Applications of computer experiment. I'll stage

Computer modelling - the basis for the representation of knowledge in computers. Computer modeling for the birth of new information uses any information that can be updated with the help of a computer. The progress of modeling is associated with the development of computer modeling systems, and the progress in information technology is with updating the experience of modeling on a computer, with the creation of banks of models, methods and software systems that allow collecting new models from bank models.

A kind of computer simulation is a computational experiment, i.e. an experiment carried out by an experimenter on a system or process under study with the help of an experimental tool - a computer, computer environment, technology.

The computational experiment is becoming a new tool, a method of scientific knowledge, a new technology also due to the growing need to move from the study of linear mathematical models of systems (for which research methods and theory are quite well known or developed) to the study of complex and nonlinear mathematical models of systems (the analysis of which is much more difficult). Roughly speaking, our knowledge about the surrounding world is linear, and the processes in the surrounding world are non-linear.

A computational experiment allows you to find new patterns, test hypotheses, visualize the course of events, etc.

To give life to new design developments, to introduce new technical solutions into production or to test new ideas, an experiment is needed. In the recent past, such an experiment could be carried out either in laboratory conditions on installations specially created for it, or in nature, that is, on a real sample of the product, subjecting it to all sorts of tests.

With the development of computer technology, a new unique research method has appeared - a computer experiment. A computer experiment includes a certain sequence of work with a model, a set of purposeful user actions on a computer model.

Stage 4. Analysis of simulation results.

Final goal modeling - making a decision, which should be developed on the basis of a comprehensive analysis of the results obtained. This stage is decisive - either you continue the study, or finish. Perhaps you know the expected result, then you need to compare the received and expected results. In case of a match, you can make a decision.

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 a too 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 found, then model adjustment , i.e. return to one of the previous steps. Process repeats until the results of the experiment meet goals modeling. The main thing to remember is that the detected error is also the result. As the proverb says, you learn from your mistakes.

Simulation programs

ANSYS- universal software system of finite element ( FEM) analysis, existing and developing over the past 30 years, is quite popular among specialists in the field of computer engineering ( CAE, Computer-Aided Engineering) and FE solutions of linear and nonlinear, stationary and non-stationary spatial problems of deformable solid mechanics and structural mechanics (including non-stationary geometrically and physically nonlinear problems of contact interaction of structural elements), problems of fluid and gas mechanics, heat transfer and heat transfer, electrodynamics , acoustics, and the mechanics of related fields. Modeling and analysis in some industries avoids costly and lengthy development cycles such as "design - manufacture - test". The system works on the basis of the geometric kernel Parasolid .

AnyLogic - software for simulation modeling complex systems and processes, developed Russian by XJ Technologies ( English XJ technologies). The program has user's graphical environment and allows you to use Java language for model development .

AnyLogic models can be based on any of the major simulation modeling paradigms: discrete event simulation, system dynamics, and agent modeling.

System dynamics and discrete-event (process) modeling, by which we mean any development of ideas GPSS are traditional well-established approaches, agent-based modeling is relatively new. System dynamics operates mainly with processes that are continuous in time, while discrete-event and agent-based modeling - with discrete ones.

System dynamics and discrete event modeling have historically been taught to completely different groups of students: management, production engineers, and control system design engineers. As a result, three different almost non-overlapping communities have emerged, which almost never communicate with each other.

Agent-based modeling has been a strictly academic field until recently. However, the growing demand for global optimization on the part of business has forced leading analysts to pay attention to agent-based modeling and its combination with traditional approaches in order to obtain a more complete picture of the interaction of complex processes of various nature. Thus, the demand for software platforms was born that allows integrating different approaches.

Now let's consider simulation modeling approaches on the abstraction level scale. System dynamics, by replacing individual objects with their aggregates, assumes the highest level of abstraction. Discrete event simulation works in the low and medium range. As for agent-based modeling, it can be applied at almost any level and on any scale. Agents can represent pedestrians, cars, or robots in a physical space, a customer or salesperson at a mid-level, or competing companies at a high level.

When developing models in AnyLogic, you can use concepts and tools from several modeling methods, for example, in an agent-based model, use the methods of system dynamics to represent changes in the state of the environment, or in a continuous model of a dynamic system, take into account discrete events. For example, supply chain management using simulation modeling requires the description of supply chain participants by agents: manufacturers, sellers, consumers, a network of warehouses. At the same time, production is described within the framework of discrete-event (process) modeling, where the product or its parts are applications, and cars, trains, stackers are resources. The deliveries themselves are represented by discrete events, but the demand for goods can be described by a continuous system-dynamic diagram. The ability to mix approaches allows you to describe the processes of real life, and not to adjust the process to the available mathematical apparatus.

