The paper deals with the possibilities of using specialized (virtual labs and simulators, software for natural process simulation) and general (programming languages and libraries, spreadsheets, CAS) software in school researches. Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena that cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Also, virtual labs in school practice are usually used in those cases where students cannot perform an experiment in real labs. For example, it is convenient for distance learning. The using of programming languages and libraries in physics learning research requires both students' physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities. The implementation of the spreadheets and the CAS in school physics researches is the easiest and has its benefits.
Valerii I. Seldiaev [
Donald R. Hamann states that the most traditional methods of ICT using in physics researches are automation of computing and physics processes modeling (“numerical analysis” or “imitation” [5, p. 240]).
Richard Phillips Feynman proposed to generalize “step by step” calculations in the form of a table to determine the orbits of the planets [4, p. 170-171]. He proposed to use the tables of squares, cubes, and inverse quantities to simplify mathematical calculations. Feynman emphasized that even in this case, the implementation of such calculations manually requires a lot of time. That is why it can be useful to solve such tasks with the use of a computer as a tool of computing automation [4, p. 173]. 2
Charles W. Misner examined the possibilities of using spreadsheets in physics
researches. Using spreadsheets provides the ability to automate the data processing
[
According to Misner, the main advantage of spreadsheets is their possibility to combine text and numeric data. It makes the execution of similar “routine” actions (such as reports writing) easier [8, p. 396]. Moreover, the researcher notes that the range of physics problems that can be solved via spreadsheets is much wider (these tasks are also more complex) than the range of problems for which the spreadsheets were created. First of all, spreadsheets in physics are used for calculations and building additional charts and diagrams. Misner described main features of spreadsheets using for calculations in physics: “a high ratio of design time to run time and the need for small amount of data” [8, p. 395].
The spreadsheets in profile physics learning can be used in studies that require the
processing of homogeneous data arrays and their generalization in charts. The examples
of such studies are the research of the process of discharging the capacitor and
determining its capacity, determining the temperature coefficient of metal resistance,
studying the efficiency of the electric source, studying the correlation between the
resistance of semiconductors and temperature, studying the volt-ampere characteristics
of the semiconductor diode (Figure 1). It is also advisable to use spreadsheets to process
the results of series of identical experiments [
At school CAS can be used to solve the same problems as spreadsheets. However, their use for researches, which require the work with a large amount of mathematical abstractions (such as vectors) is the most effective. The examples of such researches are the study of body balance under the action of several forces in, finding the center of mass of the flat body. Moreover, CAS can be used for statistical data processing (Figure 2). Donald R. Hamann considers contemporary (Fortran, C, ALGOL, Pascal) and prospective programming languages and libraries separately [5, p. 248-251]. We will use the term “programming languages” for definition of the complex of programming languages as is (character system for writing algorithms) and its translator (compiler or interpreter). A programming language translator, along with a text editor, debugger, profiler, file and object management, set of specialized libraries for a given programming language, etc. can be combined into an integrated programming environment.
In this definition, the programming languages and libraries together are the tool of
implementing any algorithm as a computer program. The ways of data presenting can
be diverse (text, charts, video, audio, multimedia, database, etc.). That is why
programming languages can be considered as the universal tool at all stages of physical
research [
It should be noted that the using of programming languages and libraries in physics learning research requires both students’ physics research competencies and programming competencies. That is why using this software in physics classes can hardly be recommended. However, programming languages and libraries can become a powerful tool for the formation and development of research competencies of physics students in extracurricular learning activities.
Figure 3 shows the user interface of the computer program for demonstrating
Faraday’s law in a cloud-based GlowScript environment created with use of Python
programming language and Visual Library [
The virtual lab designed by Gregory Bothun, Sean Russell and Amy Hulse is the part
of Oregon’s Physical Education Resources package and is a collection of Java applets
available on the University’s website. Research in the virtual lab, according to the
authors, is intended to give students an access to the data that simulates a real physical
experiment. According to Gregory Bothun, it was previously planned to use a virtual
lab for students of non-science specialties (their Physics course does not involve lab
works). Later it turned out that the Java applets were downloaded thousands times per
month and became popular at physics classes in high schools. Every research in the
virtual lab consists of two parts: in one of them students work with computer models of
devices, and the other one reflects the lesson plan. The virtual lab includes both studies
which can be and cannot be provided in the conditions of the physics lab (Figure 4).
You can use improperly most of the equipment in this virtual lab. In this case, the
equipment will “virtually” fail, and the sound message will notify user [
Virtual simulators are the software that is similar to virtual laboratories. The main difference between these two classes of software is their purpose. Using virtual simulators mainly involves working with virtualized devices as is, but not with the “scheme” of the whole experiment. Virtual simulators can be used for students’ familiarization with the devices used in research. Often the virtual lab and the virtual simulator are the same software. Thus, virtual simulators simulate physics equipment, while virtual labs simulate physics research.
Virtual simulators in a school physics research should be used at the preparatory
research stage to provide to students the opportunity to familiarize themselves with the
equipment which is used in the research (Figure 5). This is especially useful for students
who have to work with devices they have never used before.
The using computer simulations can extend the content of school curriculum because
any natural phenomenon can be modeled using a computer. Donald R. Hamann states
that there are three factors of the successful application of numerical modeling:
“analytical simplification based on well-known physical theory, good algorithm and
successful graphical representation of results” [5, p. 247]. The article [
Software for natural process simulation is similar to virtual labs. In virtual labs, students use ready-made models of natural phenomena, while in software for natural process simulation, they have to create these models by themselves. It requires a higher level of abstraction, deeper understanding of the processes and mathematical modeling skills. Developing computer models with this software takes a lot of time, so it is advisable to organize such activities within the framework of a research project. At the same time, complete virtualization of lab work using this software goes beyond the scope of physics learning.
Methods for describing models, which use the software for natural process
simulation, can vary from a textual description (Figure 6) to the direct execution by
means of a graphical interface [
Consequently, software natural process simulation in relation to virtual laboratories is not a broader but a different class of the software that has its own specific purposes and ways of using. One of the possible approaches to the delimitation of this software is the classification given in Table 1. Such software as virtual labs, software for natural process simulation, programming languages and libraries in school researches can be used to simulate phenomena which cannot be learned in a school lab (for example, for modeling a radioactive decay or for demonstrating the states of relativistic mechanics). Moreover, virtual labs in school practice are usually used in those cases when students cannot perform an experiment in real labs. For example, it is convenient for distance learning. However, a comparison of the results of the study obtained in the natural research with the results obtained by means of the virtual lab can be useful. It can also be useful to compare the results of different models of the same phenomenon. Such comparisons can help students to understand the limits of the application of physics laws, to understand the correspondence principle and the possibility of the existence of several adequate mathematical interpretations of the same phenomenon.