the most frequent, i.e. uncomplicated by other phenomena. The main purpose of the experiment is to identify the properties of the objects under study, test the validity of hypotheses and, on this basis, a wide and in-depth study of the topic of scientific research
BeforeXVIIIin. when physics was an hourthew of philosophy, scientists considered logsscientific conclusions are its basis, and onlythought experiment
could be forthem convincing in the formation of the outlookniya on the device of the world, the main fizic laws. Galileo, whomrightly considered the father of experimentsphysics, could not prove anything to his contemporaries, conducting experiments withfalling balls of different masses from Pisansky tower. "Galileo's idea caused disparaging remarks and bewilderment."Thought experiment onanalysis of the behavior of three bodies equal to masssy, two of which were connected by nevesomy thread, turned out to be for his colleaguesmore persuasive than directlynatural experience.
In a similar way, Galileo proved the validity of the law of inertia with two inclined planes and balls moving along them. I. Newton himself tried to substantiate the laws known and discovered by him in his book “Mathematical Foundations of Natural Philosophy”, applying Euclid's scheme, introducing axioms and theorems based on them. On the cover of this book
depicted earth, mountain (G) and gun ( P) (Fig. 1).
The cannon fires cannonballs that fall at different distances from the mountain, depending on their initial speed. At a certain speed, the core describes a complete revolution around the Earth. Newton, with his drawing, led to the idea of the possibility of creating artificial satellites of the Earth, which were created several centuries later.
At this stage in the development of physics, a thought experiment was necessary, since due to the lack of necessary instruments and technological base, a real experiment was impossible. Thought experiment was used both by D.K.Maxwell when creating a system of basic equations of electrodynamics (although the results of full-scale experiments conducted earlier by M.Faraday were also used), and by A. Einstein when developing the theory of relativity.
Thus, thought experiments are one of the components of the development of new theories. Most of the physical experiments were initially modeled and carried out mentally, and then real. Below we will give examples of thought experiments that played an important role in the development of physics.
In the 5th c. BC. the philosopher Zeno created a logical contradiction between real phenomena and what can be obtained by logical conclusions. He proposed a thought experiment in which he showed that an arrow would never overtake a duck (Fig. 2).
G. Galileo in his scientific activity resorted to reasoning based on common sense, referring to the so-called "mental experiments". The followers of Aristotle, refuting the ideas of Galileo, cited a number of "scientific" arguments. However, Galileo was a great master of polemics, and his counterarguments turned out to be undeniable. Logical reasoning for scientists of that era was more convincing than experimental evidence.
"Cretaceous" physics, like other methods of teaching physics that do not correspond to the experimental method of understanding nature, began to attack the Russian school 10–12 years ago. During that period, the level of provision of school classrooms with equipment fell below 20% of the required level; the industry that produced educational equipment practically stopped working; the so-called protected budget item “for equipment”, which could be spent only for its intended purpose, disappeared from school estimates. When the critical situation was realized, the subprogram "Physics Cabinet" was included in the Federal program "Educational Technology". As part of the program, the production of classical equipment has been restored and modern school equipment has been developed, including using the latest information and computer technologies. The most radical changes have taken place in equipment for frontal work, thematic sets of equipment in mechanics, molecular physics and thermodynamics, electrodynamics, optics have been developed and are being mass-produced (the school has a complete set of this new equipment for these sections).
The role and place of an independent experiment in the concept of physical education has changed: an experiment is not only a means of developing practical skills, it becomes a way of mastering the method of cognition. The computer “burst” into school life at a tremendous speed.
The computer opens up new ways in the development of thinking, providing new opportunities for active learning. Using a computer to conduct lessons,
exercises, tests and laboratory work, as well as progress records become more efficient, and a huge flow of information is easily accessible. The use of a computer in physics lessons also helps to implement the principle of the student's personal interest in mastering the material and many other principles of developmental education.
However, in my opinion, the computer cannot completely replace the teacher. The teacher has the ability to interest students, arouse their curiosity, win their trust, he can direct their attention to certain aspects of the subject being studied, reward their efforts and make them learn. The computer will never be able to take on such a role as a teacher.
The range of using the computer in extracurricular work is also wide: it contributes to the development of cognitive interest in the subject, expands the possibility of independent creative search for the most enthusiastic students in physics.
