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Contributions: Titel
(in alphabetical
order of first author's name) October
27, 2005 |
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Oral Presentation
Interactive Poster
Traditional Poster
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(click onto the symbol
left to the titel to view the abstract)
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= invited talk
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Interactive
poster sessions on Thursday: A 11.15 - 13.00
hr., B 16.00 - 18.00 hr.
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Agnes,
C. (Politecnico di Torino, Turin, Italy)
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The
Illustrated Physical Discourse
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Altherr,
S.; Vetter, M.; Eckert, B.; Jodl, H. J. (Dept.
of Physics, TU Kaiserslautern, Germany)
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A 13
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RCL: Diffraction and Interference
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Bacon,
R. (University of Surrey, Guildford, UK)
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Use of Multimedia
in Physics Teaching in the United Kingdom
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Belloni, M.;
Christian, W. (Davidson
College, Davidson, NC USA)
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Using Open Source Physics to Visualize Advanced
Problems -
from Classical to Quantum Mechanics |
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Blums,
J.; Jansone, M.; Klincare, I. (Riga Technical University, Faculty of Material
Science and Applied Chemistry, Riga, Latvia)
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A 04
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Video presentation of lectures, laboratories and
problem solving v the way to show the process in distance learning
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Bonanno,
A.; Sapia, P. (Gruppo di Didattica e Storia della Fisica,
Physics Department,
University of Calabri, Rende (CS), Italy)
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A 02
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A Java Applet for Spectrograms
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Borsós,
K.; Benedict, M. G. (University of Szeged, Szeged,
Hungary)
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A 03
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Animation of experiments in modern quantum physics
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Chabay,
R. (North Carolina State University, Raleigh,
NC, USA)
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VPython: 3D simulation and visualization in the
introductory university physics course
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Corni,
F.; Fornasier, P.; Michelini, M. (Research Unit
in Physics Education of Udine, Modena and Reggio Emilia
Universities, Italy)
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Didactic planning with blended activities in a web
interactive environment: the case of simple machines with teacher-students
for primary school
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Duarte-Teodoro,
V. (Lisbon New University, Lisbon, Portugal)
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Mathematical modelling with Modellus: linking
mathematics and physics
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Eckert,
B. [1]; Schweickert, F. [2]; Jodl, H.-J.[1]
([1] Dept. of Physics, TU Kaiserslautern,
Germany; [2] Universiteit van Amsterdam,
Amsterdam, The Netherlands)
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Status
Report: Use of Multimedia in the Physics Teaching and
Learning in Europe & Introduction to MMPhys Wiki
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Engstrøm, V.
(Simplicatus AS, Trondheim, Norway)
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A 06
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SUPERCOMET 2 Project
- Testing and evaluation of materials
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Esquembre, F. [1]; Dormido, S. [2];
Sanchez, J. [2]; Farias, G. [2]
([1] Universidad de Murcia, Murcia, Spain; [2]
UNED,
Spain)
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A 08
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Adding interactivity to
Matlab/Simulink simulations using Easy Java Simulations
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Frising,
F.; Sporken, R. (University of Namur, Namur,
Belgium)
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A 13
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Multiple
choice quizz on the internet
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Gerlic, I. (Faculty
of Education, University of Maribor, Maribor, Slovenia)
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A 05
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Interactive
Materials for Physics Teaching and Assesment
|
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González,
A. [1];
Segarra, P.
[1]; Jiménez,
E. [2]; Arroyo,
E. [2] ([1] Facultad de Ciencias, UNAM, México, [2] Colegio de Bachilleres, México)
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A 07
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Difficulties of Physics teacher on the weight concept
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Greczylo,
T.; Debowska, E. (Institute of
Experimental Physics, University of Wroclaw, Poland)
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Macroscopic Model of Atomic Force Microscope
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Hanc,
J. [1]; Tuleja, S. [2] ([1]
Technical University in Kosice, Slovakia; [2]
Gymnazium arm. gen. L. Svobodu, Humenne, Slovakia)
|
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The Feynman
Quantum Mechanics with the help of Java applets and physlets in
Slovakia
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Holubová,
R. (Science Faculty, Palacky University, Dept. of Experimental Physics,
Olomouc, Czech Republic)
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B 12
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New trends in physics education in the Czech Republic
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Hwang, F.-K.