LabVIEW (English Lab oratory V virtual I instrumentation E ngineering W orkbench) is development environment and platform to execute programs created in the graphical programming language "G" of the company National Instruments(USA). The first version of LabVIEW was released in 1986 for Apple Macintosh, there are currently versions for UNIX, GNU/Linux, MacOS etc., and the most developed and popular versions are for Microsoft Windows.

LabVIEW is used in systems for collecting and processing data, as well as for managing technical objects and technological processes. Ideologically, LabVIEW is very close to SCADA-systems, but unlike them, it is more focused on solving problems not so much in the field of APCS how many in the area ASNI.

MATLAB(short for English « matrix Laboratory» ) is a term referring to a package of applied programs for solving problems of technical calculations, as well as to the programming language used in this package. MATLAB used by more than 1,000,000 engineers and scientists, it works on most modern operating systems, including GNU/Linux, MacOS, Solaris and Microsoft Windows .

maple- software package, computer algebra system. It is a product of Waterloo Maple Inc., which 1984 produces and markets software products focused on complex mathematical calculations, data visualization and modeling.

The Maple system is designed to symbolic calculations, although it has a number of tools for the numerical solution differential equations and finding integrals. It has advanced graphics. Has its own programming language reminiscent of Pascal.

Mathematica - computer algebra system companies Wolfram Research. Contains many functions both for analytical transformations and for numerical calculations. In addition, the program supports graphics and sound, including the construction of two- and three-dimensional charts functions, drawing arbitrary geometric shapes, import and export images and sound.

Forecasting tools- software products that have the functions of calculating forecasts. Forecasting is one of the most important human activities today. Even in ancient times, forecasts allowed people to calculate the periods of droughts, the dates of solar and lunar eclipses, and many other phenomena. With the advent of computer technology, forecasting has received a powerful impetus for development. One of the first applications of computers was the calculation of the ballistic trajectory of projectiles, that is, in fact, the prediction of the point where the projectile hits the ground. This type of forecast is called static forecast. There are two main categories of forecasts: static and dynamic. The key difference is that dynamic forecasts provide information about the behavior of the object under study over a significant period of time. In turn, static forecasts reflect the state of the object under study only at a single point in time and, as a rule, in such forecasts, the time factor in which the object undergoes changes plays an insignificant role. To date, there are a large number of tools that allow you to make forecasts. All of them can be classified according to many criteria:

Instrument name	Scope of application	Implemented Models	Required User Training	Ready for use
Microsoft Excel , openoffice.org	general purpose	algorithmic, regression	basic knowledge of statistics	significant refinement is required (implementation of models)
statistics , SPSS , e-views	research	a wide range of regression, neural network		boxed product
matlab	research, application development	algorithmic, regression, neural network	special mathematical education	programming required
SAP APO	business forecasting	algorithmic	deep knowledge is not required
ForecastPro , ForecastX	business forecasting	algorithmic	deep knowledge is not required	boxed product
Logility	business forecasting	algorithmic, neural network	deep knowledge is not required	Significant improvement required (for business processes)
ForecastPro SDK	business forecasting	algorithmic	basic knowledge of statistics required	programming required (software integration)
iLog , AnyLogic , iThink . MatlabSimulink , GPSS	application development, simulation	imitation	special mathematical education is required	programming is required (according to the specifics of the region)

PC LIRA- a multifunctional software package designed for the design and calculation of machine-building and building structures for various purposes. Calculations in the program are performed both for static and dynamic impacts. The basis of calculations is finite element method(FEM). Various plug-in modules (processors) allow you to select and check sections of steel and reinforced concrete structures, simulate soil, calculate bridges and the behavior of buildings during installation, etc.

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, it is possible to make interesting predictions and conduct research 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 links 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 on the number of links in the chain N . course value , which determines the average size of the polymer coil, plays the main role in various theoretical constructions and can be measured experimentally; however, there is still no exact analytical formula for calculating the dependence on N in the presence of bulk interactions. It is also possible to introduce an additional energy of attraction between those pairs of links that have fallen into neighboring lattice nodes. By varying this energy in a computer experiment, it is possible, in particular, to investigate an interesting phenomenon called the "coil-globule" transition, when, due to the forces of intramolecular attraction, an unfolded polymer coil is compressed and transformed into a compact structure - a globule resembling a liquid microscopic drop. Understanding the details of such a transition is important for developing the most general ideas about the course of biological evolution that led to the emergence of globular proteins.

