Girep

Paper abstract

We all know there is a strong relationship betweenTechnology and Physics, but how well is this reflected inthe Physics curriculum? And does technology give us achance to improve the physics curriculum in a directionstudents will appreciate?This paper will highlight the differences andcommonalties between Physics and Technology, and giveexamples how the Physics curriculum might become moreattractive in case of a sound integration.

Paper abstract

The paper provides a structured overview drawing onthe results of the first two years of the large program ofState Information Policy (SIP) in Education in the CzechRepublic with a special focus on Science Education,primarily Physics Education.

In the first part of the paper the whole system oftraining in service teachers in using ICT in Physics andChemistry is described, learning and teaching materials,online courses and the whole online supportiveenvironment Telmae are briefly introduced.

TELMAE Portal, developed at the Laboratory ofDistance Education, Charles University in Prague,includes 1/ teachers’ online supportive environment, anopen publishing environment with four editorial boards,2/ open edited databases of educational sources andlearning object databases, 3/ online journal and 4/ the socalled „Gate to online courses“. TELMAE has been inuse since 2000. It has become the key learning, publishingand also monitoring and controlling tool for scienceteachers and educators in Science part of SIP inEducation program.

In the second part of the article the author focuses onthe key factors, advantages and limitations of such a largetraining program (several tens of thousands of teachers)and on the possible role of virtual learning communitiesof teachers, tutors and teacher trainers, arising from thecreative background of Telmae supportive learningenvironment.

The possibilities and the potential for a wider (and international) use of experience, results and the developed tools that contribute to teachers’ professional development in Europe are discussed at the end of the paper.

Paper abstract

Do you want all of your students to investigateequilibrium conditions in the physics lab, but only havetwo set-ups? Did one your students miss a week of classesand labs because she was sick? LAAPhysics provides ananswer to these questions by means of robust onlinephysics courseware based on: (1) a sound, research–based pedagogy (2) a rich laboratory environment withskills and operational knowledge transferable to the wet‘lab’ and (3) a paradigm which is economically scalable.LAAPhysics provides both synchronous and asynchronouslearning experiences for an introductory, algebra-basedcourse for students (undergraduate, AP High School,second degree), those seeking career changes, and preserviceand in-service teachers. We use Java, C++,scripting and XML technologies to develop and build acomplete simulated physics laboratory comprised ofvirtual lab equipment and instruments, associatedcurriculum modules and virtual guidance for real timefeedback, formative assessment and collaborativelearning.

Paper abstract

This paper provides a broad overview of physicsteaching and learning by means of distance education. Itconsiders the features, methods and motivations thatcharacterize this particular approach and explores someof the challenges and opportunities that arise. Severalexamples are quoted, particularly from the UK OpenUniversity.

Paper abstract

When dealing with the concept of heat, the laymandoes not have particular problems: Heat is contained inhot bodies. The greater and the hotter the body, the moreheat it contains. Heat goes or flows by itself from hot tocold, or from hot to less hot. Heat is produced within aflame, by mechanical friction or in the wire of a lightbulb.

It is strange, that physics has trouble with the conceptof heat. Simple statements about the every-day heatbecome incorrect, when interpreted in terms of thephysical process quantity Q. They become correct,however, when the every-day heat concept is identifiedwith the physical quantity “entropy” instead of Q. At thesame time, one gets a very simple intuition about entropy,otherwise infamous for its abstractness.

A teaching sequence corresponding to the first fivelessons of a thermodynamics course for beginners ispresented, where entropy is introduced from the verybeginning. In this short period of teaching time, not onlythe second and the third principle are introduced, but wealso come to a physical description of basic processes ofour everyday “thermal experience”. Entropy appears as aquantity no more difficult than length, time or mass.

Paper abstract

This contribution summarizes the experiences obtainedduring years 1997 - 2003 from leadership of diploma andpostgraduate students of science group at Institute ofPhysics of Technical University Ostrava. The activitieshave been concentrated both on the basic research(magneto-optics of planar and periodic structures, darkmode spectroscopy, and magneto-ellipsometry) and theapplied research and realization (magneticnondestructive defectoscopy and diagnostics). One of themost steps to support the physics education is to extendthis process to the aesthetics and the humanities. Theaspects with the preparation of the doctoral theses on thebase of the internal cooperation are discussed in detail.

Paper abstract

The forerunner of the bicycle, the Draisienne, waspatented in 1818. For about 75 years a variety of frames,drives, wheels, and suspensions were developed forhuman powered vehicles. Yet by 1897 when a group of 20African-American soldiers tested the military value of thebicycle in a 3700-kilometer trip, their bicycles lookedremarkably like today’s mountain bikes. The applicationsof physics are evident in the evolution from theDraisienne to the diamond-shaped frame which has beenthe standard from the late 19th Century to today. Onemight conclude that the diamond frame is the idealscientific design. Archibald Sharp said as much in 1896.Yet, aerodynamic considerations caused some designersto place the rider in a reclining position. This type ofbicycle is called the recumbent. However, the applicationof physics to technological advances is seldomindependent of social political interactions. In 1934 theUnion Cycliste Internationale banned recumbent bicyclesfrom competition. This action limited bicycle design for50 years. Thus, the history of the bicycle makes anexcellent vehicle for teaching physics, its application toan industry and the effect of the social situation on thatapplication.

Paper abstract

The purpose of this article is to describe several simpleexperiments one can do with a straw, a paperclip and apiece of thread. And moreover, to indicate how, usingsuch simple means, one can do a physics “show” whereeverybody in the audience can use these tools “toinvestigate physics around us (life, the Universe andeverything :-)”.

The less ambitious goal is to remind these experimentsto those who participated at such “show” at GIREP 2004conference.

Paper abstract

A structural reform introduced in upper secondaryeducation in Denmark implies that students chooseamong streams. An important feature of each stream isthat the participating subjects form a coherent program.Some of the streams have science and mathematics ascore subjects. To implement the objectives of the reformcooperation across the traditional boundaries betweenthe subjects both at the level of subject matter as well asat the level of pedagogy is required. Modelling provides ageneric methodology that serves as a commondenominator for learning disciplines, such as physics,biology, and mathematics. Furthermore a modellingperspective is ideal suited to make use of a wealth ofrecent advances in fields of physics, biology andmathematics. The paper describes a project, where ateam of researchers in biophysics and educationalresearchers work together on clearing the core conceptsof biophysics, and analysing which of them are teachablein a modelling context in the reformed upper secondaryeducation.

