This section presents virtual laboratory work in physics. In laboratory work in physics, one acquires skills in conducting experiments and understanding instruments. There is an opportunity to learn how to independently draw conclusions from the experimental data obtained and thereby more deeply and fully assimilate theoretical material.

"Atwood's device. Testing Newton's Second Law".

Purpose of the work: check Newton's Second Law.

Virtual laboratory work. " Determination of the coefficient of internal friction of a fluid using the Stokes method".

Purpose of the work: to become familiar with the method of determining the coefficient of internal friction of a liquid from the speed at which a ball falls in this liquid.

Virtual laboratory work. "Relationship of quantities during rotational motion".

Purpose of the work: to check, using an Oberbeck pendulum, the dependence of angular acceleration on the moment of force and on the moment of inertia.

Virtual laboratory work. "Exploring the Mathematical Pendulum".

Purpose of the work: to study damped and undamped oscillations of a mathematical pendulum.

Virtual laboratory work. "Study of a spring pendulum".

Purpose of the work: to study damped and undamped oscillations of a spring pendulum.

Global education and the scientific process have been changing so clearly in recent years, but for some reason they talk less about breakthrough innovations and the opportunities they open up, and more about local exam scandals. Meanwhile, the essence of the educational process is beautifully reflected by the English proverb “You can lead a horse to water, but you cannot make it drink.”

Modern education essentially lives a double life. In his official life there is a program, regulations, exams, a “senseless and merciless” battle over the composition of subjects in the school course, the vector of the official position and the quality of education. And in his real life, as a rule, everything that modern education represents is concentrated: digitalization, eLearning, Mobile Learning, training through Coursera, UoPeople and other online institutions, webinars, virtual laboratories, etc. All this for now has not become part of the generally accepted global educational paradigm, but locally the digitalization of education and research work is already happening.

MOOC training (Massive Open Online Courses, mass lectures from open sources) is excellent for transferring ideas, formulas and other theoretical knowledge in lessons and lectures. But to fully master many disciplines, practical training is also needed - digital learning “felt” this evolutionary need and created a new “form of life” - virtual laboratories, their own for school and university education.

Known problem with eLearning: mostly theoretical subjects are taught. Perhaps the next stage in the development of online education will be to cover practical areas. And this will happen in two directions: the first is the contractual delegation of practice to physically existing universities (in the case of medicine, for example), and the second is the development of virtual laboratories in different languages.

Why do we need virtual laboratories, or virtuallabs?

• To prepare for real laboratory work.
• For school classes, if appropriate conditions, materials, reagents and equipment are not available.
• For distance learning.
• For independent study of disciplines as an adult or together with children, since many adults, for one reason or another, feel the need to “remember” what was never learned or understood at school.
• For scientific work.
• For higher education with an important practical component.

Types of virtuallabs. Virtual laboratories can be two-dimensional or 3D; simplest for elementary school students and complex, practical for middle and high school students, students and teachers. Their own virtuallabs are developed for different disciplines. Most often these are physics and chemistry, but there are also quite original ones, for example, virtuallab for ecologists.

Particularly serious universities have their own virtual laboratories, for example, the Samara State Aerospace University named after Academician S.P. Korolev and the Berlin Max Planck Institute for the History of Science (MPIWG). Let us remember that Max Planck is a German theoretical physicist, the founder of quantum physics. The institute's virtual laboratory even has an official website. You can watch the presentation using this link The Virtual Laboratory: Tools for Research on the History of Experimentalization. The online laboratory is a platform where historians publish and discuss their research on the topic of experimentation in various fields of science (from physics to medicine), art, architecture, media and technology. It also contains illustrations and texts on various aspects of experimental activities: instruments, progress of experiments, films, photos of scientists, etc. Students can create their own account in this virtuallab and add scientific works for discussion.

Virtual Laboratory of the Max Planck Institute for the History of Science

Virtulab portal

Unfortunately, the choice of Russian-language virtuallabs is still small, but it’s a matter of time. The spread of eLearning among pupils and students, the massive penetration of digitalization into educational institutions will one way or another create demand, and then they will begin to massively develop beautiful modern virtual labs in various disciplines. Fortunately, there is already a fairly developed specialized portal dedicated to virtual laboratories - Virtulab.Net. It offers quite nice solutions and covers four disciplines: physics, chemistry, biology and ecology.