(Dept. of Physics, National Taiwan Normal University,
Taipei, Taiwan)
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Designing Technology-Enhanced Learning Environments:
An Instructional Model for Science Learnin |
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Ignatjeva,
S. (Daugavpils University, Daugavpils,
Latvia)
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B 02
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Java
programming on physics examples
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Janssens,
Ivo (Universiteit Antwerpen, Antwerpen, Belgium)
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B 13
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Use
of electronic Learning Environment in Secondary
School Physics Teaching
|
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Jarosz,
J.; Szczygielska, A.; Koszela, A. (Institute of Physics, University of Silesia, Katowice,
Poland)
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A 09
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Computer as a teaching tool - simulations and animations instead of real experiments
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Jodl,
H. J. (Dept. of Physics, TU Kaiserslautern, Germany)
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Introduction
and Conclusion of Workshop (no abstract)
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Korsch,
H.-J. (Dept. of Physics, TU Kaiserslautern,
Germany)
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Use of Multimedia in a Lecture about Nonlinear Dynamics
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Kotsopoulos,
S. [1]; Zevgolis, D. [2] ([1] Wireless Telecommunication Lab,
University of Patras, Greece, [2] Division of Telematics and Multimedia,
Hellenic Open University, Greece)
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B 14
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On the Technical
Aspects, concerning the Support of both Voice and Internet Multimedia Services
in 3G Wireless Networks
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Logofatu, B.; Logofatu,
M. (University of Bucharest, Bucharest, Romania)
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ICT in Physics Education at University of Bucharest
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Mathelitsch,
L. (Institute of Physics, University Graz,
Austria)
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Report and Recommendations on Available Multimedia Material for Teaching Heat, Thermodynamics and Statistical Mechanics
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Meger,
Z. (Poland)
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B 09
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Trends
in Multimedia Physics Education: Review of Literature
Database
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Milazzo,
A.; Bonanno, A. (Physics Department, University
of Calabria, Rende (CS), Italy)
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A 10
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A new applet Java about Frictional Force
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Mimkes,
J.; Schaffer, I. (Institute for Science Networking,
Oldenburg, Germany)
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B 03
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News
from "physik multimedial"
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Molenaar,
P. (Amstel Institute University of Amsterdam,
Amsterdam, The Netherlands)
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Teaching Physics with a Blended Learning method
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Nancheva,
N.;
Kirilova,
D.
(Department
of Physics, University of Rousse, Rousse, Bulgaria)
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B 10
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WEB-BASED MULTIMEDIA APPLICATION
"SOLID STATE"
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Nowakowska,
H. [1]; Karwasz, G. [2,3] ([1] Institute of Fluid Flow Machinery, Polish
Academy of Sciences, Gdansk, Poland; [2] Facoltá di Ingengeria,
University di Trento, Trento, Italy; [3]
Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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A 01
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Quantum scattering with Excel
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Obdrzálek,
J. (Math. Phys. Fac., Charles University Prague,
Prague, Czech Republic) |
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Multimedia for Physics
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Popov,
O. (Department of Mathematics, Science and Technology Education, Umeå University, Umeå, Sweden)
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Using outdoor physics activities and web-site support to stimulate inquiry-based
learning in science teacher education in Sweden and Russia |
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Rajch,
E.; Wroblewski, T.; Kaminska, A.; Bigus, W.; Karwasz,
G. (Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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B 06
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Making toys with
multimedia - magnetism
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Redfors,
Andreas (Kristianstad University, Kristianstad,
Sweden)
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B 11
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no
title, no abstract
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Santos,
L.; Vaz, D.; Fonseca, I. (Physics Department,
Aveiro University, Aveiro, Portugal)
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B 08
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Teaching Physics with Research Data - Linking Environmental Spectroscopy and Earth Sustainability
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Schorn,
B.; Wiesner, H. (Physics Education Research Group,
University of Munich, Munich, Germany)
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A 11
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milq (Munich Internet Project for Learning Quantum
Mechanics)
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Schumacher,
D. (Physikalische
Grundpraktika, Heinrich-Heine-University, Düsseldorf,
Germany)
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E-Learning Tools in Student Labs
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Shah,
W. H. (Dept. of Applied Physics, Federal
Urdu University, Pakistan)
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no
titel, no abstract
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Stoyanov,
S. (University
of Rousse "Angel Kantchev", Rousse,
Bulgaria)
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B 05
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Simulation Laboratory and Video Library for distance
education in University of Rousse
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Syurin, O.; Shtanko,
T. (Gymnasium #14, Kharkov, Ukraine)
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B 01
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Group Development of Multimedia Training Courses by Students as
a Way of enhancing Interest in Learning Physics
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Tuleja,
S. [1]; Taylor, E. F. [2]; Hanc,
J. [3] ([1] Gymnazium, arm. gen. L. Svobodu, Humenne,
Slovakia; [2] Massachusetts Institute of Technology,
MA, USA; [3] Technical University, Kosice, Slovakia)
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B 04
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Use of a computer in advanced mechanics
- Principle of least action
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Vertsanova, O.
(National Technical University of Ukraine, Kiev,
Ukraine)
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A 14
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Multimedia in university's experimental laboratory of
microelectronics
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Wroblewski,
T.; Rajch, E.; Niedzicka, A.; Brunato, M,; Karwasz,
G. (Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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B 07
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Physics
of Funnels and Quarks (General relativity theory
and elementary particles)
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Zajkov,
O. (Inst. of Physics, Faculty of Natural Sciences
and Mathematics, University of Ss Cyril and Methodius,
Skopje, Macedonia)
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No
time for experiments in the classroom
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Zakhariev,
B.; Chabanov, V. M. (Laboratory
of Theoretical Physics, Joint Institute for Nuclear
Research, Dubna, Russia)
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Algorithms
of discoveries from experience of participation in turn
over in quantum theory from direct to inverse problem
and related problems of creative activity
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Contributions: Abstract
(in alphabetical
order of first author's name) |
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Agnes,
C. (Politecnico di Torino, Turin, Italy)
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The
Illustrated Physical Discourse Together with the teachers and students and staff of
secondary schools in Turin, we performed a play on
Einstein’s relativity, based on a script I derived from
the Karlsruhe Physics Course. I’ll give an account of this
experience on the border between lesson and spectacle,
based on a Power Point presentation containing all the
audio visual and graphics materials, and a DVD of the live
event. The idea is to bend multi media into multi
expressive genres, hoping to achieve public
understanding.