Paper abstract

In this work we present a set of materials that show thebehavior of the human hearing system from the point ofview of its Acoustical characteristics. Materials aredirected to the teachers, who intend to carry out aneducational action about Physiological Acoustics, andother interested people. In a simple form, the ear can bedescribed as a complex system composed by severaltransducers: a high quality microphone (external ear), apreamplifier (medium ear) and a frequency analyzer(internal ear). In this description, we use electroacousticsbasic principles applied to the differenttransformations between the original sonorous wavesarriving to the ear and the final electrochemical impulsesin the brain. We have designed various complementarymaterials with the objective of improving the learning.We include multiple representations (written, graphic,animated, etc) in order to obtain a better understandingof the phenomena.

Paper abstract

The presentation starts with a demonstration of sparksproduced with a Van de Graaff generator. In the Socraticstyle students are asked to predict what happens in thespark. The answer is that different oxides of nitrogen areproduced. This leads to atmospheric lightning and thequestion why, as experienced in South Africa plants growwell after severe electric storms? It is also experiencedthat plants in regions in Southern Africa where lightningis absent also grow well on rainwater. The nitrates thatcome through rain water in the soil are thus not the onlyfactor to stimulate growth. What else can contribute? Asimple experiment provides the key to this question: Heatcold tap water in a glass beaker with a gas flame. It isobserved that gas bubbles form on the inside and on thebottom of the beaker, long before the water boils. Whataccounts for this? Through further direct questioningstudents arrive at the explanation: the solubility of air inwater decreases with rise in temperature. Of whatsignificance is this fact? Cold water favours biologicallife. More oxygen and nitrogen is dissolved in cold rainwater and in the cold Atlantic Ocean West of Africa. Inthe water of the warmer Indian Ocean at the east coastless air is dissolved. This accounts for the rich fish life inthe Atlantic along the African coast. Plenty examples thatlink physics to Southern African biology exist.

Paper abstract

During the last years, we attend an increasing interestfor the environment care. People are preoccupied with allkinds of contamination including „undesired vibrations“or noise. By the other hand, problem based learningapproach has been used in some science fields. Projectrealization is a learning method in which the students‘work acquires high relevance and students are awardedabout their capacities of self-learning, working in a teamand take decisions. In this work we present the use of thismethod in an elective university course on Acoustics.Students are invited to study a real life case, originatedfrom environmental acoustics problems (noise mapping,acoustical conditioning). These activities allow thestudents to acquire both technical and non-technicalskills: in addition of problem-solving and reasoning skills,other such as communication abilities and group workthat are highly important nowadays.

Paper abstract

When the light of the sun is absorbed at the surface ofthe Earth, heat is produced. In order to be removed fromthe Earth into space, this heat has to cross thetroposphere. Often it is suggested that the vehicle for thisprocess is infrared radiation. We show, that the dominantmechanism not radiation but convection. We shallintroduce an atmospheric model which correctlydescribes the following phenomena and processes:

– the vertical temperature gradient;

– the dominant heat transport mechanism withinthe troposphere;

– the influence of green house gases.

Paper abstract

The role of biomedical physics-engineering (BMPE)educator in faculties of health science has historically notbeen well defined with the result that its status within suchfaculties has sometimes been questioned. It is thereforeimportant that the role be thoroughly researched andgood practices identified so that the presence of the rolewithin such faculties be properly justified. This paperreports briefly the results of an initial set of exploratorycase studies regarding the role as practiced inuniversities from three European states having diversehealth science faculty and higher educational structures,namely the Czech Republic, the Republic of Ireland andthe Netherlands. Data was collected from university websites,published documents, curricular materials andtextbooks. This data was supplemented when necessarywith semi-structured interviews and direct observationduring on-site visits.

Paper abstract

It has been suggested that the role of the biomedicalphysics-engineering educator in faculties of healthsciences should focus primarily on the functioning andeffective and safe use of medical devices. This is a widerangingrole which has a legal basis particularly now thatthe definition of the term ‚medical device‘ has beenclarified in international legislation. The array, varietyand complexity of medical devices is increasing rapidlywith the swift advances in healthcare technology.However as medical device education is not keeping paceso are under-utilisation and the number of adverseclinical incidents arising from improper use. This paperdescribes a set of generic learning objectives which canbe applied to the teaching of most medical devices. Suchgeneric learning objectives are essential to ensure aconsistent and coherent approach across the curricula ofthe various healthcare professions and to the developmentof international curricula as required by, for example theBologna process in Europe. The application of thisgeneric approach to the subsequent setting up ofprofession-specific learning objectives will be brieflyillustrated in the area of medical imaging device physicseducation for radiographers.

Paper abstract

The present contribution deals with the majorrelevant features of the Master’s degree coursedevoted to the formation of experts in radiationprotection and dose measurements. The Master course(FERDOS), proposed by the Physics Department ofthe Calabria University, Italy, has been funded by the2001-2006 high training European program. Thispresentation is focused on the following items: ourmotivation for the institution of such master’s degree,major characteristics of the professional figures,either admitted to the course or formed, partnersinvolved to the planning and to the realization of theMaster’s course, training activities carried out duringthe master’s two-years period (courses, stages,workshops, visits to international researchlaboratories). The presentation will include thecomments on the several acquired results.

Paper abstract

Teaching physics based courses to pre-universityand undergraduate students has led the author to thebelief that understanding comes with context andinquiry.

The following paper addresses the seeminglysimple concept of turning moments. The approachtaken is to set the learning in the context of the actionof the biceps brachi or muscle of the upper arm.

A simple laboratory exercise can be used togenerate data and these data can then be modelledmathematically. Real data, from muscle activity, canthen be collected for comparison.

This approach develops the physics in context andallows the student to develop modelling skills,appropriate mathematics and their application of ICT.