II. Types and role of experiment in the learning process.
The main types of physical experiment:
Demo experience;
Frontal laboratory work;
Physical workshop;
Experimental task;
Home experimental work;
Computer-assisted experiment (new look).
Demo Experiment is one of the components of an educational physical experiment and is a reproduction of physical phenomena by a teacher on a demonstration table using special devices. It refers to illustrative empirical methods of teaching. The role of a demonstration experiment in teaching is determined by the role that the experiment plays in physics and science as a source of knowledge and a criterion for its truth, and its possibilities for organizing the educational and cognitive activity of students.
The value of the demonstration physics experiment is as follows:
Students get acquainted with the experimental method of cognition in physics, with the role of experiment in physical research (as a result, they form a scientific worldview);
Students develop some experimental skills: the ability to observe phenomena, the ability to put forward hypotheses, the ability to plan an experiment, the ability to analyze results, the ability to establish relationships between quantities, the ability to draw conclusions, etc.
The demonstration experiment, being a means of visualization, contributes to the organization of students' perception of educational material, its understanding and memorization; allows for polytechnic education of students; promotes an increase in interest in the study of physics and the creation of motivation for learning. But when the teacher conducts a demonstration experiment, the students only passively observe the experiment conducted by the teacher, while they themselves do nothing with their own hands. Therefore, it is necessary to have an independent experiment of students in physics.
Teaching physics cannot be presented only in the form of theoretical classes, even if students are shown demonstration physical experiments in the classroom. To all types of sensory perception, it is necessary to add "work with hands" in the classroom. This is achieved when students laboratory physical experiment when they themselves assemble installations, measure physical quantities, and perform experiments. Laboratory studies arouse great interest among students, which is quite natural, since in this case the student learns about the world around him based on his own experience and his own feelings.
The significance of laboratory classes in physics lies in the fact that students form ideas about the role and place of the experiment in cognition. When performing experiments, students develop experimental skills, which include both intellectual and practical skills. The first group includes the ability to determine the purpose of the experiment, put forward hypotheses, select instruments, plan the experiment, calculate errors, analyze the results, draw up a report on the work done. The second group includes the ability to assemble an experimental setup, observe, measure, and experiment.
In addition, the significance of a laboratory experiment lies in the fact that when it is performed, students develop such important personal qualities as accuracy in working with instruments; observance of cleanliness and order in the workplace, in the records that are made during the experiment, organization, perseverance in obtaining results. They form a certain culture of mental and physical labor.
- this is a type of practical work when all students in the class simultaneously perform the same type of experiment using the same equipment. Frontal laboratory work is most often carried out by a group of students consisting of two people, sometimes it is possible to organize individual work. Accordingly, the office should have 15-20 sets of instruments for frontal laboratory work. The total number of such devices will be about a thousand pieces. The names of the frontal laboratory work are given in the curriculum. There are a lot of them, they are provided for almost every topic of the physics course. Before carrying out the work, the teacher reveals the preparedness of the students for the conscious performance of the work, determines with them its purpose, discusses the progress of the work, the rules for working with instruments, methods for calculating measurement errors. Frontal laboratory work is not very complex in content, is closely related chronologically to the material being studied and is usually designed for one lesson. Descriptions of laboratory work can be found in school textbooks in physics.
Physical workshop is carried out with the aim of repeating, deepening, expanding and generalizing the knowledge gained from various topics of the physics course, developing and improving students' experimental skills by using more complex equipment, more complex experiments, forming their independence in solving problems related to the experiment. The physical workshop is not connected in time with the material being studied, it is usually held at the end of the academic year, sometimes at the end of the first and second semesters and includes a series of experiments on a particular topic. Students perform the work of a physical workshop in a group of 2-4 people using various equipment; in the following classes there is a change of work, which is done according to a specially drawn up schedule. When scheduling, take into account the number of students in the class, the number of workshops, the availability of equipment. Two academic hours are allocated for each work of the physical workshop, which requires the introduction of double lessons in physics into the schedule. This presents difficulties. For this reason, and due to the lack of necessary equipment, one-hour work of a physical workshop is practiced. It should be noted that two-hour work is preferable, since the work of the workshop is more difficult than frontal laboratory work, they are performed on more sophisticated equipment, and the proportion of students' independent participation is much larger than in the case of frontal laboratory work. For each work, the teacher must draw up an instruction that should contain the name, purpose, list of instruments and equipment, a brief theory, a description of instruments unknown to students, and a work plan. After completing the work, students must submit a report that should contain the name of the work, the purpose of the work, a list of instruments, a diagram or drawing of an installation, a work execution plan, a table of results, formulas by which the values \u200b\u200bof were calculated, calculation of measurement errors, conclusions. When evaluating the work of students in the workshop, one should take into account their preparation for work, a report on the work, the level of skills development, understanding of the theoretical material, the methods of experimental research used.