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Altherr,
S.; Vetter, M.; Eckert, B.; Jodl, H. J. (Dept.
Physics, TU Kaiserslautern, Germany)
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A 12
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RCL:
Diffraction and Interference Remote controlled labs (RCL)
are real experiments which can be controlled via the internet.
As an example from eight already working RCLs we will demonstrate the RCL diffraction and interference.
These series of RCLs are integrated in a physics course (FIPS and by Intel).
Website
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Bacon,
R. (University of Surrey, Guildford,
UK)
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Use of Multimedia
in Physics Teaching in the United Kingdom no
abstract
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Belloni, M.;
Christian, W. (Davidson
College, Davidson, NC USA)
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Using Open Source Physics to
Visualize Advanced Problems -
from Classical to Quantum Mechanics We describe our effort to create interactive
curricular material for upper-level courses in classical mechanics,
electromagnetism, and quantum mechanics.
This material uses Open Source Physics (OSP) applets and applications to
make the teaching of these advanced topics visual and interactive. Because the materials can be formatted to
make them Web based, they are extremely flexible and are appropriate for use
with various pedagogies. In addition,
since the OSP models can be saved in XML format, this makes these models
extremely portable (they are typically only a few kilobytes) and easily
uploaded into digital libraries. We
briefly outline the features of OSP programs and then describe our suite of
Java programs that solve and visualize advanced problems. The materials described in this talk can be
found on the OSP Web site and on the MERLOT and ComPADRE digital libraries.
Download
an example (if not working online, then click right
mouse button, save the .jar file and run it on your PC).
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Blums,
J.; Jansone, M.; Klincare, I. (Riga Technical University, Faculty of Material
Science and Applied Chemistry, Riga, Latvia)
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A 04
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Video presentation of lectures, laboratories and
problem solving √ the way to show the process in distance learning Multimedia study materials for a
distance learning of Physics course at the Riga Technical University are
under construction. Study materials are being created not only as
traditional text files and tests with multiple answers, but also as the
video presentations of study materials (according to lecture notes),
laboratories and problem solutions. The main tasks of these materials are
(1) to give a basic knowledge on the phenomena and effects under
consideration, (2) to make students familiar with the specific equipment
including detailed comments on knacks in real laboratory work and (3) to
show the process of step-by-step problem solution. Materials are prepared
in step-by-step mode by using PowerPoint and then converted into video
format by using TechSmith CAMTASIA STUDIOTM which offers exact video
renderings of desktop activity and superior file compression in industry
standard formats. Files are available for online studies and/or for
downloading.
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Bonanno,
A.; Sapia, P. (Gruppo di Didattica e Storia della Fisica,
Physics Department,
University of Calabri, Rende (CS), Italy)
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A 02
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A Java Applet for Spectrograms A Java applet allowing the time-frequency analysis of a sound
is presented. A user-provided audio signal is processed to get and
interactively visualize its spectrogram. Furthermore, for a chosen fixed
time, it's possible to visualize the corresponding spectrogram section
(instantaneous signal's spectral composition).
Its features make the applet suitable for the sound characterization,
even for didactical purposes. In this connection, as an example of
application, the audio/visual comparison of musical notes produced by
different instruments is proposed.
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Borsós,
K.; Benedict, M. G. (University of Szeged,
Szeged, Hungary)
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A 03
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Animation of experiments in modern quantum physics
Animations of three famous quantum experiments are presented. (1)
The violation of Bell inequalities with entangled photons, (2)
quantum-teleportation of a photon polarization state, (3) a secret key
(BB84) generation for quantum-cryptography.
The animations are to be used as demonstrations complementing lectures in
modern Quantum Mechanics and/or Quantum Informatics. |
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Chabay,
R. (North Carolina State University, Raleigh,
NC, USA)
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VPython: 3D simulation and visualization in the
introductory university physics course
Using VPython (http://vpython.org), physics students write
simple programs to model physical systems. VPython is easy to learn,
produces navigable 3D animations as a side effect of physics
computations, and supports full vector calculations. The high speed of
current computers makes sophisticated numerical analysis techniques
unnecessary. Students can use simple first-order Euler integration,
adjusting the step size as necessary. In mechanics, iterative
application of the momentum principle shows the time-evolution character
of Newton's second law. In E&M, students calculate electric and magnetic
fields numerically and display them in 3D.
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Corni,
F.; Fornasier, P.; Michelini, M. (Research Unit
in Physics Education of Udine, Modena and Reggio Emilia
Universities, Italy)
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Didactic planning with blended activities in a web
interactive environment: the case of simple machines with teacher-students
for primary school Various studies in the last years have pointed out the formative
role of didactic planning activities in the initial training of teachers.
The employment of web environments in a blended manner has evidenced the
contribution that such working method is able to give to planning
activities, otherwise rarely possible in the formation of teachers at
university level.