Paper abstract

We report the student’s perceptions related to the useof applets with educative intention in an Optics coursecontext. The course is a partially web-based having bothtypes of learning activities: face to face and web-basedones. In some of them, the students must use interactiveelements (applets) in order to solve the proposed activity.We focus our analysis in one of these interactive elements.Student’s perceptions in the use of this applet have beencollected by means a paper questionnaire. The use of theapplet is very well accepted for students The reasonsgiven for such acceptation can be classified by differentcategories: communicative arguments, cognitive andcomprehension ones, and academic ones. Students’perceptions, of their role in the teaching-learning processwhen using applets, have also been detected.

Paper abstract

An overview of the medical imaging and radiationtherapy in Croatia is presented in the context of the newpostgraduate specialistic study of medical physics at theUniversity of Zagreb.

Paper abstract

The optical method appropriate for studying of thespecific surfaces created by abrasive water jets has beenassembled and tested. It is based on shadowvisualization of random rough surfaces and it makespossible to obtain the shadowing function fromdistribution of light and shadows.

Paper abstract

This paper presents a story where two witnesses claimto see the same situation in apparently contradictoryways. Sometimes laboratories claim different results tothe same experiment. Could both claims be correct? Thispaper shows a very simple situation ( in essence, ahypothetical story in Ref [1] ) in classical macrophysics,where this could easily happen. Expanding on that storylead to this article. The example discussed involves asequence of events: Did they happen simultaneously, inforward order, or in reversed order? To answer thedilemma, a key SCHOLA LUDUS example for teachingmodels and modeling is developed, together withvariation of parameters, as well as with identificationand emphasis on the limiting case, Ref [2].

Paper abstract

Browsing in the history of art, we can find that some ofthe physical concepts appear in art in a lot of differentaspects. In books of art sometimes we can meet names ofphysicists. These concepts and names that offerconnecting points can make some fields of physics moreinteresting to our students, and giving associations helpsthem to recall their knowledge.This paper wishes to highlight some of the connectingpoints which can help the physics teacher. The three maintopics are the following:

• The painting as a model in physics

• Light, space and time in painting

• Secrets in techniques of arts.

Paper abstract

A solid basic knowledge on colour is important invarious fields: art, physics, chemistry, biology, andtechnology. Even psychological aspects of colourperception should be considered when we approach thismatter. This paper has the aim to help teachers to presentscience through an ITC approach that helps students todevelop interest in science and to learn. We present agroup of activities to achieve these objectives. Takingadvantage of the great use of computers in our everydaylife and the treatment of colour on computer equipments(colour-light on monitor and colour-ink on printers), ateaching sequence with STS approach has been built up,going from colour addition to colour subtraction, and hasbeen implemented at secondary school level. Usingcomputer applications for comparisons between picturesfrom drawings software and classical painting on canvas,can lead our student to a better comprehension of thesubject.

Paper abstract

In the teching-learning process physics was oftenproposed in abstract way, reproducing in all levels andschools the same basic, propaedeutic module.Curricular research is working to offer it as a culturalcontext for interpreting the world, building the contentsand analyzing conceptual knots in many field. In ourcontribution the investigations of the physicalproperties of paintings is the suggested approach forexploring optical phenomena in the art. Differentpictures are discussed as case studies to learn the roleof light and colour, of the surface and substrate in thediffusion, reflection, refraction and absorbtionprocesses. The last one give the opportunity to look tothe new technological paints, which make use of lightconfinement [FDC1]by ordered nanoscopic-sizedstructures.

Paper abstract

The concept of inferring reality from shadows is animportant practical as well as theoretical one, that hasimplications for research in modern physics, for examplein astronomy. The paper discusses a variation on the wellknown question , “Does there exist a three dimensionalobject that can give three different shadows which are, inparticular, a circle, a square and an isosceles triangle?”An algorithmic model is presented for answering muchmore complex questions. This is suited for project basedlearning. I.e., the students can make nice diagrams andpose challenges to each other to solve their own inverseshadow problems. Also, famous examples of inverseshadow problems are classified and referenced.

Paper abstract

An audio-video program with many additional filesconcerning the concept of musical tuning is described.This program was supported by the foundation FRVŠ2742/2003 and may be used at secondary schools.

Paper abstract

As research supports, a lab-course based on themicrokosmos model and on ICT reinforces the ability ofthe learners to explain phenomena in a consistent wayto the scientific one. Consequently, a science educationcurriculum based on the microkosmos model as aunifying element, is proposed for the introductoryphysics university course of prospective primaryteachers. A five weeks lab course is presented referringto the curriculum, the educational method, theequipment, the supporting software and educationalmaterial. The proposed course has already beenimplemented and evaluated by pre- and post-tests at agroup of 25 students. The emphasis was put onfamiliarizing students with the modeling process, on theintroduction of the microkosmos model and the use of itin describing and explaining phenomena, on computervisualisation of the model by simulation programs and3D animations, on group work in a lab with a PC pergroup of students, who conducted simple experimentswith everyday material guided by printed worksheets.

Paper abstract

Relevant researches have pointed out that interactiveengagement allows students to construct and implementappropriate mental models of physical phenomena betterthan the lecture [1]. New curricula, impose an inquiryteaching approach using hands-on activities andexperiments. An instructional software has been formed,based on cognitive theories [2], in order to support inquiryand cooperative hands-on laboratory exercises. Itincludes animated and videotaped experiments andconcerns topics of classical physics such as: Newton’slaws, Pressure in solids, Hydrostatic and air pressure,Heat and ways of transmission, Expansion in solidsliquids and gases, Mechanic waves and Soundtransmission, Optics and Electricity. An intervention isbeing developed the last academic year at five classes atthe Pedagogical department of the University of Athensand two classes of the 6th Grade of Elementary school.First evaluation shows that computer assisted physicslaboratory, supported by the specific software, affectspositively the conduction of hands-on activities, supportsconceptual learning, enforce an inquiry and cooperatingteaching approach, and creates a positive attitude to thestudents involved towards hands-on laboratory activities[3].

