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Several Ways of Using Computer Simulations to Help Formalisation R.M. Sperandeo-Mineo Department of...
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Transcript of Several Ways of Using Computer Simulations to Help Formalisation R.M. Sperandeo-Mineo Department of...
Several Ways of Using Computer Simulations
to Help Formalisation
R.M. Sperandeo-Mineo Department of Physical and Astronomical Sciences, Università di Palermo, Italy
F. Alicataa, L. Lupob, R.M Sperandeo-Mineo GRIAF (Research Group in Teaching/Learning Physics)
• Department of Physical and Astronomical Sciences- University of Palermo (Italy)
a)Istituto Magistrale Regina Margherita Palermob) Liceo Scientifico Galileo Galilei Palermo
Project supported by MURST: SeCiF-Project (Explaining and Understanding in Physics)
OBJECTIVE:
To provide student-teachers with learning environments and computational tools that will help them to express and reflect on their concepts and ideas about phenomena and support their activities concerning exploration, experimenting and modelling
Hands-on learning through activities : experiments and software
Training connected with experimentation in classroom
Teachers by themselves have to experience the kind of learning we think they should provide to the students
Physics Models as
Explanations of phenomena:
Descriptions of phenomena:* by making a selection from the complexity
* by providing an account of their behaviours
* by proposing (qualitative and quantitative ) mechanisms of behaviours
* by predicting their behaviours under different circumstances
The approach is developed in several phases
observing
analysing pupil’s spontaneous representations
experimenting
modelling
OBSERVING Motion of motes Heating of compressed gasses
Diffusion of perfume vapours Thermal expansion of gasses
• Boyle’s law (P vs V) A commercial sensor of pressure is used and volume is registered by the operator.
fitting is performed using EXCEL
EXPERIMENTING (USING MBL)
EXPERIMENTING (USING MBL)
• I Gay Lussac law (V vs T)
Sensors of temperature and motion
are used..
Fitting is performed using Excel.Experimental data (Pasco system)
EXPERIMENTING (USING MBL)
• II Gay Lussac Law (P vs T)
Sensors of temperature and pressure
are used.
Experimental data (Pasco system)
Pupil relevant ideas of atomic-scale models
• Gas molecules maintain some macroscopic properties (like thermal expansion, elasticity, stiffness,…)
• Gas molecules can move, on the contrary of liquid and solid molecules
• Gas molecules naturally tend to go away each other
• Gas molecules are embedded in some kind of substance (sometime called “heat”)
MODELLING USING “INTERACTIVE PHYSICS”
Introducing the pressure concept from a microscopic point of view
Experimenting with models
THE MODEL:
N particle (hard spheres)
M (mass) = mean mass of air molecules
vi (velocities) equal in modulo and random directions
V (volume of the container)= 10-24 m3
Video display of the Applet
Speed, number of particles and volume can be chosen by the user.
Results of simulations
Pressure vs. Volume
y = 16,05x-1,06
y = 10,05x-1,07
y = 3,98x-1,06
0
2
4
6
8
10
12
14
16
18
20
0 1 2 3 4
Volume (m^3 x 10^-24)
Pre
ss
ure
(P
asca
l x10
^5)
Np = 100
Np = 250
Np = 400
Results of simulations
Il Microworld STAR LOGO
A Gas of Particles
Evolution of particle speeds
How many particles with different speeds?
Distribution of velocity
Mean speed and mean square velocity
(vi2)/N
vi|/N
Elastic collisions between two discs
Elastic collisions between two discs
Computer–based learning environments can create contexts in which student-teachers can be actively engaged in their learning processes;
The different channels conveying information allow the using of different learning strategies;
A new curriculum
to process-based
from content-based
Learning by doing and by reflecting on
the procedures originating the results
Thornburg: “The future isn’t what is used to be”
Much of the failure to utilize technology in education today is the assumption that content is king……..in a world of rapid information growth, it is context that matters…context is king.
Rather than having students learn facts “just in case” they might need them someday, educators should promote “just in time” learning environments where students find solutions to real-world scenarios.