Within a collaboration between the Universities of Udine and of Modena and
Reggio Emilia, a network planning activity of didactic proposals for
nursery and primary school about the simple machines has been experimented.
The interactive web environment made and the working methods employed with
teacher-students, in addition to the results of the planning activity
itself, can be useful to single out models of primary school teacher formation.
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Duarte-Teodoro,
V. (Lisbon New University, Lisbon, Portugal)
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Mathematical modelling with Modellus: linking
mathematics and physics Modellus is a modelling package freely available in seven
languages and used as an integral part of the Advancing Physics
curriculum in the UK. In this presentation, I illustrate how can
mathematical modelling be a central process in the teaching and learning
of physics and mathematics.
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Eckert,
B. [1]; Schweickert, F. [2]; Jodl, H.-J.[1]
([1] Dept. of Physics, TU Kaiserslautern,
Germany; [2] Universiteit van Amsterdam,
Amsterdam, The Netherlands)
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Status
Report: Use of Multimedia in the Physics Teaching
and Learning in Europe In Europe we have
about 20-30 countries with about several hundred
Physics Departments. Very often multimedia (MM)
products are worked out there BUT NOBODY KNOWS.
The EU launched a call to bring those initiatives
together. The aim of this status report is to make
this situation transparent, to learn from each other,
to avoid duplication, to have synergy in spite of
cultural differences. During the last years of
our workshop MPTL we had already some reports about
different countries, e. g.: about Germany in
Ghent 2001 (report),
about Greece and Italy in Parma 2002, about Austria
in Prague 2003 (report), about
France in Graz 2004 (report).
The disadvantages of these reports - even collectively
printed as a traditional book - are that they get
quickly outdated (e. g. typical project duration
1-2 years), that only 100-500 interested specialists
may buy it, that the editing of such reports is
time consuming. The idea and the web-tool (MMPhys
Wiki) to
complete the proposed database will be presented
together with some exemplary MM projects in EU.
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Engstrøm, V.
(Simplicatus AS, Trondheim, Norway)
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A 06
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SUPERCOMET
2 Project - Testing and evaluation of materials The SUPERCOMET 2 Project is currently testing and evaluating the
materials developed in the SUPERCOMET project - a teacher seminar with
hands-on activities combined with interactive animations, text and video
presenting electromagnetism and superconductivity with an accompanying
teacher guide. The materials are translated/adapted for use in 15 European
countries. The first phase of SUPERCOMET 2 in 2005 involves testing and
evaluation. The materials will be expanded and updated according to these
results during 2006, and a final version produced in 2007.
The project welcomes any voluntary contributions. Free copies can be given
to MTPL members interested in testing and evaluation of these materials.
Contact info@supercomet.no for more information.
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Esquembre, F.
[1]; Dormido, S. [2]; Sanchez,
J. [2]; Farias, G. [2] ([1]
Universidad de Murcia, Murcia, Spain; [2] UNED,
Spain)
|
A 08
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Adding interactivity to
Matlab/Simulink simulations using Easy Java Simulations
Easy Java Simulations has been already
introduced in MPTL9. We now show how Ejs can be used to add interactivity to
models created in Matlab/Simulink with minimal effort. The result are interactive computer simulations which
use Ejs for visualization and user interaction and Matlab/Simulink for solving
the equations of the system. The connection Ejs-Matlab works currently only under
Windows, though other connections are under study. |
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Frising,
F.; Sporken, R. (University of Namur, Namur,
Belgium)
|
A 13
|
Multiple
choice quizz on the internet For some years we have developed multimedia tools for physics
teaching and learning. These interactive simulations are mostly java
applets and can be found on our web site
(http://www.sciences.fundp.ac.be/physique/didactique/). They can be used in
various settings: a traditional course, as self study-tools, or to prepare
laboratory courses. We found the latter especially useful, as it is often
difficult for students to prepare laboratory work based on printed material
only. In order to promote active learning, we have written multiple choice
questions to complete some of our applets. We have used PHP language to
build dynamic html pages from a database. In this way, form and content are
completely separate. The physics teacher does not need to know PHP. He can
focus on questions and distracters. These tests also require students to
calculate: for some questions, they have to introduce a numerical answer.
Some questions from the database are included in the final exam.
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Gerlic, I. (Faculty
of Education, University of Maribor, Maribor, Slovenia)
|
A 05
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Interactive
Materials for Physics Teaching and Assesment Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory in physic mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. With interactive poster we will show some didactic manners of preparing interactive web-oriented educated materials - papers (based on simulations - java applets).
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González,
A. [1];
Segarra, P.
[1]; Jiménez,
E. [2]; Arroyo,
E. [2] ([1] Facultad de Ciencias, UNAM, México, [2] Colegio de Bachilleres, México)
|
A 07
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Difficulties of Physics teacher on the weight concept Most
of high school teachers use, in their physics class, the gravitational definition of weight as it
appears commonly in most of text books,
but they have problems when they try to apply this definition in a different context of measuring the
weight of a body on the surface of
earth. Supposedly when the teachers
adopt the definition of weight as the force exerted by the support on the
body, they will have new arguments
to analyse cases where they found
difficulties to explain them before,
but in a later study, we observe the trouble of teachers for the understanding
of alternative concept of weight. That is the reason why we design a computer
simulation with questions about the measurement of the weight of a body in
different situations. We used it with high school teachers to explore the
difficulties they have to understand different definitions of weight in new
contexts. In this work, we present the result of this study.