Paper abstract

We propose polymorphic combinations of sensorsand actuators, operating multithematic educationalexperiments in a Computer-Based Laboratory. Theimplementation of the experimental practice in theeducational procedure is organized according to thescientific / educational method with a parallel use of theICT. The ICT are used in order to present units ofscience, guide the students during all the steps of theeducational procedure, support the experimentation(data acquisition and analysis) and help students toextend conclusions to other fields of science ortechnology. The proposed applications may enableteacher to plan the didactical procedure according tothe class needs following the proposed methodology andtechniques. We designed applications, for secondaryeducation students (15–18 years old) which includemultiple but flexible polymorphic experimental devices,based on sensors and actuators connected to the PC,able to be applied to several fields of science. Theproposal is under research. The up to now results,concerning the implementation of the material and thestudents’ interest, are encouraging.

Paper abstract

The use of Computer Based Laboratory (CBL) isvery popular in secondary schools. Some of theseschools have not measurement equipments. Remotelaboratory is solution how is possible measure withoutequipments. User need only computer with internetconnection. We can use two systems for measurements.The equipment ISES works with LabView control and wecan carry out experiments with AC current and coils.The CMC-S3 system works with Delphi software andpupils can measure VI characteristics of electroniccomponents, e.g. lamp, LED, the other types of diodes.The tasks for secondary schools pupils were prepared.

Paper abstract

The question “Will it still work or not?” belongs toone of the basic questions of SCHOLA LUDUS for simpleexperiments. Sequences of experiments that differ only ina value of a chosen property of the system towards thethreshold of the system functioning are used forenhancement of students understanding of the realisedprocess and of physics understanding in general. As anexample, experiments with the “thread phone” are usedto approach sound propagation on a level of advancedhigh school students.

Paper abstract

In the literature it is difficult to find accurate analysisof computer scientific simulations from the pedagogicaland/or the scientific points of view. In softwareevaluation literature, computer simulations arefrequently treated as generic items, explaining itsadvantages, or analyzing some features only from a“cosmetic” view. Nevertheless, simulations are used inthe teaching/learning processes, so teachers need tohave a critical understanding of them. A well-foundedknowledge of the learning processes would beexpectable from simulation designers or a closecollaboration with science educators, since it hasrepercussions in the resultant application. Manydifferent problems can be easily found when analyzingsimulations and here we analyze briefly some of themfrom the view of the didactical conceptions that theyooze.

Paper abstract

The paper presents an example of the SCHOLA LUDUScomplex approach to simple physical experiments at thehigh-school level, with emphasise on computer modelling.Effective learning process should consist of a challengingkey experiment followed by students’ "free playing" withsimilar experiments and qualitative observation. Teachersprovocative questions encourage students’ to looking foragencies affecting observed phenomena. Further discussionon physical interpretation directs students to recognitionof the successive phases of the process and to quantitativeformulation of observed phenomena. Students should tryto create simple mathematical models and verify them.

The presented example concerns the experiment withthe inverted covered glass with water. A computer is usedto calculate the model related to the “before equilibriumstate” of the process while the boundary conditions aregiven as the balance of forces on the cover. The resultsleads to better understanding of the whole process and touniversal concepts such as open non-linear system,mathematical modelling and its limits etc.

Paper abstract

The SCHOLA LUDUS approach for using computersis presented. The emphasis is on physical modelling,physical process simulations and development of studentcritical thinking. Students observations and experiencesshould result in their own descriptions and furtherpredictions, models, graphs, etc. Hence, the computer isonly a necessary complement that should be used after allof these, at the right time with respect to the studentsreadiness, including their skills and knowledge ofnecessary concepts and theories, to make the knowledgemore intensive and operational and, at the same time, tomake the advantage of computer usage more clear andconvincing. Concrete examples are referenced.

Paper abstract

The collision of two wagons is used to introduceseveral modelling concepts, to high school students. Thisproblem is usually treated only by the conservation lawsof momentum and energy with respect to their valuesbefore and after the collision. Our model uses springs tomodel the elastic part of the wagons, and assumes theremainder to be point masses. The parallel graphs of thetime-changing action/reaction forces, the velocities andthe separation distance of both wagons with respect tothe contraction and expansion of linear springs shows thenon-linear character of the process which is ratherdifficult to imagine without modelling. In addition, thephysical model when exercised with numerical integrationcan be a useful preparation for calculus. The model wasdeveloped and is presented using the SCHOLA LUDUSteaching, learning and testing principles.

Paper abstract

Training for innovation in teaching quantummechanics (QM) in secondary school encounters somedifficulties, like the teachers’ styles, the traditionalapproach and methodology, the limited familiarity withthe subject. In the initial training this requires more timethan is available.

We have elaborated some strategies for the pre-servicetraining of teachers on QM, centred on the use ofeducational instruments and materials. These strategiesinclude experiential activities related to the educationalpath we developed in our previous research.

The first experiences with pre-service teachers havehad positive results in various fields, showing that theyunderstand and acquire the proposed educational path,but they have also pointed out their limits in allowing acritical reflection about conceptual knots.

In the last year, in order to overcome these limitations,the training activities have been integrated with webdiscussions, to improve the overcoming of conceptualknots.

Paper abstract

The contribution gives information about FyzWeb(http://fyzweb.cuni.cz/), a non-commercial Czech webfor support of physics education and popularisation ofphysics.

Paper abstract

NatSim.net is an Internet service for science teachersto download web pages with simulations from the web,to edit the text on these pages, and to publish themodified versions back on the Internet. This note givessome indication as how to use the system and how todeal with copyright issues. Furthermore, we discuss theorganizational and educational benefits for ScienceTeaching at schools. One concrete example is webbasedhomework that asks for e-mail feedback from thestudents. Following the idea of Just-in-Time-Teaching(JiTT) this feedback can be used in subsequent lessons –with remarkable advantages even at high school level.