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teach students to independently expand the knowledge gained in the lesson and acquire new ones, form experimental skills through the use of household items and home-made appliances; develop interest; provide feedback (the results obtained during the IED may be a problem to be solved in the next lesson or may serve as a consolidation of the material).
All of the above main types educational physical experiment must be necessarily supplemented with an experiment using a computer, experimental tasks, home experimental work. Opportunities computer allow
vary the conditions of the experiment, independently design models of installations and observe their work, form the ability experimentaldeal with computer models, perform calculations automatically.
From our point of view, this type of experiment should complement the educational experiment at all stages of activity learning, as it contributes to the development of spatial imagination and creative thinking.
III . Using a computer in physics lessons.
Physics is an experimental science. The study of physics is difficult to imagine without laboratory work. Unfortunately, the equipment of the physical laboratory does not always allow carrying out programmatic laboratory work, it does not allow at all to introduce new work that requires more sophisticated equipment. A personal computer comes to the rescue, which allows you to carry out quite complex laboratory work. In them, the teacher can, at his own discretion, change the initial parameters of the experiments, observe how the phenomenon itself changes as a result, analyze what he has seen, and draw appropriate conclusions.
The creation of a personal computer gave rise to new information technologies that significantly improve the quality of assimilation of information, speed up access to it, and allow the use of computer technology in various fields of human activity.
Skeptics will object that today a personal multimedia computer is too expensive to equip secondary schools with it. However, a personal computer is the brainchild of progress, and, as you know, temporary economic difficulties cannot stop progress (slow down - yes, stop - never). In order to keep up with the current level of world civilization, it should be implemented, if possible, in our Russian schools.
So, the computer is turning from an exotic machine into another technical means of teaching, perhaps the most powerful and most effective of all the technical means that the teacher had at his disposal so far.
It is well known that a high school physics course includes sections, the study and understanding of which requires a developed imaginative thinking, the ability to analyze, compare. First of all, we are talking about such sections as "Molecular Physics", some chapters of "Electrodynamics", "Nuclear Physics", "Optics", etc. Strictly speaking, in any section of a physics course, you can find chapters that are difficult to understand.
As 14 years of work experience shows, students do not have the necessary mental skills for a deep understanding of the phenomena and processes described in these sections. In such situations, the teacher comes to the aid of modern technical teaching aids, and in the first place - a personal computer.
The idea of using a personal computer for modeling various physical phenomena, demonstrating the device and the principle of operation of physical devices arose several years ago, as soon as computer technology appeared at school. Already the first lessons using a computer showed that with their help it is possible to solve a number of problems that have always existed in the teaching of school physics.
Let's list some of them. Many phenomena cannot be demonstrated in a school physics classroom. For example, these are phenomena of the microcosm, or fast processes, or experiments with devices that are not in the office. As a result, students experience difficulties in studying them, as they are not able to mentally imagine them. The computer can not only create a model of such phenomena, but also allows you to change the conditions of the process, "scroll" with the speed that is optimal for assimilation.
The study of the device and principle of operation of various physical devices is an integral part of physics lessons. Usually, when studying a particular device, the teacher demonstrates it, tells the principle of operation, using a model or diagram. But often students experience difficulties when trying to imagine the entire chain of physical processes that ensure the operation of a given device. Special computer programs make it possible to "assemble" the device from individual parts, to reproduce in dynamics with optimal speed the processes underlying the principle of its operation. In this case, multiple "scrolling" of the animation is possible.
Of course, the computer can also be used in other types of lessons: when independently studying new material, when solving problems, during tests.
It should also be noted that the use of computers in physics lessons turns them into a real creative process, allows you to implement the principles of developmental education.