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.

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. In the recent past, such an experiment could be carried out either in laboratory conditions on facilities specially created for it, or in nature, i.e. on a real sample of the product, subjecting it to all sorts of tests. This requires a lot of money and time. Computer simulations came to the rescue. When conducting a computer experiment, the correctness of building models is checked. The behavior of the model is studied for various parameters of the object. Each experiment is accompanied by a comprehension of the results. If the results of a computer experiment contradict the meaning of the problem being solved, then the error must be sought in an incorrectly chosen model or in the algorithm and method for solving it. After identifying and eliminating errors, the computer experiment is repeated. To give life to new design developments, to introduce new technical solutions into production or to test new ideas, an experiment is needed. In the recent past, such an experiment could be carried out either in laboratory conditions on facilities specially created for it, or in nature, i.e. on a real sample of the product, subjecting it to all sorts of tests. This requires a lot of money and time. Computer simulations came to the rescue. When conducting a computer experiment, the correctness of building models is checked. The behavior of the model is studied for various parameters of the object. Each experiment is accompanied by a comprehension of the results. If the results of a computer experiment contradict the meaning of the problem being solved, then the error must be sought in an incorrectly chosen model or in the algorithm and method for solving it. After identifying and eliminating errors, the computer experiment is repeated.

A mathematical model is understood as a system of mathematical correlations of formulas, equations of inequalities, etc., reflecting the essential properties of an object or process. A mathematical model is understood as a system of mathematical correlations of formulas, equations of inequalities, etc., reflecting the essential properties of an object or process.

Modeling problems from different subject areas Modeling problems from different subject areas Economics Economics Economics Astronomy Astronomy Astronomy Physics Physics Physics Ecology Ecology Ecology Biology Biology Biology Geography Geography Geography

The machine-building plant, selling products at contractual prices, received a certain amount of revenue by spending a certain amount of money on production. Determine the ratio of net profit to invested funds. The machine-building plant, selling products at contractual prices, received a certain amount of revenue by spending a certain amount of money on production. Determine the ratio of net profit to invested funds. Statement of the problem Statement of the problem The purpose of modeling is to investigate the process of production and sale of products in order to obtain the greatest net profit. Using economic formulas, find the ratio of net profit to invested funds. The purpose of modeling is to explore the process of production and sale of products in order to obtain the greatest net profit. Using economic formulas, find the ratio of net profit to invested funds.

The main parameters of the simulation object are: revenue, cost, profit, profitability, profit tax. The main parameters of the simulation object are: revenue, cost, profit, profitability, profit tax. Initial data: Initial data: revenue B; revenue B; costs (cost) S. costs (cost) S. We will find other parameters using the main economic dependencies. The value of profit is defined as the difference between revenue and cost P=B-S. We will find other parameters using the main economic dependencies. The value of profit is defined as the difference between revenue and cost P=B-S. Profitability r is calculated by the formula:. Profitability r is calculated by the formula:. The profit corresponding to the marginal level of profitability of 50% is 50% of the production cost S, i.e. S*50/100=S/2, so the profit tax N is defined as follows: S*50/100=S/2, so the profit tax N is defined as follows: if r

Analysis of the results Analysis of the results The resulting model allows, depending on the profitability, to determine the profit tax, automatically recalculate the amount of net profit, and find the ratio of net profit to invested funds. The resulting model allows, depending on the profitability, to determine the profit tax, automatically recalculate the amount of net profit, and find the ratio of net profit to invested funds. The conducted computer experiment shows that the ratio of net profit to invested funds increases with an increase in revenue and decreases with an increase in the cost of production. The conducted computer experiment shows that the ratio of net profit to invested funds increases with an increase in revenue and decreases with an increase in the cost of production.

Task. Task. Determine the speed of the planets in their orbit. To do this, make a computer model of the solar system. Statement of the problem The purpose of the simulation is to determine the speed of the planets in orbit. Modeling object The solar system, the elements of which are the planets. The internal structure of the planets is not taken into account. We will consider the planets as elements with the following characteristics: name; R is the distance from the Sun (in astronomical units; astronomical units is the average distance from the Earth to the Sun); t is the period of revolution around the Sun (in years); V is the speed of movement along the orbit (astro units/year), assuming that the planets move around the Sun in circles at a constant speed.