Paper abstract

An online course for pupils at the age of 14 – 15 wasdesigned and delivered since November 2003 till March2004 by the Laboratory of Distance Learning as anexperimental pilot course. The aim was to design andverify a certain way of a systematic, long-term andcontinuous care about gifted kids without geographicallimits. There were several questions to be answered in theproject like: Could university experts effectively teachphysics online such young kids (what are the conditionson both sides)? What type of support provided by thepupil’s physics teacher is necessary? The contributiondeals with problems of instructional design of the course,selection of topics and ways of online teaching. Theoriginal goals and expectations of designers, authors andtutors were confronted with the outputs and evaluations ofthe experimental course. Some suggestions formodifications of the next runs of the course and someresearch items are formulated.

Paper abstract

Some of the basic insufficiency, which goes togetherwith physics teaching at the technical universities is, theway of this teaching is carried out. Educator, who is oftenmanaged with the best effort about subject matterunderstanding, approaches to his lecture only tooscientifically and does not give his students anyopportunity to understand how physical phenomena act inpractical life. Situation is very similar to a position whenautomobile manufacturer would manufacture carsaccording to his best mind indeed but without anyfeedback to users. Such a car would be very sophisticatedbut for common motorist totally complicated and henceinapplicable. Present - day teaching, no matter whatclassical or e-learning however proceeds exactlyaccording to this described scheme. The result is adeepening lack of interest about physical education. Sothat we sheered off the same mistake, the authors madeready after extensive consultations with the audience a setof video - lessons from the basic physics course, that is analternative to the classical education. The firstexperiences reflect, that this way of e- education is a greatbenefit for users on behalf of his interpretation clarity andeasy PC handling. This contribution will handle withsome aspects of the physics course creation andutilization.

Paper abstract

The majority of students in Germany abhor physicseducation in school. This is a common problem inindustrialized nations of today – worse more, since thesenations heavily depend on the science literacy of thegenerations next to come. The goal of our concept is todemonstrate students the usefulness of adapting skills inthe specific methods of physic to take part in the work onthe most challenging and important problems of modernsocieties.

Example: In the age group of 16-24 years, deadly caraccidents are a major issue that confronts our students intheir everyday life. In this article, we would like to outlinehow road security, brought to students with the help ofour new software named “Mechanics and Traffic” mayserve as a both serious and motivating context for physicscourses at schools and universities.

Paper abstract

Very often Physics students get the impression that thereality they see and the one they measure, even in the lab,is just a draft version of what is considered as the realworld, which for sure is the world where laws and modelswork. Observation of complex but real situations is notallowed until students are skilled in the use of suitablemathematical tools. One example is the meaning of ’wavespectrum’ which is generally introduced as a result of theFourier Theorem. This paper shows a multimedia unitprototype, accessible through the web, with the aim ofenhancing the learning of similarities and differencesbetween sounds and noises. The unit is based on aparticular tool, the hear&see tool, designed to explore themeaning of wave spectrum.

Paper abstract

Numerical solutions of differential equations obtainedby EXCEL software were used with the analyticalsolutions in the dynamics classes for university students.This method has a merit that these solutions are easilyexhibited visually and the effect of this method topromote the understanding of students was confirmed.

Paper abstract

This presentation reports on a study of teachers’practices when implementing a computer-basedsimulation about thermoelastic properties of gases at thefirst level of secondary school (grade 10). A simulationtool of kinetic theory of gases has been proposed withresources for guiding teachers in pedagogical actions inactual classroom. The main didactic goal is to explore therelations between microscopic and macroscopic variablesof the model. Interviews and class observations have ledus to a detailed analysis of interactions between students,simulation and scenario proposed by teachers. Benefitsand difficulties of teaching strategies have been pointedout. The mass of particles, a microscopic variable oftenneglected by teachers, turns out to be a key factor instudents’ construction of kinetic pressure and kinetictemperature concepts. The results suggest some possibleimprovements on the first version of the on line resourcesfor teachers’ collaborative work.

Paper abstract

The effort to enrich a university course of non-physicsmajor direction, with principles of quantum mechanics ismainly not allowed because it demands strongcompetences in physics and mathematics. This obstaclecan be surpassed by the use of ICT applications andhands-on activities. This academic year a research –concerning the efficiency of the comprehension ofquantum principles by students with limited math /physics background– was conducted to four classes of thePedagogical Department of the University of Athens. Inorder to support the intervention, educational materialwas developed including the subjects: mechanic waves,duality of light with reference to duality of electrons,linear spectra, phenomena of probabilistic microcosmand quantum mechanic model of Hydrogen (including 2Dand 3D models of the atom representing the radialprobability distributions of an electron for the 1S, 2S and2P states in hydrogen) The use of simulation and dynamicvisualization, in combination with the developed material,served as an instructional tool to teach contemporaryphysics issues to non-major Physics Department students.

Paper abstract

Animations relating to electricity and magnetism willbe presented at GIREP 2004. The complete e-modules,the teacher guide and teacher seminar are still underdevelopment.

The SUPERCOMET project will finish in December2004, supported through the EU Leonardo da Vinciprogramme. The project targets on-the-job training ofphysics teachers using animations to inspire physicslearning in a non-traditional fashion.

Paper abstract

Contribution deals with the interpretation of selectedphysical concepts with a help of multimedia tools.Physical phenomenon that students can come across within everyday life is presented with a help of video tools.The same physical phenomenon can be explored ina physical laboratory through simple, hands-onexperiment and this can be followed by exact physicalmeasurement in a microcomputer-based laboratory.Further analysis of the phenomenon can be realized witha help of java applets. In the contribution there ispresented a possible combination of all the mentionedways on several case studies.

Paper abstract

In 2000, the first pilots of national science exams withcomputers were carried out in the Netherlands. From2002 onwards, every profile of secondary education inHolland has at least one experimental computer exam.These exams contain 40% physics assignments that haveto be solved with computer tools like modeling, datavideo, data processing,automated control technique etc.

Based on the pilot experiences, the Dutch CentralExamination Board selected physics as the first domainnationally available for ICT examination in 2006: everyDutch school may participate in this exam. From 2007,this new type of national physics examination (60 % inwriting,40 % with the computer) will be obligatory. Fromthis time on, ICT applications constitute a permanentelement of physics exams. The authors form (two out ofthree) the construction team of these pilots.

Experiences as well as foreseen developments will bediscussed.