A few words should be said about the development of computer lessons. We are aware of the software packages for "school" physics developed at Voronezh University, at the Physics Department of Moscow State University, and the authors have at their disposal an electronic textbook on a laser disk "Physics in Pictures", which has become widely known. Most of them are made professionally, have beautiful graphics, contain good animations, they are multifunctional, in a word, they have a lot of advantages. But for the most part, they do not fit into the outline of this particular lesson. With their help, it is impossible to achieve all the goals set by the teacher in the lesson.
Having conducted the first computer lessons, we came to the conclusion that they require special training. We began to write scripts for such lessons, organically "weaving" into them both a real experiment and a virtual one (that is, implemented on a monitor screen). I would especially like to note that the simulation of various phenomena in no way replaces real, "live" experiments, but in combination with them allows us to explain the meaning of what is happening at a higher level. The experience of our work shows that such lessons arouse real interest among students, make everyone work, even those children who find physics difficult. At the same time, the quality of knowledge increases markedly. Examples of using a computer in the classroom as a TCO can be continued for a long time.
The computer is widely used as a multiplying technique for testing students and conducting multivariate (each has its own task) tests. In any case, with the help of search programs, the teacher can find a lot of interesting things on the Internet.
The computer is an indispensable assistant in optional classes, when performing practical and laboratory work, and solving experimental problems. Students use it to process the results of their small research tasks: they make tables, build graphs, carry out calculations, create simple models of physical processes. Such use of a computer develops the skills of self-acquisition of knowledge, the ability to analyze the results, and forms physical thinking.
IV. Examples of using a computer in different types of experiment.
The computer as an element of the educational experimental setup is used at different stages of the lesson and in almost all types of experiments (often a demonstration experiment and laboratory work).
Lesson "Structure of matter" (demonstration experiment)
Purpose: to study the structure of matter in different states of aggregation, to identify some regularities in the structure of bodies in gas, liquid and solid states.
When explaining new material, computer animation is used to visually demonstrate the arrangement of molecules in different aggregate states.
The computer allows you to show the processes of transition from one state of aggregation to another, an increase in the speed of movement of molecules with an increase in temperature, the phenomenon of diffusion, gas pressure.
Problem solving lesson on the topic: "Movement at an angle to the horizon."
Purpose: to study ballistic movement, its application in everyday life.
With the help of computer animation, it is possible to show how the trajectory of the body's movement (height and flight range) changes depending on the initial speed and angle of incidence. Such use of a computer allows you to do this in a few minutes, which saves time for solving other problems, saves students from having to draw a picture for each problem (which they do not really like to do).
The model demonstrates the movement of a body thrown at an angle to the horizon. You can change the initial height, as well as the modulus and direction of the body's velocity. In the "Strobe" mode, the velocity vector of the thrown body and its projections on the horizontal and vertical axes are shown on the trajectory at regular intervals.
Laboratory work "Research of the isothermal process".
Purpose: To experimentally establish the relationship between pressure and volume of a gas at a constant temperature.
The work is fully accompanied by a computer (name, purpose, choice of equipment, order of work, necessary calculations). The object is the air in the tube. Parameters are considered in two states: initial and compressed. Appropriate calculations are made. The results are compared, and a graph is built according to the data obtained.
Experimental problem: determination of pi by weighing.
Purpose: to determine the value of pi in different ways. Show that it can be equal to 3.14 by weighing.
To carry out the work, a square and a circle are cut out of the same material so that the radius of the circle is equal to the side of the square, these figures are weighed. Through the ratio of the masses of the circle and the square, the number Pi is calculated.
Home experiment to study the characteristics of oscillatory motion.
Purpose: to consolidate the knowledge gained in the lesson about the period and frequency of oscillations of a mathematical pendulum.
A model of an oscillatory pendulum is made from improvised means (a small body is hung on a rope), for the experiment it is necessary to have a clock with a second hand. After counting 30 oscillations for a certain time, the period and frequency are calculated. It is possible to conduct an experiment with different bodies, having established that the vibration characteristics do not depend on the body. And also, after experimenting with a thread of different lengths, you can establish the appropriate relationship. All home results must be discussed in class.
Experimental problem: calculation of work and kinetic energy.
Purpose: to show how the value of mechanical work and kinetic energy depends on various conditions of the problem.
With the help of a computer, the relationship between the force of gravity (body weight), traction force, the angle of application of force, and the coefficient of friction is very quickly revealed.
