Oral Presentation       Interactive Poster     Traditional Poster

(click onto the symbol left to the titel to view  the abstract)

= invited talk

  Interactive poster sessions on Thursday: A 11.15 - 13.00 hr., B 16.00 - 18.00 hr.

Agnes, C. (Politecnico di Torino, Turin, Italy)

The Illustrated Physical Discourse

Altherr, S.; Vetter, M.; Eckert, B.; Jodl, H. J. (Dept. of Physics, TU Kaiserslautern, Germany)

A 13

Bacon, R. (University of Surrey, Guildford, UK)

Use of Multimedia in Physics Teaching in the United Kingdom

Belloni, M.; Christian, W. (Davidson College, Davidson, NC USA)

Using Open Source Physics to Visualize Advanced Problems -
from Classical to Quantum Mechanics

Blums, J.; Jansone, M.; Klincare, I. (Riga Technical University, Faculty of Material Science and Applied Chemistry, Riga, Latvia)

A 04

Video presentation of lectures, laboratories and problem solving v the way to show the process in distance learning

Bonanno, A.; Sapia, P. (Gruppo di Didattica e Storia della Fisica, Physics Department, University of Calabri, Rende (CS), Italy)

A 02

A Java Applet for Spectrograms

Borsós, K.; Benedict, M. G. (University of Szeged, Szeged, Hungary)

A 03

Animation of experiments in modern quantum physics

Chabay, R. (North Carolina State University, Raleigh, NC, USA)

VPython: 3D simulation and visualization in the introductory university physics course

Corni, F.; Fornasier, P.; Michelini, M. (Research Unit in Physics Education of Udine, Modena and Reggio Emilia Universities, Italy)

Didactic planning with blended activities in a web interactive environment: the case of simple machines with teacher-students for primary school

Duarte-Teodoro, V. (Lisbon New University, Lisbon, Portugal)

Mathematical modelling with Modellus: linking mathematics and physics

Eckert, B. ^[1]; Schweickert, F. ^[2]; Jodl, H.-J.^[1] ([1] Dept. of Physics, TU Kaiserslautern, Germany; [2] Universiteit van Amsterdam, Amsterdam, The Netherlands)

Status Report: Use of Multimedia in the Physics Teaching and Learning in Europe & Introduction to MMPhys Wiki

Engstrøm, V. (Simplicatus AS, Trondheim, Norway)

A 06

SUPERCOMET 2 Project - Testing and evaluation of materials

Esquembre, F. ^[1]; Dormido, S. ^[2]; Sanchez, J. ^[2]; Farias, G. ^[2] ([1] Universidad de Murcia, Murcia, Spain; [2] UNED, Spain)

A 08

Adding interactivity to Matlab/Simulink simulations using Easy Java Simulations

Frising, F.; Sporken, R. (University of Namur, Namur, Belgium)

A 13

Multiple choice quizz on the internet

Gerlic, I. (Faculty of Education, University of Maribor, Maribor, Slovenia)

A 05

Interactive Materials for Physics Teaching and Assesment

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

Difficulties of Physics teacher on the weight concept

Greczylo, T.; Debowska, E. (Institute of Experimental Physics, University of Wroclaw, Poland)

Macroscopic Model of Atomic Force Microscope

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

Holubová, R. (Science Faculty, Palacky University, Dept. of Experimental Physics, Olomouc, Czech Republic)

B 12

New trends in physics education in the Czech Republic

Hwang, F.-K. (Dept. of Physics, National Taiwan Normal University, Taipei, Taiwan)

Designing Technology-Enhanced Learning Environments: An Instructional Model for Science Learnin

Ignatjeva, S. (Daugavpils University, Daugavpils, Latvia)

B 02

Java programming on physics examples

Janssens, Ivo (Universiteit Antwerpen, Antwerpen, Belgium)

B 13

Use of electronic Learning Environment in Secondary School Physics Teaching

Jarosz, J.; Szczygielska, A.; Koszela, A. (Institute of Physics, University of Silesia, Katowice, Poland)

A 09

Computer as a teaching tool - simulations and animations instead of real experiments

Jodl, H. J. (Dept. of Physics, TU Kaiserslautern, Germany)

Introduction and Conclusion of Workshop (no abstract)

Korsch, H.-J. (Dept. of Physics, TU Kaiserslautern, Germany)

Use of Multimedia in a Lecture about Nonlinear Dynamics

Kotsopoulos, S. ^[1]; Zevgolis, D. ^[2] ([1] Wireless Telecommunication Lab, University of Patras, Greece, [2] Division of Telematics and Multimedia, Hellenic Open University, Greece)