Paper abstract

How teachers understand models and modeling havebeen the subject of many papers in Science Educationresearch in recent years. Very little have been said abouthow teachers relate their understanding of models andsimulations, even though being capable of evaluatingsimulations is a necessary skill for any teachers workingwith ICT technologies, due to the use of these ininstruction and learning. In this paper we try to build upan analytic instrument to help teachers to have a criticalappraisal of simulations. Its development has been basedin the theoretical study of the ontological constituents ofscientific models and in the nature of entities of thecorrespondent model object.

Paper abstract

In a two year study with 240 fifteen years students, itwas shown that they increased their performance inmechanics problem solving when metacognitive abilitieswere developed during five month training. This one was‘blended’ with the normal course time in about: 25%metacognitive abilities and 75% normal activities. Incomparison with normal courses, the students thatdeveloped metacognitive abilities tried to solve mechanicproblems in about three times more than the formers, andin about the same rate they were successful. In additionthe students that get trained, increased their homeworkdelivery and developed alternative methods for problemsolving.

Paper abstract

The adaptation of physics education to a changingsociety appears as a conflict between different overallaims. Three aims – qualifications, general education(“bildung”), and competencies – are being discussed.Based on the results of an action research project inupper secondary physics in Denmark, a description ofwhat may be meant by being competent and being“educated” in physics is presented. Some of theconsequences of implementing a competency-basededucation will be indicated, both regarding classroompractice and assessment.

Paper abstract

The Humanized Physics Project is a multiinstitutionaleffort to develop human-oriented physicslearning activities to motivate student learning for theintroductory physics student who is preparing for acareer in the life or health sciences. To enhanceaccessibility and interest each Humanized PhysicsProject module has a human-context theme. Withineach module, the physics concepts are explored throughactivities with a human functioning focus. The activitiesloosely follow an inquiry-based learning cycle ofexploration, invention, and application. Some of theproject activities can be accessed at the project websiteat www.doane.edu/hpp.

Paper abstract

The contribution shows the physical aspects of theschool excursion for the 4-6 class pupils of the baseschool. The subject “Nature” in these classes, includessome elements of physics, chemistry, biology andgeography. On the excursion the pupils can observeoptical, hydrostatic, aerostatic, thermic and otherphysical phenomena.

Paper abstract

This contribution discusses the role of mathematicsand history of science in physics education. Römer’sexperiment is interesting because it was part of thehistorical debate between the two conceptions ofinstantaneous propagation and finite speed of light.Moreover, studying it more closely than textbooksnormally do forces the use of unobvious mathematictools adaptable to different educational levels. Thesubject is presented with questions and suggestionsregarding the relative movements of the four starsconcerned (Sun, Earth, Jupiter, Io) and the occultationsand eclipses of Io. Cabri software is used for picturesand animations, and astronomical tables for timecalculations.

Paper abstract

The main objective of this study is to analyze thereasoning of university students regarding Ampere’s lawof electromagnetism. It has been supposed that theproblems observed in the understanding and applicationof the law do not only come from students’misconceptions, but also from students’ reasoning basedon ‘common sense’ methodology. To test our hypothesisfour open questions, with an emphasis on explanations,were designed. The results seem to confirm that most ofstudents use incorrect forms of reasoning that show a lackof understanding of the field circulation operator, as wellas a lack of understanding of the magnetic field itself.

Paper abstract

This paper considers the teaching and learning ofelectric circuits from the perspective of teachers ofgeneral science in the lower years of secondary school.The teachers highlight aspects of the topic that theyconsider are fundamental to a meaningfulunderstanding, for both themselves and their students,but which in many cases were missing in their ownlearning experiences or in the textbooks they consultedwhen preparing to teach. These include: the relationbetween electron flow and conventional current, amodel for visualising how electron flow occurs and therole of a battery in a circuit, a qualitative understandingof resistance and hence an explanation for why a lightglobe glows but connecting wires do not, and thedistinction between electrical charge and energy. Theteachers consider how, in the absence of theseunderstandings, their teaching was limited to practicalactivities or the use of ‘simple’ but meaninglessformulae. The data comes from assignments completedby participants in a postgraduate course, who wereexperienced science teachers with limited physicsbackground, seeking to improve their confidence andcompetence in teaching physics topics and concerned topresent physics in ways that could engage and enthusetheir students.

Paper abstract

The electric current is a part of physics very difficult tounderstand by pupils in secondary school. We preparedinvestigation in this field and we tried to found someresults to improve knowledge and skills of pupils.Knowledge and skills of lower classes of secondaryschool pupils are given in the results of investigations.The further investigations were carried out on the pupilsof the two types of teaching/learning processes. The firsttype of learning process was realised without computersand the second one with computers. The same questionswere given to the pupils of these different types. Paperconcludes the comparison of results of both testinggroups.

Paper abstract

Knowledge and skills of lower classes of secondaryschool pupils are given as a result of investigation. Themap of linkages between different concepts from thefield of electric current was constructed. Thecompetencies of pupils were deconceptined on the basedof the constructed map.

Paper abstract

From disciplinary, conceptual and common sense’sknots pointed out in the literature, we have consideredsome key points such as the concept of action at adistance, the role of field lines, the trajectory of an objectmoving in a field and the field concept as a physicalentity. The ideas of support and connection (medium) arerelated to the concept of action at a distance; field linesare usually identified with trajectories, while field conceptis constructed in a lot of different ways, most oftenassociating it to a sphere of force action.

To understand the role of the context in constructingthe connection between everyday experience andscientific knowledge, children’s (age from 5 to 9)spontaneous ideas have been explored as a game in aninformal context of scientific culture dissemination.Reflections upon body falling and gravitational forcewere proposed by Rogers’ interviews and drawings,investigating the role of a material model of thegravitational field. The model helps the interpretativeprediction of resting and moving objects behavior in thepart of the field represented. We propose it as aconnection between local vision of earth gravitation andthe vision related to gravitational properties of massesinteracting with one another.