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Greczylo,
T.; Debowska, E. (Institute of
Experimental Physics, University of Wroclaw, Poland)
|
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Macroscopic Model of Atomic Force Microscope
The process of
designing a macroscopic model of Atomic Force Microscope and preparation
of the set up of an advanced student's experiment is described. Detailed
descriptions are illustrated with the experimental results. The
possibility of visualization of modeled surfaces are described and
presented. The set up is an example of successful use of modern
technology, especially computers and educational programs, in
controlling of the experiment and data processing.
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Hanc.
J. [1]; Tuleja, S. [2] ([1]
Technical University in Kosice, Slovakia; [2]
Gymnazium arm. gen. L. Svobodu, Humenne, Slovakia)
|
|
The Feynman
Quantum Mechanics with the help of Java applets and physlets in
Slovakia Quantum mechanics is
considered as a theory of difficult and abstract ideas including highly
advanced mathematics. At the end of 1970-s R. Feynman delivered a
series of public lectures about this theory based on his path-integral
approach, which have been published in a book: QED - The strange theory
of light and matter. This moment is regarded as the important event in
teaching quantum mechanics for a wider audience and led to the
development of first courses at universities and high schools. We
present some extensions of the Feynman approach with emphasis on the
use of Java applets, which help students model a physical situation and
come around complicated complex integrals. In addition we present a
short review of the project representing Slovakian mutation of Java
Physlets originally written by W. Christian and M. Belloni of Davidson
College in USA.
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Holubová,
R. (Science Faculty, Palacky University, Dept. of Experimental Physics,
Olomouc, Czech Republic)
|
B 12
|
New trends in physics education in the Czech Republic New education programmes are tested. The emphasis is on interdisciplinary connections between physics and other science subjects. Multimedia based teaching and learning is promoted. Some examples of computer based teaching and learning software will be presented.
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Hwang, F.-K.
(Dept. of Physics, National Taiwan Normal University,
Taipei, Taiwan)
|
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Designing Technology-Enhanced Learning Environments:
An Instructional Model for Science Learnin Recent educational approaches emphasize the role of technology-enhanced
environments in science learning: such environments allow learners to
explore scientific phenomena interactively. Multimedia and
computer-based tools enable students to perform complex, inquiry-based
learning activities. We propose a technology-enhanced learning (TEL)
model that can be used as a framework for instructional design. Focusing
on students’ active participation in science learning, this five-phase
model (contextualization, sense-making, exploration, modeling, and
application) builds on fundamental theories of learning to engage
students in their own cognitive processes with the help of multimedia,
animations and simulations. Drawing on this TEL model and our
preliminary findings, we present some general guidelines for
instructional design, and possible variations, in order to support a
program of science learning which makes active use of computing
technologies.
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Ignatjeva,
S. (Daugavpils University, Daugavpils,
Latvia)
|
B 02
|
Java
programming on physics examples Represented work
is short course, which covers the basic concepts of
object-oriented programming and development of JAVA
applets on physics examples. This course is more like
a lab course than a traditional lecture course. The
general goals of this course are to give practical hands-on
experience in programming to students and teachers of
physics. We hope that this tutorial will make it easy
for physicists modeling of physical processes.
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|
|
Janssens,
Ivo (Universiteit Antwerpen, Antwerpen,
Belgium)
|
B 13
|
Use
of electronic Learning Environment in Secondary
School Physics Teaching no abstract
|
|
|
Jarosz,
J.; Szczygielska, A.; Koszela, A. (Institute of Physics, University of Silesia, Katowice,
Poland)
|
A 09
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Computer as a teaching tool - simulations and animations instead of real experiments A teacher of physics is faced with the necessity of verifying everyday observations of his students and explaining the true nature of things. In order to fulfil this task it is up to him to present things as simple as they really are. The best methodological tool that he has at his disposal is a physical experiment.
However there are some problems which can not be investigated by real experiments because of many reasons such as extreme difficulty or even unattainable conditions, necessary to perform the experiment, health hazard or simply impossibility of performing on a laboratory scale.
In such cases the computer simulation or interactive animation could be helpful with explanation and understanding the problem.
As an example we used the problem of creating climate zones on Earth, the role of energy coming from Sun and importance of rotation of Earth and its circular motion around Sun. The interactive programme explaining the circulation of air in nature, formation trade winds, cyclones as well as sea currents and sea tides is presented.
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Korsch,
H.-J. (Dept. of Physics, TU Kaiserslautern,
Germany)
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Use of Multimedia in a Lecture about Nonlinear Dynamics
no
abstract
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Kotsopoulos,
S. [1]; Zevgolis, D. [2]
([1] Wireless Telecommunication Lab,
University of Patras, Greece, [2] Division of Telematics and Multimedia,
Hellenic Open University, Greece)
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B 14
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On the Technical
Aspects, concerning the Support of both Voice and Internet Multimedia Services
in 3G Wireless Networks
Voice telephony is the most
important service on today's cellular mobile radio communication systems.