B 14

On the Technical Aspects, concerning the Support of both Voice and Internet Multimedia Services in 3G Wireless Networks

Logofatu, B.; Logofatu, M. (University of Bucharest, Bucharest, Romania)

ICT in Physics Education at University of Bucharest

Mathelitsch, L. (Institute of Physics, University Graz, Austria)

Report and Recommendations on Available Multimedia Material for Teaching Heat, Thermodynamics and Statistical Mechanics

Meger, Z. (Poland)

B 09

Trends in Multimedia Physics Education: Review of Literature Database

Milazzo, A.; Bonanno, A. (Physics Department, University of Calabria, Rende (CS), Italy)

A 10

A new applet Java about Frictional Force

Mimkes, J.; Schaffer, I. (Institute for Science Networking, Oldenburg, Germany)

B 03

News from "physik multimedial"

Molenaar, P. (Amstel Institute University of Amsterdam, Amsterdam, The Netherlands)

Teaching Physics with a Blended Learning method

Nancheva, N.; Kirilova, D. (Department of Physics, University of Rousse, Rousse, Bulgaria)

B 10

WEB-BASED MULTIMEDIA APPLICATION "SOLID STATE"

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)

A 01

Quantum scattering with Excel

Obdrzálek, J. (Math. Phys. Fac., Charles University Prague, Prague, Czech Republic)

Multimedia for Physics

Popov, O. (Department of Mathematics, Science and Technology Education, Umeå University, Umeå, Sweden)

Using outdoor physics activities and web-site support to stimulate inquiry-based learning in science teacher education in Sweden and Russia

Rajch, E.; Wroblewski, T.; Kaminska, A.; Bigus, W.; Karwasz, G. (Institute of Physics, Pomeranian Pedagogical Academy, Slupsk, Poland)

B 06

Making toys with multimedia - magnetism

Redfors, Andreas (Kristianstad University, Kristianstad, Sweden)

B 11

no title, no abstract

Santos, L.; Vaz, D.; Fonseca, I. (Physics Department, Aveiro University, Aveiro, Portugal)

B 08

Teaching Physics with Research Data - Linking Environmental Spectroscopy and Earth Sustainability

Schorn, B.; Wiesner, H. (Physics Education Research Group, University of Munich, Munich, Germany)

A 11

milq (Munich Internet Project for Learning Quantum Mechanics)

Schumacher, D. (Physikalische Grundpraktika, Heinrich-Heine-University, Düsseldorf, Germany)

E-Learning Tools in Student Labs

Shah, W. H. (Dept. of Applied Physics, Federal Urdu University, Pakistan)

no titel, no abstract

Stoyanov, S. (University of Rousse "Angel Kantchev", Rousse, Bulgaria)

B 05

Simulation Laboratory and Video Library for distance education in University of Rousse

Syurin, O.; Shtanko, T. (Gymnasium #14, Kharkov, Ukraine)

B 01

Group Development of Multimedia Training Courses by Students as a Way of enhancing Interest in Learning Physics

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)

B 04

Use of a computer in advanced mechanics - Principle of least action

Vertsanova, O. (National Technical University of Ukraine, Kiev, Ukraine)

A 14

Multimedia in university's experimental laboratory of microelectronics

Wroblewski, T.; Rajch, E.; Niedzicka, A.; Brunato, M,; Karwasz, G. (Institute of Physics, Pomeranian Pedagogical Academy, Slupsk, Poland)

B 07

Physics of Funnels and Quarks (General relativity theory and elementary particles)

Zajkov, O. (Inst. of Physics, Faculty of Natural Sciences and Mathematics, University of Ss Cyril and Methodius, Skopje, Macedonia)

No time for experiments in the classroom

Zakhariev, B.; Chabanov, V. M. (Laboratory of Theoretical Physics, Joint Institute for Nuclear Research, Dubna, Russia)

Algorithms of discoveries from experience of participation in turn over in quantum theory from direct to inverse problem and related problems of creative activity 

Agnes, C. (Politecnico di Torino, Turin, Italy)

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.  

Altherr, S.; Vetter, M.; Eckert, B.; Jodl, H. J. (Dept. Physics, TU Kaiserslautern, Germany)  

A 12

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

Bacon, R. (University of Surrey, Guildford, UK)

Use of Multimedia in Physics Teaching in the United Kingdom
no abstract

Belloni, M.; Christian, W. (Davidson College, Davidson, NC USA)

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).

Blums, J.; Jansone, M.; Klincare, I. (Riga Technical University, Faculty of Material Science and Applied Chemistry, Riga, Latvia)

A 04

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.