Paper abstract

This study is embedded in the context of a researchproject targeted at the development of a curriculumconcerning energy. In this curriculum energy isintroduced as a model that accounts for changes. Thepresent study constitutes an attempt to use research inorder to inform the process of designing appropriatelearning activity sequences. It seeks to examine howstudents account for certain changes in physical systemsand the extent to which they draw upon energy and themechanisms of energy transfer and transformation. Dataanalysis provides information regarding student’sconceptual difficulties and initial ideas with respect toenergy as a model that accounts for changes.

Paper abstract

In this paper, possible differences between female andmale students\\’ reasons to choose or reject physics inFinnish upper secondary schools are studied. Accordingour national survey (N=2934) pupils argue that futurerelevance is the most important reason to choose or rejectphysics. Overall, boys’ and girls reasoning differed onlylittle.

Paper abstract

This abstract shows opinions of representative choiceof pupils at secondary lower schools in the CzechRepublic on physics education. Investigation was realizedin spring 2003 as part of the project “New approaches tothe education of physics teachers following the analysis ofsituation at secondary schools”. Nowadays science andtechnology are searching for its new position in generaleducation.

Paper abstract

The paper presents SCHOLA LUDUS approach totesting pupils’ and student’s concepts in physics on thebase of simple experiments. Testing is primarily treatednot as an instrument for classification of knowledge butfor finding out the state of pupils understanding as aneffective instrument for further authentic learning andteaching. A series of tests with parallel cases ispresented related to the key case of the inverted coveredwater glass. The particular tests stimulate students’thinking, support understanding of process developmentand of basic physical concepts. The tests were provedwith a sample of 80 high-school students ages 15-17.

Paper abstract

Physics for Elementary Teachers (PET) is a new onesemestercurriculum for inservice teachers. The learninggoals include improving teacher knowledge of physics,understanding of the nature of science, and awareness oftheir learning. Content is consistent with elementaryschool curriculum and is organized around centralthemes of interactions, energy, forces and explanations.The goals are accomplished using guided inquiry and amodified learning cycle consistent with a constructivistapproach. Evidence for the guided inquiries comes fromhands–on and micro-computer based laboratories, andweb-based simulations. A unique aspect of the course isthe Elementary Science Ideas (ESI) in which teachersview videos of elementary students discussing physicsideas and use these conversations to reflect on both theelementary student ideas and their own learning. Pre- andpost-testing of teachers’ content knowledge wasconducted in the Fall 2003 and have shown a statisticallysignificant improvement in physics knowledge.

Paper abstract

Modern measurement methods provide the broadest,most natural, least restricted bridge between the everyday worlds of the laymen and the scientist. When studentsperceive topics they are studying to be relevant to theirown world and to their own lives, motivation and interestgenerally increase. In this study, we explored pre-servicescience teachers’ and general teachers’ ideas anddifficulties when they encounter measuring tools andmeasurement, since measuring is central to theexperimental sciences. We explored their conceptualknowledge of measurement:

1. what is really measured,

2. does the instrument affect the measuring process and the system,

3. reliability, “true” value, precision, accuracy,dispersion, error and uncertainty was examined.

We tried to surface their notions so that we will be ableto strengthen their theoretical background and providethem with some strategies for use in the classroom.Future teachers need help to conceptualize where andhow connections between the everyday world and sciencecan be properly made. Measurement can provideaccessible activities to illustrate historical, philosophicaland cultural dimensions of science.

Paper abstract

Phenomena of physics can be described with differentmethods including concepts and also experimental andformal presentations. These methods are applied toteaching different ways at different school levels. One ofthe aims in the physics teaching at the university level isto teach students to form the formal models of physics.The formal modeling of physics is a problethat, thatinfluences learning throughout the physics studies atuniversity. This study has focused on how the studentsexperience the formal modeling of physics in the firstcourse of physics at the university level. Associationbetween mathematics and physics are united to thedifficult and useful formal modeling in physics from theview of the students.

Paper abstract

The current research study focused on thedevelopment and evaluation of the Learning SpacePlatform as a resource for improvement of the studentteachers practicum. The research reflects upondescribing processes followed both by student teachersand their supervisors when engaging in schoolpracticum. The results of this research were theidentification of standards that a platform, which is usedfor educational purposes, must have in order toeffectively facilitate and manage the teaching andlearning process during school practicum and students’and supervisors opinions on using the e-learningplatform for the purposes of School Practicum.

Paper abstract

Heat and energy flow are very difficult to present,although we have many experiences with the topics fromeveryday life.

In the classroom is also the connection with everydaylife often missing, so we used experiences with drinking acup of hot tea as a starting point. How to drink yourmorning cup of tea in a hurry and not get burned?

The set of experiments we suggest is very simple toperform and effectively display the features heat flowdepends on). Measurement of temperature simultaneouslyin two cups, differing in only one variable, reveals itseffect on heat flow and shows pupils that physics works ineveryday life, not only in the classroom.

Paper abstract

The part Electrical cell is one part of Electricalcurrent in liquids. It is a field of pupils’ investigations.Pupils can investigate voltage, internal resistance, storedenergy, and discharging curves. Contribution concludesdescription of some pupils tasks and problems. Pupilscan use CBL for measurement and data processing.

Paper abstract

Starting from situations of common experience andreal contexts, we carry out quantitative analysis ofprocess and formalization with the support of informationand communication’s technologies.

Sport is one of the most fruitful contexts, even if is notthe most simple to analyze: it motivates students becauseit is part of their real life. High jump and fosbury-flopmethod is an interesting example where we can propose aquantitative analysis of motion. Computer modeling inopen environment is used for this scope. The first level isthe description of the translational component of jumperfollowing the center of mass motion , and the second oneallow to represent the mechanics of rotations, that use theangular moment’s conservation for clearance of the bar.

Judo allow to discuss how can be optimized system’sinteractions, transforming collision’s situations ontransfer’s conditions of momentum and energy.

Paper abstract

Heureka is a project started ‘from bottom-up’ byseveral Czech physics teachers about 12 years ago – andit not only still lives but recently evolves and gains moreinfluence. A small part of lecture “according to Heureka”demonstrated at GIREP conference (with the audienceplaying the role of pupils) is shortly described heretogether with some comments to present the main aims ofthe project.