During the current decade, it is difficult to say how long this will be the
case, by taking into account the rising demand for new Internet Multimedia
services. It is very essential that the 3G mobile networks should support both
voice and multimedia services. This paper deals with the technical parameters
that are involved during the handover procedures of the 3G subscribers and to
propose new techniques in the dynamic channel assignment and a new architecture
on the radionetwork level of the system.
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Logofatu, B.; Logofatu,
M. (University of Bucharest, Bucharest, Romania)
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ICT in Physics Education at University of Bucharest During the last 12 years we have promoted the use of ICT in Physics education. The paper will present our strategy and achievements in the area of technology and curriculum. Based on the collaboration with valuable partners from UK, NL and DE we have developed: (i) real experiments assisted by computers and virtual instrumentation; (ii) virtual experiments based on simulations. At the same time we took into consideration the last trends of the digital technology: virtual campus and eLearning. As it concerns the curriculum, we have developed: (i) post-graduate programmes focusing on teacher training; (ii) lifelong learning initiatives focusing on the students in the high schools and universities.
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Mathelitsch,
L. (Institute of Physics, University
Graz, Austria)
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Report and Recommendations on Available Multimedia Material for Teaching Heat, Thermodynamics and Statistical Mechanics
As in the previous workshops of this series, members of the advisory board of MPTL (M. Benedict, E. Debowska, H. Jodl, L. Mathelitsch, R. Sporken) have reviewed multimedia material for some specific physics topic, this year heat, thermodynamics and statistical mechanics. The list of collected material was obtained by combining MPTL-research with resources of the American MERLOT group (T. Bradfield, T. Colbert, L. Keiner, B. Mason, T. Meldor, S. Sen, J. Rauber). After a prescanning process, by which about 50 % of the initially selected products have been discarded, the criteria and evaluation procedures of MPTL and of MERLOT were applied (see the proceedings of the last workshops). Therefore each product was surveyed by at least two independent experts using different evaluation criteria. The results of the two groups have been compared and the points of agreement / disagreement were discussed. The outcome of the evaluation, as well as recommendations for high-quality products, will be presented in this contribution.
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Meger,
Z. (Poland)
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B 09
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Trends
in Multimedia Physics Education: Review of Literature
Database Many issues of multimedia teaching
and learning can be found in numerous sources.
To effectively outline these issues are used
new methods of gaining and accumulating information.
In this way, scientific investigations can be
covered and described at length on the one hand,
and on the other, both unexplored und well-know
fields can be highlighted. Contemporary efforts
at collecting scientific materials should not
only encompass traditional sources such as books
and articles in scientific magazines. Multimedia
sources and Internet websites with scientific
publications are also very important. All the
materials were included in a database LiDa,
where are possible different processing of data.
In this way, were investigated Trends in multimedia
physics teaching and learning.
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Milazzo,
A.; Bonanno, A. (Physics Department,
University of Calabria, Rende (CS), Italy)
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A 10
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A new applet Java about Frictional Force Frequently, the high school and university students meet many
difficulties in the understanding of plane motion under the action of
frictional force, because of its dependence either upon the roughness of
touching surfaces and upon the force pressing one surface on the other.
Furthermore the understanding of difference between dynamic and static
friction is conceptually difficult, since the former always opposes
body’s motion, while the latter is present until a body is in stationary
condition.
The purpose of this new applet is to highlight such difference and to
improve the understanding of limit angle concept by visualization and
making interactive all parameters characterising a body motion in
presence of frictional forces.
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Mimkes,
J.; Schaffer, I. (Institute for Science
Networking, Oldenburg, Germany)
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B 03
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News
from "physik multimedial" A consortium of five universities has built up "physik
multimedial" - an elearning platform for physics.
It contains various learning modules and a course management.
The platform "physik multimedial" and "LiLi - Links
to physics' elearning material" is beeing enhanced by new features,
especially for authors.
We are going to present "physik multimedial" and LiLi
and our new services and concepts.
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Molenaar,
P. (Amstel Institute University of Amsterdam,
Amsterdam, The Netherlands)
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Teaching Physics with a Blended Learning method By the AMSTEL Institute of the University of Amsterdam educational materials have been developed in which computer
activities in education are applied in a Blended Learning concept.
The fundament is an educational model with operational activities of the students to reason physics. The new educational materials not only provide an extension but also a realignment of the educational resources. The position of the teacher moves to an organizer of education and coach of students. Studybooks and education materials such as videos and films get more the function of sources of information and a vademecum. E-learning activities provide not only a lot of new educational materials, but they also change essentially the communication between teacher and student and between students mutually.
Blended Learning concept means that a good harmonisation of the possible educational methods must be realised.
Examples of this innovation of physics teaching :
- Astrophysics for undergrade students
- Introductional Science course for undergrade students
- The use of @-na and @-beta (complete digital methods)
- Introduction Teacher training program.
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Nancheva,
N.;
Kirilova,
D.
