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 Wysłany: Pon 10:43, 17 Sty 2011 Temat postu: Two proposals for physics teaching _884 |
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Two proposals for physics teaching
. The idea seems feasible, very subtle and representative. Let us analyze the smallest possible current ammeter. When the rheostat branch open, the circuit is the maximum total resistance, the current minimum,[link widoczny dla zalogowanych], that is, open the month when the actual resistance ammeter = nervous because the maximum does not exceed 1Q, therefore, pumping ≥ A = 0.69A> o. 5A over ammeter range. At this point the voltage meter reading ~ = E a / r = 3.46V> 3V also exceeded the range, so method is not feasible. Zhou from Figure 5 Figure 6 a typical example of 2】 【Principle circuit shown in Figure 6. Clearly, the switch is closed, the external circuit the total resistance R total ≥ R + RA, the voltmeter reading,[link widoczny dla zalogowanych], EE. R total = ≥ a R total - ~: 3.46V1. Ten R + was beyond its range. Like the previous error, reflecting the blindness problem solving candidates. 【3】 Typical performance diagram shown in Figure 7 experimental principle. This approach takes into account the range of the voltmeter, but did not consider there is a certain resistance ammeter should not be overlooked, but they do not know the specific resistance, so this method is not feasible. Candidates such errors reflect a lack of ability to read moderation. 【4】 switch missing Typical performance or take the wrong position, shown in Figure 8; so that not only did not take the switch is missing or can not control the whole way in the dry circuit, and switch off when the voltage across the ammeter had more than its range. Candidates such errors reflect a basic lack of quality electrical experiments. 8 acres of business circles in Figure 7 but higher than the Entrance Examination from the textbooks of textbooks, is worthy of our attention is another teaching resources. /'''''' One by one'''a'''''''... ...''' ... a 'one''',[link widoczny dla zalogowanych],::: for physics teaching two suggestions:; i If a 13l9-year-old juvenile sense of learning physics: the difficulties, it may be because his brain is about science:: Myth of the dominated. :: Germany Dartmouth College (Psychology) cognitive scientist:: KevinDunbar and his colleagues made the following experiment: in;: Students were shown on television screens watching the big ball and small: the ball in the same rate fell to the ground (classical Newtonian mechanics model: type) and the larger ball drop faster (simple mode), measured with a test instrument i! their brains scanned to see what kind of anti:: should be. : ● ●: those who had never studied physics, when they see cattle: Washington mode shows the brain deal with the Ministry with the error:: bit active, indicating that these students have seen that phenomenon: a some error; but when she saw that they have accepted a positive:: correct simple model, we found among these people before the frontal brain:: cortex showed normal activity. :: For those who studied physics students, Dunbar;; Although experiments showed the opposite situation, when these students to note:: as the simple mode,[link widoczny dla zalogowanych], the prefrontal cortex is still some excitement, this: that their brains still remnants of the true, but:: the concept of intuition. :: LO in mid-2004, held at Harvard University:; an intellectual,[link widoczny dla zalogowanych], a colloquium on the brain and education, Dunbar: report of their experimental group and made two suggestions: (1):; of young people physical education should be carried out early in advance; (2): the teacher should try to solve the problem of obsolete theories of teaching or simply: do not teach these theories. (Ruilin) i: Source: WhyisphysicsSOdifficult? New '; scientist, 2004 (23October), 18. :;:'. . . .... . . One. . . . . .... . . . . . . . . . . . . . . . . .... . ...,
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