Paper abstract

Selected activities aimed mainly at informal physicseducation of different age groups are described: physics‘club’ for children, education of pupils of age 12-15,summer physics camps for age group 14-19, spring campsfor future physics teachers and weekend seminars forphysics teachers in practice. The common characteristicof these activities is an active work of all theirparticipants. Mutual inspiration and a ‘synergic effect’ ofthese activities are shortly commented. Each activity isillustrated by at least one (sometimes nontraditional)simple experiment.

Paper abstract

In this paper we adopt a modelling approach in orderto study the dynamics of longitudinal aircraft flight. Theimplementation of a “flight simulator” based on thismodel is used in order to analyze the dynamic effects ofthe main aircraft controls and explain how and whenthose controls are employed by pilots during all thephases of a flight.

Paper abstract

For the Physics Teachers Competition at CERN 2003 aproject has been carried out concerning someexperimental aspects of natural radioactivity. Theexperimental activity, was based upon the use of adiffusion cloud chamber, which allowed us to measurethe lengths of tracks left by elementary particles comingfrom natural decays. More than 500 tracks have beenhand-measured by secondary school students and theirlengths have been related to the energy loss in thechamber. This project, that won the first price at CERN,will be here described and the most important educationaland experimental results will be presented.

Paper abstract

The article gives examples of sound and noises inconnection with technical tools. But modern technicaltools also allow for refined investigations of basicacoustic quantities. In addition, transfer and storage ofacoustic information has become an important aspect ofour society.

Paper abstract

The understanding of physics wave concepts isconsidered a crucial requirement for making sense ofmany important physics topics as optics, quantummechanics and electro-magnetic radiations. However, inthe majority of high school curricula, wave physicsactually plays a secondary role especially with respectto other content fields as mechanics andthermodynamics. In fact, many research studies haveshown that students have fundamental difficultiesdealing with the basic concepts of wave physics. Thesedifficulties mainly involve the concepts of propagation,superposition and mathematical description of waves.

Here, we describe the first part of aTeaching/Learning (T/L) sequence aimed to overcomethese well-known difficulties. The starting point is basedon the common models used by students to describewave phenomena. The sequence involves the analysis ofpropagation of elastic waves by using simple RTLexperiments and simulation environments. The spectralanalysis of signal is also used in order to discuss theproperties of sound waves generated by differentacoustic sources and music instruments.

Paper abstract

Illustrations and animated visual presentations canhelp to bridging the gap between phenomena and theirtheoretical explanation, and especially focus on the timedependent aspects. If they illustrate facts and exhibitconnections that still pictures can not achieve, they offernew opportunities for teaching and learning in physics.Some of those special features will be identified, classifiedand categorized according to the effects intended. In apilot study students had to evaluate various animationsand compare them with still pictures.

Paper abstract

As the second presentation of Stray Catsdemonstrations, the following experiments for teachingphysics to high school students are introduced. The firstis a talking cup, which simulates the pronunciation ofJapanese vowel. The second is Maxwell’s top, where thecenter of weight and suspension point are exactlyidentical. The third is experiments on ultrasonic wavepropagations.

Paper abstract

As the seventh presentation of Stray Catsdemonstrations, experiments on electrostatic pendulumand its extensions are shown at first. It is a good exercisefor the students to think about the reasons why thependulum continues to swing. Finally, our activity ofAdvancing Science Workshop (ASW) at Nagoya CityScience Museum is introduced. The ASW aims atencouraging high school students to learn and enjoynatural science through the design, construction, andoperation of their own experimental devices.

Paper abstract

As the first presentation of Stray Cats demonstrations,the problems found in the course of educating high schoolstudents are pointed out, and some interestingexperiments on the sound of music instruments by the useof aluminum rods, three primary colors, and simple waterrocket for teaching physics to high school students areintroduced.

Paper abstract

As the sixth presentation of Stray Cats demonstrations,the following experiments for teaching physics to highschool students are introduced. The first is an experimentto understand the motion of a projectile with a fun andsurprise. The second is for visual observation of theconcept of the field; magnetic field, electric field,electrostatic induction, electromagnetic induction, andelectromagnetic wave propagation.

Paper abstract

As the fourth presentation of Stray Catsdemonstrations, constructions and experiments of theelectric motor are introduced. Five typical motors arechosen to explain their principles in physics class andhand-made models are demonstrated. Student showedstrong interests in studies of motors when they reallysaw the original. I have taught these motors for thepurpose of letting students understand the concept ofphysics and the importance of application to technologyabout physics phenomena. Some large-scale spectacularexperiments will also be introduced.

Paper abstract

As the third presentation of Stray Catsdemonstrations, the results of questionnaire survey onthe consciousness of students about ghosts orsupernatural power are reviewed. Joyful and familiarscience for educating high school students of irrationaltrend is proposed.

Paper abstract

The chemical potential, defined as a partial derivativeof a quantity which contains both energy and entropy,seems to be complex beyond despair. As indicated by itsname, the chemical potential seems to be relevant only tochemists and can be ignored confidently by physicists,physics teachers or engineers.

The introductory statement reflects a commonprejudice which tempts scientists to neglect a veryversatile and very powerful physical concept withoutfeeling bad about it. Although the chemical potential ismainly used in chemistry, its range of applications inphysics is even larger than that in chemistry.

As a matter of fact, only few properties of the chemicalpotential are necessary for a complete description. Theseproperties are so easy to grasp, that the chemical potentialcan be taught even in O-level courses. The pupils´knowledge of the concepts of energy and entropy may behelpful in some cases but many phenomena can beexplained easier by the chemical potential alone.

Paper abstract

Liquid crystals were discovered more than a centuryago, we use them daily, but still they have not made theirway in the physics classroom.

They are interesting for the pupils to learn aboutbecause they have heard of them and use them in displaysof the toys and domestic appliances. But their uniqueproperties can be used to demonstrate phenomena frommany field of physic, such as Optics, Heat and Electricity.

The set of experiments we present enables todemonstrate birefringence with liquid crystals moreefficiently than with ordinary crystals, as well as theeffect of electric field on the matter. Visible changesenable the teacher to choose the way he or she wants toconsider the problem – just show the phenomenon orexplain it further.