The model illustrates the concept of mechanical work on the example of the movement of a bar on a plane with friction under the action of an external force directed at some angle to the horizon. By changing the parameters of the model (mass of the bar m, coefficient of friction, modulus and direction of the acting force F ), it is possible to trace the amount of work done during the movement of the bar, the friction force and the external force. Make sure in a computer experiment that the sum of these works is equal to the kinetic energy of the bar. Note that the work done by the friction force BUT is always negative.
Similar tasks can be used to control students' knowledge. The computer quickly allows you to change the parameters of the problem, thereby creating a large number of options (cheating is excluded). The advantage of this work is a quick check. The work can be checked immediately in the presence of students. Students get the result and can evaluate their own knowledge.
Preparation for the exam.
Purpose: to teach children to quickly and correctly answer test questions.
To date, a program has been developed to prepare students for the unified state exam. It contains test tasks of different levels of complexity in all sections of the school physics course.
V. Conclusion.
Teaching physics at school implies the constant support of the course with a demonstration experiment. However, in the modern school, the conduct of experimental work in physics is often difficult due to the lack of teaching time and the lack of modern material and technical equipment. And even if the laboratory of the physics office is fully equipped with the required instruments and materials, a real experiment requires much more time both for preparing and conducting, and for analyzing the results of the work. At the same time, due to its specifics (significant measurement errors, time limits of the lesson, etc.) a real experiment often does not realize its main purpose - to serve as a source of knowledge about physical patterns and laws. All revealed dependencies are only approximate, often the correctly calculated error exceeds the measured values themselves.
A computer experiment is able to complement the "experimental" part of the physics course and significantly increase the effectiveness of the lessons. When using it, you can isolate the main thing in the phenomenon, cut off secondary factors, identify patterns, repeatedly conduct a test with variable parameters, save the results and return to your research at a convenient time. In addition, a much larger number of experiments can be carried out in the computer version. This type of experiment is implemented using a computer model of a particular law, phenomenon, process, etc. Working with these models opens up enormous cognitive opportunities for students, making them not only observers, but also active participants in the experiments.
In most interactive models, options are provided for changing the initial parameters and conditions of experiments over a wide range, varying their time scale, as well as modeling situations that are not available in real experiments.
Another positive point is that the computer provides a unique, not implemented in a real physical experiment, the ability to visualize not a real natural phenomenon, but its simplified theoretical model, which allows you to quickly and efficiently find the main physical patterns of the observed phenomenon. In addition, the student can observe the construction of the corresponding graphical dependencies simultaneously with the course of the experiment. A graphical way of displaying simulation results makes it easier for students to assimilate large amounts of information received. Such models are of particular value, since students, as a rule, experience significant difficulties in constructing and reading graphs.
It is also necessary to take into account that not all processes, phenomena, historical experiments in physics can be imagined by a student without the help of virtual models (for example, the Carnot cycle, modulation and demodulation, Michelson's experiment on measuring the speed of light, Rutherford's experiment, etc.). Interactive models allow the student to see the processes in a simplified form, imagine installation schemes, make experiments that are generally impossible in real life, for example, controlling the operation of a nuclear reactor.
Today, there are already a number of pedagogical software tools (PPS), in one form or another containing interactive models in physics. Unfortunately, none of them is focused directly on school application. Some models are overloaded with the possibility of changing parameters due to the focus on application in universities, in other programs the interactive model is only an element illustrating the main material. In addition, the models are scattered across different PPPs. For example, "Physics in Pictures" by "Physicon", being the most optimal for conducting a frontal computer experiment, is built on outdated platforms and does not have support for use in local networks. Other teaching staff, such as "Open Physics" of the same company, contain simultaneously with the models a huge array of information materials that cannot be turned off for the duration of the work in the lesson. All this greatly complicates the selection and use of computer models when conducting physics lessons in a secondary school.
The main thing is that for the effective application of a computer experiment, teaching staff is required, specially oriented to use in high school. Recently, there has been a trend towards the creation of specialized teaching staff for the school within the framework of federal projects, such as competitions for educational software developers held by the National Training Foundation. Perhaps in the coming years we will see teaching staff who comprehensively support a computer experiment in a high school physics course. All these moments I tried to reveal in my work.