Analyzing the results Analyzing the results 1. Analyze the calculation results. Can it be argued that the planets that are closer to the Sun have a greater orbital speed? 1. Analyze the calculation results. Can it be argued that the planets that are closer to the Sun have a greater orbital speed? 2. The presented model of the solar system is static. When constructing this model, we neglected changes in the distance from the planets to the Sun during their orbital motion. To know which planet is farther and what are the approximate relationships between distances, this information is quite enough. If we want to determine the distance between the Earth and Mars, then we cannot neglect temporal changes, and here we will have to use a dynamic model. 2. The presented model of the solar system is static. When constructing this model, we neglected changes in the distance from the planets to the Sun during their orbital motion. To know which planet is farther and what are the approximate relationships between distances, this information is quite enough. If we want to determine the distance between the Earth and Mars, then we cannot neglect temporal changes, and here we will have to use a dynamic model.

Computer experiment Enter the initial data into the computer model. (For example: =0.5; =12) Find such a coefficient of friction at which the car will go downhill (at a given angle). Find such an angle at which the car will stand on the mountain (for a given coefficient of friction). What will be the result if the friction force is neglected. Analysis of the results This computer model allows you to conduct a computational experiment, instead of a physical one. By changing the values ​​of the initial data, you can see all the changes occurring in the system. It is interesting to note that in the constructed model, the result does not depend on either the mass of the car or the free fall acceleration.

Task. Task. Imagine that on Earth there will be only one source of fresh water - Lake Baikal. For how many years will Baikal provide the population of the whole world with water? Imagine that on Earth there will be only one source of fresh water - Lake Baikal. For how many years will Baikal provide the population of the whole world with water?

Model development Model development To build a mathematical model, let's define the initial data. Denote: To build a mathematical model, we define the initial data. Let us denote: V is the volume of Lake Baikal km3; V is the volume of Lake Baikal km3; N - population of the Earth 6 billion people; N - population of the Earth 6 billion people; p - water consumption per day per person (on average) 300 liters. p - water consumption per day per person (on average) 300 liters. Since 1l. = 1 dm3 of water, it is necessary to convert V of lake water from km3 to dm3. V (km3) \u003d V * 109 (m3) \u003d V * 1012 (dm3) Since 1l. = 1 dm3 of water, it is necessary to convert V of lake water from km3 to dm3. V (km3) = V * 109 (m3) = V * 1012 (dm3) The result is the number of years for which the population of the Earth uses the waters of Lake Baikal, denoted by g. So, g=(V*)/(N*p*365) The result is the number of years for which the population of the Earth uses the waters of Lake Baikal, we denote g. So g=(V*)/(N*p*365) This is what the spreadsheet looks like in formula display mode: This is what the spreadsheet looks like in formula display mode:

Task. Task. For the production of the vaccine, it is planned to grow a culture of bacteria at the plant. It is known that if the mass of bacteria is x g, then in a day it will increase by (a-bx)x g, where the coefficients a and b depend on the type of bacteria. The plant will collect m g of bacteria daily for the needs of vaccine production. To draw up a plan, it is important to know how the mass of bacteria changes after 1, 2, 3, ..., 30 days. For the production of a vaccine, it is planned to grow a culture of bacteria at the plant. It is known that if the mass of bacteria is x g, then in a day it will increase by (a-bx)x g, where the coefficients a and b depend on the type of bacteria. The plant will collect m g of bacteria daily for the needs of vaccine production. To draw up a plan, it is important to know how the mass of bacteria changes after 1, 2, 3, ..., 30 days ..

Statement of the problem Statement of the problem The object of modeling is the process of population change depending on time. This process is influenced by many factors: the environment, the state of medical care, the economic situation in the country, the international situation, and much more. Summarizing the demographic data, scientists have derived a function that expresses the dependence of the population on time: The object of modeling is the process of changing the population depending on time. This process is influenced by many factors: the environment, the state of medical care, the economic situation in the country, the international situation, and much more. Summarizing the demographic data, the scientists derived a function that expresses the dependence of the population on time: f(t)=where the coefficients a and b for each state are different, f(t)=where the coefficients a and b are different for each state, e is the base of the natural logarithm. e is the base of the natural logarithm. This formula only approximately reflects reality. To find the values ​​of the coefficients a and b, you can use the statistical handbook. Taking the values ​​of f(t) (population at time t) from the reference book, one can approximate a and b so that the theoretical values ​​of f(t) calculated by the formula do not differ much from the actual data in the reference book. This formula only approximately reflects reality. To find the values ​​of the coefficients a and b, you can use the statistical handbook. Taking the values ​​of f(t) (population at time t) from the reference book, one can approximate a and b so that the theoretical values ​​of f(t) calculated by the formula do not differ much from the actual data in the reference book.