(Department
of Physics, University of Rousse, Rousse, Bulgaria)
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B 10
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WEB-BASED
MULTIMEDIA APPLICATION "SOLID STATE" The solution
of any technical problem is more expensive if the theoretical
knowledge is used less. Therefore teaching physics in
engineering courses means preparing the students to
look for the new, to create, build up their mind in
the sense of achieving a technical and scientific culture.
This paper presents a web-based multimedia application
"Solid state'' that will be used for teaching and learning
physics for the students from all engineering specialties
at the University of Rousse. The intention of authors
is to express some ideas and experiences to improve
physics education. In the application all multimedia
elements have been included - text, images, animations,
Java applets. The lecture material is organized in four
modules: Solid state structure, Band theory, Contact
phenomena and Luminescence, which are linked to each
other. The application contains and proposes a high
number of traditional and interactive examples. Emphasis
is put on the motivation of students and stimulating
their interest in "Solid state" and generally in physics.
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Nowakowska,
H. [1]; Karwasz, G. [2,3] ([1]
Institute of Fluid Flow Machinery, Polish
Academy of Sciences, Gdansk, Poland; [2] Facoltá di Ingengeria,
University di Trento, Trento, Italy; [3]
Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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A 01
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Quantum scattering with Excel
Ramsauer and Kollath in a pioneer experiment in 1931 in
Berlin-Reinickendorf noticed complex dependences for angular
distributions in electron scattering on atoms. The wave quantum
mechanics describes the incident electron plane-wave as a sum of
partial waves with quantified momentum and the differential cross
section as a series of Legendre polynomials.
We present an easy macro written in MS Excel allowing to chose by
"potentiometers" the angle of the phase shift and the
normalization of the experiment. We apply this model to electron
and positron scattering on argon atoms. One sees immediately how
"diffraction" patterns appear in differential cross sections.
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Obdrzálek,
J. (Math. Phys. Fac., Charles University Prague,
Prague, Czech Republic) |
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Multimedia for Physics
Different multimedia tools have beed developed to support
education of physics: Tuning Theory, Rotating Pendulum, Collisions.
Particulat advanteges of this approach are discussed.
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Popov,
O. (Department of Mathematics, Science and Technology Education, Umeå University, Umeå, Sweden)
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Using outdoor physics activities and web-site support to stimulate inquiry-based
learning in science teacher education in Sweden and Russia The paper presents the development of an approach aimed at teaching
inquiry-oriented physics based on students' practical activities undertaken in
an outdoor environment, supported by web-site with interactive computer models
and visualisations (see http://outdoorphysics.educ.umu.se/). Web-support was
used to inspire inquiry and for illustration and analysis of observed phenomena
in order to make physics more explicit and understandable.It is generally accepted that physics education should provide
learning experiences and knowledge essential for developing a scientific
understanding of the world. We suggest that physics teaching/learning placed in
natural settings can bring a number of pedagogical advantages in terms of
acquiring scientific literacy skills. |
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Rajch,
E.; Wroblewski, T.; Kaminska, A.; Bigus, W.;
Karwasz, G. (Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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B 06
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Making
toys with multimedia - magnetism no abstract,
see http://physics-toys.pap.edu.pl/
(in Polish)
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Santos,
L.; Vaz, D.; Fonseca, I. (Physics Department,
Aveiro University, Aveiro, Portugal)
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B 08
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Teaching Physics with Research Data - Linking Environmental Spectroscopy and Earth Sustainability The contents of this suggestion are designed to Basic School Level (BSL) – 13 to 14 years old students - and can be used as a basis to University Teaching, namely in Atomic Physics in Teachers Initial Formation (TIF)
Courses.
As far as BSL is concerned, we use the following sequence: from Sun to Spectroscopy and the Environment: sun and life; spectroscopy; its applications – atmospheric ozone quantity determination, and water quality determination - which is where we introduce recent research data to enhance its relevance both to society and to the environment, being able to contribute to the approach to Earth sustainability actions.
At TIF, we introduce these contents in Atomic Physics courses, making the course more attractive to the students, and to the teacher.
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Schorn,
B.; Wiesner, H. (Physics Education Research Group,
University of Munich, Munich, Germany)
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A 11
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milq (Munich Internet Project for Learning Quantum
Mechanics) milq (Munich Internet Project for Learning Quantum Mechanics)
is
an in-service-teacher training wich uses the internet to guide and
support a learning process about the basic ideas of quantum mechanics.
Information on actual topics of physics research are an essential part
of the course. "milq" offers teaching material and hints for teaching
quantum physics at school, too.
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Schumacher,
D. (Physikalische
Grundpraktika, Heinrich-Heine-University, Düsseldorf,
Germany)
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E-Learning Tools in Student Labs
After a
phase of collecting first experiences e-learning tools are now on the
way to become fixed parts of physics teaching at German universities.
This contribution will focus on the physics education concerning course
of studies like medicine or biology. The talk will start from the
situation in Düsseldorf, will then give a survey of e-learning elements,
scenarios and implementation strategies and will also conclude results
concerning the efficiency of these new tools.
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Stoyanov,
S. (University
of Rousse "Angel Kantchev", Rousse,
Bulgaria)
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B 05
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Simulation Laboratory and Video Library for distance
education in University of Rousse Visualization of physical
phenomena and laboratory experiences has always been
important components for the reinforcement and
understanding of physics concepts. Visualization of
phenomena through such techniques as demonstrations,
simulations, models and video can contribute to
students` understanding of physics concepts by
attaching mental images to these concepts.In this
article we present our ideas and experiences to
improve physics education and it is focused on the use
of simulation and video in physics teaching and
learning.