VI. Glossary.
Experiment is a sensory-objective activity in science.
physical experiment- this is the observation and analysis of the studied phenomena under certain conditions, allowing you to follow the course of phenomena and recreate it every time under fixed conditions.
Demonstration- This is a physical experiment, representing physical phenomena, processes, patterns, perceived visually.
Frontal laboratory work- a type of practical work performed in the course of the studied program material, when all students in the class simultaneously perform the same type of experiment using the same equipment.
Physical workshop- practical work performed by students at the end of the previous sections of the course (or at the end of the year), on more sophisticated equipment, with a greater degree of independence than in frontal laboratory work.
Home experimental work- the simplest independent experiment that is performed by students at home, outside of school, without direct guidance from the teacher.
Experimental problems- tasks in which the experiment serves as a means of determining some initial quantities necessary for the solution; gives an answer to the question posed in it or is a means of verifying the calculations made according to the condition.
VII. Bibliography:
1. Bashmakov L.I., S.N. Pozdnyakov, N.A. Reznik "Information learning environment", St. Petersburg: "Light", p.121, 1997.
2 Belostotsky P.I., G.Yu. Maksimova, N.N. Gomulina "Computer technologies: a modern lesson in physics and astronomy". Newspaper "Physics" No. 20, p. 3, 1999.
3. Burov V.A. "Demonstration experiment in physics in high school". Moscow Enlightenment 1979
4. Butikov E.I. Fundamentals of classical dynamics and computer simulation. Materials of the 7th scientific and methodological conference, Academic Gymnasium, St. Petersburg - Old Peterhof, p. 47, 1998.
5. Vinnitsky Yu.A., G.M. Nurmukhamedov "Computer experiment in the course of physics in high school." Journal "Physics at School" No. 6, p. 42, 2006.
6. Golelov A.A. Concepts of modern natural science: textbook. Workshop. - M .: Humanitarian Publishing Center VLADOS, 1998
7. Kavtrev A.F. "Methods of using computer models in physics lessons". Fifth international conference "Physics in the system of modern education" (FSSO-99), abstracts, volume 3, St. Petersburg: "Publishing House of the Russian State Pedagogical University named after A. I. Herzen", p. 98-99, 1999.
8. Kavtrev A.F. "Computer models in the school course of physics". Journal "Computer tools in education", St. Petersburg: "Informatization of education", 12, p. 41-47, 1998.
9. Theory and methods of teaching physics at school. General issues. Edited by S.E. Kameneykogo, N.S. Purysheva. M: "Academy", 2000
10. Trofimova T.I. "Course of Physics", ed. "Higher School", M., 1999
11. Chirtsov A.S. Information technologies in teaching physics. Journal "Computer tools in education", St. Petersburg: "Informatization of education", 12, p. Z, 1999.
Application No. 1
Classification of a physical experiment
Application №2
The results of the survey of students.
Among students of grades 5, 6 a, 7 - 11, a survey was conducted on the following questions:
change of one of the nucleons in the nucleus;
restructuring of the internal structure of the nucleus;
rearrangement of nucleons from one nucleus to another.
What role does experiment play for you in the study of physics?
The program has 107 models that can be used to explain new material and solve experimental problems. I want to give a few examples that I use in my lessons.
Fragment of the lesson “Nuclear reactions. Nuclear fission.
Purpose: to form the concepts of a nuclear reaction, to demonstrate their diversity. Develop an understanding of the essence of these processes.
The computer is used when explaining new material for a more visual demonstration of the processes under study, allows you to quickly change the reaction conditions, makes it possible to return to the previous conditions.
This model shows
various types of nuclear transformations.
Nuclear transformations occur as a result of
processes of radioactive decay of nuclei, and
due to nuclear reactions, accompanied
fission or fusion of nuclei.
The changes that occur in the kernels can be broken down
into three groups:
The first group includes various types of beta decay, when one of the neutrons of the nucleus turns into a proton or vice versa. The first (more frequent) type of beta decay occurs with the emission of an electron and an electron antineutrino. The second type of beta decay occurs either by emitting a positron and an electron neutrino, or by capturing an electron and emitting an electron neutrino (an electron is captured from one of the electron shells closest to the nucleus). Note that in a free state, a proton cannot decay into a neutron, a positron, and an electron neutrino - this requires additional energy that it receives from the nucleus. The total energy of the nucleus, however, decreases when a proton is converted into a neutron in the process of beta decay. This is due to a decrease in the energy of the Coulomb repulsion between the protons of the nucleus (of which there are fewer).