The use of a computer as a tool for educational activities makes it possible to rethink traditional approaches to the study of many issues of natural sciences, to strengthen the experimental activities of students, to bring the learning process closer to the real process of cognition based on modeling technology. The use of a computer as a tool for educational activities makes it possible to rethink traditional approaches to the study of many issues of natural sciences, to strengthen the experimental activities of students, to bring the learning process closer to the real process of cognition based on modeling technology. Solving problems from various areas of human activity on a computer is based not only on students' knowledge of modeling technology, but, of course, on knowledge of this subject area. In this regard, it is more expedient to conduct the proposed modeling lessons after students have studied the material on a general educational subject, the computer science teacher needs to cooperate with teachers from different educational areas. The experience of conducting binary lessons is known, i.e. lessons conducted by an informatics teacher together with a subject teacher. Solving problems from various areas of human activity on a computer is based not only on students' knowledge of modeling technology, but, of course, on knowledge of this subject area. In this regard, it is more expedient to conduct the proposed modeling lessons after students have studied the material on a general educational subject, the computer science teacher needs to cooperate with teachers from different educational areas. The experience of conducting binary lessons is known, i.e. lessons conducted by an informatics teacher together with a subject teacher.

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”, using 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 by D.K.Maxwell when creating a system of basic equations of electrodynamics (although the results of full-scale experiments carried out 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 realize 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 activities 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 an 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 classes 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 performed 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 greater 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.

H and today interest inex perimental task dictated yet and causes of social and economicsky character. In connection with the current "underfunding" of the school, mophysical and physical agingthe base of cabinets is precisely the exa perimental task can playfor the school, the role of a siding, whichry able to save the physical experiment. This is guaranteed by the amazinga perfect combination of simplicitywith serious and deep physics,which can be observed on the example of the best examples of these problems. organic fit experimentaltasks in the traditional teaching scheme school physics coursebecomes possible only when using relevant

technologies.

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 A 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, to imagine installation schemes, to 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 tasks- 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:

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:

1. 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.

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.

One of the most promising areas of using information technologies in physics education is computer simulation of physical processes and phenomena, aimed at increasing the efficiency of teaching physics. Computer models easily fit into a traditional lesson, allowing the teacher to demonstrate many physical effects on the computer screen, and also allow organizing new non-traditional learning activities.

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Computer capability for demonstration experiment

“To solve the problem of developing the creative abilities of schoolchildren in teaching physics, it is necessary, first of all, to know the features of the creative process in the development of this science and its technical application.”

(V.G. Razumovsky)

The most important task of the school, including the teaching of physics, is the formation of a personality capable of navigating the flow of information in the conditions of continuous education. Awareness of universal human values ​​is possible only with the appropriate cognitive, moral, ethical and aesthetic education of the individual. In this regard, the first goal can be specified by more specific goals: the education of schoolchildren in the process of their activity of a positive attitude towards science in general and towards physics in particular; development of interest in physical knowledge, scientific - popular articles, life problems. Physics is the basis of natural science and modern scientific and technological progress, which determines the following specific learning objectives: students' awareness of the role of physics in science and production, education of environmental culture, understanding of the moral and ethical problems associated with physics.

Physics is the subject where visibility plays an important role in the formation of the scientific worldview of students, the formation in their minds of a unified picture of the world. The teaching of physics, due to the peculiarities of the subject itself, is a fertile ground for the application of modern information technologies. The use of a computer as an effective learning tool significantly expands the possibilities of pedagogical technologies: physical computer encyclopedias, interactive courses, various programs, virtual experiments and laboratory work can increase students' motivation to study physics.

One of the most promising areas of using information technologies in physics education is computer simulation of physical processes and phenomena, aimed at increasing the efficiency of teaching physics. Computer models easily fit into a traditional lesson, allowing the teacher to demonstrate many physical effects on the computer screen, and also allow organizing new non-traditional learning activities.