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Syurin, O.; Shtanko,
T. (Gymnasium #14, Kharkov, Ukraine)
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B 01
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Group Development of Multimedia Training Courses by Students as
a Way of enhancing Interest in Learning Physics We offer an approach that allows to wake a positive motivation at different categories of the students to study physics. We base on inescapable requirement of each individual to achieve recognizing of the surrounding people and their steady interest to computer technologies.
It's generally known the best way to learn yourself is to teach others. So we offered to group of our school students to develop multimedia training courses. We understood the main thing in this case is not so much the course, but a process of developing a course.
In this offered material the ways of organization of educational activity of the students at physics lessons realizing the concept of 'pedagogy of cooperation' will be presented. |
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Tuleja,
S. [1]; Taylor, E. F. [2]; Hanc,
J. [3] ([1] Gymnazium, arm. gen. L. Svobodu, Humenne,
Slovakia; [2] Massachusetts Institute of Technology,
MA, USA; [3] Technical University, Kosice, Slovakia)
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B 04
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Use of a computer in advanced mechanics
- Principle of least action The ActionClockTicks application is a simple interactive Java program that enables students to hunt for the worldlines of stationary action in several different scenarios ranging from a simple projectile motion in homogeneous gravitational field to a Moon shot. It is meant only as a proto-program for a general-purpose interactive software by means of which the students could create new scenarios of their own and apply the simplest and most powerful expression of classical mechanics—Principle of least action. The interactive poster presents information on the numerical method of finding the stationary worldline.
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Vertsanova, O.
(National Technical University of Ukraine, Kiev,
Ukraine)
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A 14
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Multimedia in university's experimental laboratory of
microelectronics The result of application of multimedia in teaching and learning in the
experimental laboratory of microelectronics of NTUU "KPI" will be presented.
The using of new progressive technologies of modern microscopy and system of
image analyses allows combine the teaching in university's laboratory and
experimental work in microscopy laboratories of Institute of Semiconductor
Physic (ISP). The students have possibility using IT technologies not only
to observe the experiment in ISP's labor, but also to control the experiment
and data processing. Taking into account the difficult financial situation
in Ukrainian universities, the multimedia technologies give possibility to
organize experimental work of students and coax them into real actual
problem of academy science.
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Wroblewski,
T.; Rajch, E.; Niedzicka, A.; Brunato, M,; Karwasz,
G. (Institute of Physics, Pomeranian Pedagogical Academy,
Slupsk, Poland)
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B 07
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Physics
of Funnels and Quarks (General relativity
theory and elementary particles) no abstract
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Zajkov,
O. (Inst. of Physics, Faculty of Natural Sciences
and Mathematics, University of Ss Cyril and Methodius,
Skopje, Macedonia)
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No
time for experiments in the classroom Primary and secondary school physics teachers point out lack of
time as one of the two biggest problems in using experiments for physics
teaching and learning. This research shows how use of IT helps in
solving this problem. The students are given task to study using
hypermedia set (computer equipped with e-textbook and Coach 5 and
experimental set up). Even with almost no experience in experimental
work, students manage to make a research, make conclusions and revise
the new knowledge in less then 40 minutes. Well prepared experiments,
with lot of manual work can be performed in 10-13 minutes.
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Zakhariev,
B.; Chabanov, V. M. (Laboratory
of Theoretical Physics, Joint Institute for Nuclear
Research, Dubna, Russia)
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Algorithms
of discoveries from experience of participation in turn
over in quantum theory from direct to inverse problem
and related problems of creative activity. We
have achieved a breakthrough in quantum mechanics
which was previously visible as a Moon only from one
side (direct problem). Combination of our research experience
how to simplify finding of wonderful ideas
with physics education can really contribute to a more
attractive way of teaching physics. We have published
the (having no analogs completely original) book "Submissive
Quantum Mechanics: New Status of the Theory in inverse
problem approach". Its English version (still draft)
we put into internet http://thsun1.jinr.ru/~zakharev/
for free access. See also our books "Lessons in
Quantum Intuition"; "New ABC of Quantum Mechanics
(in pictures)". The new theory reveals the elementary
and universal constituents, building blocks, for construction
of quantum systems with the given properties "as
with a children toy constructor set". This means
the highest degree of understanding of the subject.
The fundamental discovered algorithms with COMPLETE
sets of EXACTLY solvable models are combined with
the extremely clear presentation. Solutions of Schroedinger
equation will be illustrated by computer visualization.
Elementary "bricks" of discoveries and simplification
of finding scientific needles in haystacks of unknowable
can be shown. We shall try to convince that everybody
can discover things which will wonder the world. We
shall also touch some moral, etc. problems of creative
collectives. The intuitive predictions will be explained
on the recent surprising radical improvement of seemingly
perfect theory of Bloch waves with clear explanation
of the previously hidden special mechanism of resonance
break of continuous spectrum by gaps and creation of
band spectra.
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contact
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