The second group should include gamma decay, in which the nucleus, originally in an excited state, dumps excess energy, emitting a gamma quantum. The third group includes alpha decay (the emission of an alpha particle from the original nucleus - the nucleus of a helium atom, consisting of two protons and two neutrons), nuclear fission (absorption of a neutron by the nucleus followed by decay into two lighter nuclei and the emission of several neutrons) and nuclear synthesis (when, as a result of a collision of two light nuclei, a heavier nucleus is formed and, possibly, light fragments or individual protons or neutrons remain).
Please note that during alpha decay, the nucleus experiences recoil and noticeably shifts in the direction opposite to the direction of alpha particle emission. At the same time, the recoil during beta decay is much smaller and is not noticeable at all in our model. This is due to the fact that the mass of an electron is thousands (and even hundreds of thousands of times - for heavy atoms) less than the mass of the nucleus.
Fragment of the lesson "Nuclear Reactor"
Purpose: to form ideas about the structure of a nuclear reactor, to demonstrate its operation using a computer.
The computer allows you to change the conditions
reactions in the reactor. Removing the inscriptions
you can test students' knowledge of the structure
reactor, show the conditions under which
an explosion is possible.
A nuclear reactor is a device
designed to convert energy
atomic nucleus into electrical energy.
The core of the reactor contains radioactive
substance (usually uranium or plutonium).
The energy released due to the a - decay of these
atoms, heats the water. The resulting water vapor rushes into the steam turbine; As it rotates, an electric current is generated in the generator. Warm water, after appropriate cleaning, is poured into a nearby reservoir; cold water enters the reactor from there. A special sealed casing protects the environment from deadly radiation.
Special graphite rods absorb fast neutrons. With their help, you can control the course of the reaction. Press the "Raise" button (this can only be done if the pumps that pump cold water into the reactor are turned on) and turn on "Process Conditions". After the rods are raised, a nuclear reaction will begin. Temperature T inside the reactor will rise to 300 ° C, and the water will soon begin to boil. Looking at the ammeter in the right corner of the screen, you can be sure that the reactor has begun to generate electricity. By pushing the rods back, you can stop the chain reaction.
Application No. 4
The use of a computer in the performance of laboratory work and physical practice.
There are 4 CDs with the development of 72 laboratory works that facilitate the work of the teacher, make the lessons more interesting and modern. These developments can be used when conducting a physical workshop, because. some of them are outside the scope of the curriculum. Here are some examples. The name, purpose, equipment, step-by-step execution of work - all this is projected onto the screen using a computer.
Laboratory work: "Research of the isobaric process."
Purpose: to experimentally establish the relationship between volume and
temperature of a gas of a certain mass in its various
states.
Equipment: tray, tube - tank with two taps,
thermometer, calorimeter, measuring tape.
The object of study is the air in the tube -
tank. In the initial state, its volume is determined by
length of the inner cavity of the tube. The tube is placed coil by coil in the calorimeter, the top valve is open. Water 55 0 - 60 0 C is poured into the calorimeter. The formation of bubbles is observed. They will form until the temperature of the water and air in the tube are equal. The temperature is measured with a laboratory thermometer. The air is transferred to the second state by pouring cold water into the calorimeter. After thermal equilibrium is established, the temperature of the water is measured. The volume in the second state is measured by its length in the tube (original length minus the length of the incoming water).
Knowing the parameters of air in two states, a relationship is established between the change in its volume and the change in temperature at constant pressure.
Lesson - workshop: “Measuring the coefficient of surface tension.
Purpose: to work out one of the methods for determining the coefficient of surface tension.
Equipment: scales, tray, glass, dropper with water.
The object of research is water. The scales are brought into working position, balanced. They are used to determine the mass of the glass. Approximately 60 - 70 drops of water drip from the ashtray into the glass. Determine the mass of a glass of water. The mass difference is used to determine the mass of water in the glass. Knowing the number of drops, you can determine the mass of one drop. The diameter of the dropper hole is indicated on its capsule. The formula calculates the coefficient of surface tension of water. Compare the result obtained with the table value.
For strong students, you can offer to conduct additional experiments with vegetable oil.