When should computer programs be used in physics lessons? First of all, it is necessary to realize that the use of computer technologies in education is justified only in those cases in which there is a significant advantage over traditional forms of education. One such case is the teaching of physics using computer models.

At physics lessons it is impossible to do without a demonstration experiment, but the material base of the classroom does not always meet the requirements of a modern physics classroom. That is why a computer experiment comes to the rescue here. The computer becomes an assistant not only to the student, but also to the teacher.

The advantage of a student working with software is that this type of activity stimulates research and creative activity, develops the cognitive interests of students. Programs can be useful in preparing for laboratory classes with real equipment and will be indispensable in its absence. Interactive experiences can be used to demonstrate in class. This will allow to solve issues related to the lack of laboratory equipment, to optimally organize working time. It will also be effective to use interactive laboratory work for independent work of students. The manuals will help inquisitive students to view the progress of work in the desired mode, to dwell in more detail on the individual stages of the experiments.

Computer models make it possible to obtain vivid, memorable illustrations of physical experiments and phenomena in dynamics, to reproduce their subtle details that may escape when observing real experiments. Computer simulation makes it possible to change the time scale, vary the parameters and conditions of experiments over a wide range, and also simulate situations that are inaccessible in real experiments. Some models allow you to display graphs of the time dependence of quantities describing experiments, and the graphs are displayed on the screen simultaneously with the display of the experiments themselves, which gives them a special clarity and facilitates understanding of the general laws of the processes under study. In this case, the graphical method of displaying the simulation results facilitates the assimilation of large amounts of information received.

When using models, a 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 with a phased inclusion in the consideration of additional complicating factors that gradually bring this model closer to a real phenomenon. In addition, it is no secret that the possibilities of organizing the mass execution of various laboratory work, and at the modern level, in high school are very limited due to the poor equipment of physics classrooms. In this case, the work of students with computer models is also extremely useful, since computer simulation allows you to create a live, memorable dynamic picture of physical experiments or phenomena on the computer screen.

At the same time, the use of computer simulation should not be considered as an attempt to replace real physical experiments with their simulations, since the number of physical phenomena studied at school that are not covered by real demonstrations, even with the brilliant equipment of the physics classroom, is very large. The somewhat conditional character of displaying the results of computer simulation can be compensated by the demonstration of video recordings of real experiments, which give an adequate idea of ​​the actual course of physical phenomena.

With proper use of computer models of physical phenomena, one can achieve much of what is required for the informal assimilation of a physics course and for the formation of a physical picture of the world.

The computer helps to do this even in adverse conditions, such as:

• lack of interest in the subject of the student, when he believes that he will not need physics in the future;
• lack of ability to study the exact sciences;
• lack of laboratory equipment in the school to demonstrate the experiment.

Principles of using a computer model in the classroom:

• A model of a phenomenon should be used only when it is not possible to conduct an experiment, or when the phenomenon is very fast and cannot be followed in detail.
• A computer model should help to understand the details of the phenomenon under study or serve as an illustration of the condition of the problem being solved.
• As a result of working with the model, students should identify both qualitative and quantitative relationships between the quantities characterizing the phenomenon.
• When working with the model, it is necessary to offer students tasks of different levels of complexity, containing elements of independent creativity.

Planning physics lessons using a computer should begin with a thorough study of the possibilities of software educational products. The computer can be used in any lesson, so you need to plan what and when to use for a more effective result.

The use of computer programs, the conduct of the listed lessons allow you to successfully combine lessons on computers with ordinary physics lessons, which ensures the timely implementation of the curriculum.

We can single out the principles of computer support for physics lessons:

• The computer cannot completely replace the teacher. Only 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 force them to learn.
• A real experiment should be carried out whenever possible, and a computer model should be used if it is not possible to show a given phenomenon.

Let's consider the main possibilities of using information technologies in the course of lessons.

So, a computer experiment can be used:

As a means of visualization (especially for demonstrations that cannot be shown in the classroom or are ineffective);

As a means of presenting scientific facts;

As a simulator for practicing individual experimental actions and operations before performing laboratory work;

As a means of monitoring the level of formation of schoolchildren's skills to perform individual experimental actions.

It should be noted that a computer experiment can complement the “experimental” part of a physics course and significantly increase the effectiveness of 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.

In conclusion, I want to say that the computer has become a faithful assistant for me in preparing and conducting physics lessons, opened up new opportunities for me in teaching, made my lessons more modern and exciting.