Bonanno, A.; Sapia, P. (Gruppo di Didattica e Storia della Fisica, Physics Department, University of Calabri, Rende (CS), Italy)

A 02

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. 

Borsós, K.; Benedict, M. G. (University of Szeged, Szeged, Hungary)

A 03

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.

Chabay, R. (North Carolina State University, Raleigh, NC, USA)

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.  

Corni, F.; Fornasier, P.; Michelini, M. (Research Unit in Physics Education of Udine, Modena and Reggio Emilia Universities, Italy)

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.

Duarte-Teodoro, V. (Lisbon New University, Lisbon, Portugal)

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. 

Eckert, B. ^[1]; Schweickert, F. ^[2]; Jodl, H.-J.^[1] ([1] Dept. of Physics, TU Kaiserslautern, Germany; [2] Universiteit van Amsterdam, Amsterdam, The Netherlands)

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.

Engstrøm, V. (Simplicatus AS, Trondheim, Norway)

A 06

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.

Esquembre, F. ^[1]; Dormido, S. ^[2]; Sanchez, J. ^[2]; Farias, G. ^[2] ([1] Universidad de Murcia, Murcia, Spain; [2] UNED, Spain)

A 08

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. 

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.  

Gerlic, I. (Faculty of Education, University of Maribor, Maribor, Slovenia)

A 05

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).  

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

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.

Greczylo, T.; Debowska, E. (Institute of Experimental Physics, University of Wroclaw, Poland)

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.

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. 

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. 

Hwang, F.-K. (Dept. of Physics, National Taiwan Normal University, Taipei, Taiwan)

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.  

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.  

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

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. 

Korsch, H.-J. (Dept. of Physics, TU Kaiserslautern, Germany)

Use of Multimedia in a Lecture about Nonlinear Dynamics
no abstract

Kotsopoulos, S. ^[1]; Zevgolis, D. ^[2] ([1] Wireless Telecommunication Lab, University of Patras, Greece, [2] Division of Telematics and Multimedia, Hellenic Open University, Greece)

B 14

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.  

Logofatu, B.; Logofatu, M. (University of Bucharest, Bucharest, Romania)

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.

Mathelitsch, L. (Institute of Physics, University Graz, Austria)

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.  

Meger, Z. (Poland)

B 09

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.

Milazzo, A.; Bonanno, A. (Physics Department, University of Calabria, Rende (CS), Italy)

A 10

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. 

Mimkes, J.; Schaffer, I. (Institute for Science Networking, Oldenburg, Germany)

B 03

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.

Molenaar, P. (Amstel Institute University of Amsterdam, Amsterdam, The Netherlands)

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. 

Nancheva, N.; Kirilova, D. (Department of Physics, University of Rousse, Rousse, Bulgaria)

B 10

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.

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)

A 01

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.

Obdrzálek, J. (Math. Phys. Fac., Charles University Prague, Prague, Czech Republic)

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.

Popov, O. (Department of Mathematics, Science and Technology Education, Umeå University, Umeå, Sweden)

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.

Rajch, E.; Wroblewski, T.; Kaminska, A.; Bigus, W.; Karwasz, G. (Institute of Physics, Pomeranian Pedagogical Academy, Slupsk, Poland)

B 06

Making toys with multimedia - magnetism
no abstract, see http://physics-toys.pap.edu.pl/ (in Polish)

Santos, L.; Vaz, D.; Fonseca, I. (Physics Department, Aveiro University, Aveiro, Portugal)

B 08

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.  

Schorn, B.; Wiesner, H. (Physics Education Research Group, University of Munich, Munich, Germany)

A 11

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.

Schumacher, D. (Physikalische Grundpraktika, Heinrich-Heine-University, Düsseldorf, Germany)

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.  

Stoyanov, S. (University of Rousse "Angel Kantchev", Rousse, Bulgaria)

B 05

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. 

Syurin, O.; Shtanko, T. (Gymnasium #14, Kharkov, Ukraine)

B 01

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. 

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)

B 04

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. 

Vertsanova, O. (National Technical University of Ukraine, Kiev, Ukraine)

A 14

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. 

Wroblewski, T.; Rajch, E.; Niedzicka, A.; Brunato, M,; Karwasz, G. (Institute of Physics, Pomeranian Pedagogical Academy, Slupsk, Poland)

B 07

Physics of Funnels and Quarks (General relativity theory and elementary particles)
no abstract

Zajkov, O. (Inst. of Physics, Faculty of Natural Sciences and Mathematics, University of Ss Cyril and Methodius, Skopje, Macedonia)

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.

Zakhariev, B.; Chabanov, V. M. (Laboratory of Theoretical Physics, Joint Institute for Nuclear Research, Dubna, Russia)

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.