Virtual laboratory 3D for physics Virtulab .Net

Virtual engineering practice

Virtulab.Net does not yet list engineering among its specializations, but reports that the physics virtual labs hosted there can also be useful in distance engineering education. After all, for example, to build mathematical models, a deep understanding of the physical nature of modeling objects is necessary. In general, engineering virtuallabs have enormous potential. Engineering education is largely practice-oriented, but such virtual laboratories are still rarely used in universities due to the fact that the market for digital education in the engineering field is underdeveloped.

Problem-oriented educational complexes of the CADIS system (SSAU). To strengthen the training of technical specialists, Samara Aerospace University named after Korolev has developed its own engineering virtuallab. The Center for New Information Technologies (CNIT) of SSAU has created “Problem-oriented educational complexes of the CADIS system.” The abbreviation CADIS stands for “system of Complexes of Automated Teaching Tools”. These are special classrooms where virtual laboratory workshops are held on strength of materials, structural mechanics, optimization methods and geometric modeling, aircraft design, materials science and heat treatment and other technical disciplines. Some of these workshops are freely available on the server of the Central Scientific Research Institute of SSAU. Virtual classrooms contain descriptions of technical objects with photographs, diagrams, links, drawings, video, audio and flash animations with a magnifying glass to examine the small details of a virtual unit. There is also the possibility of self-monitoring and training. This is what the CADIS virtual system complexes are:

• Beam - a complex for analyzing and constructing diagrams of beams in the course of strength of materials (mechanical engineering, construction).
• Structure - a complex of methods for designing power circuits of mechanical structures (mechanical engineering, construction).
• Optimization - a complex on mathematical methods of optimization (courses on CAD in mechanical engineering, construction).
• Spline is a complex on interpolation and approximation methods in geometric modeling (CAD courses).
• I-beam - a complex for studying the patterns of force work of thin-walled structures (mechanical engineering, construction).

• Chemist - a set of complexes in chemistry (for high school, specialized lyceums, preparatory courses for universities).
• Organic - complexes in organic chemistry (for universities).
• Polymer - complexes on the chemistry of high-molecular compounds (for universities).
• Constructor of Molecules - simulator program “Constructor of molecules”.
• Mathematics - a complex of elementary mathematics (for university applicants).
• Physical education is a complex to support theoretical courses in physical education.
• Metallurgist - a complex of metallurgy and heat treatment (for universities and technical schools).
• Zubrol - a complex on the theory of mechanisms and machine parts (for universities and technical schools).

Virtual instruments on Zapisnyh.Narod.Ru. The website Zapisnyh.Narod.Ru will be very useful in engineering education, where you can download virtual instruments on a Sound Card for free, which open up wide opportunities for creating equipment. They will certainly be of interest to teachers and will be useful in lectures, in scientific work and in laboratory workshops in natural and technical disciplines. The range of virtual instruments posted on the site is impressive:

• combined low-frequency generator;
• two-phase low-frequency generator;
• oscilloscope recorder;
• oscilloscope;
• frequency meter;
• AC characterograph;
• technographer;
• electric meter;
• R, C, L meter;
• home electrocardiograph;
• capacitance and ESR estimator;
• chromatographic systems KhromProtsessor-7-7M-8;
• device for checking and diagnosing faults of quartz watches, etc.

One of the virtual engineering instruments from the site Zapisnyh.Narod.Ru

Physics virtuallabs

Ecological virtuallab on Virtulab .Net. The environmental laboratory of the portal addresses both general issues of the development of the Earth and individual laws.

Visual physics provides the teacher with the opportunity to find the most interesting and effective teaching methods, making classes interesting and more intense.

The main advantage of visual physics is the ability to demonstrate physical phenomena from a wider perspective and comprehensively study them. Each work covers a large amount of educational material, including from different branches of physics. This provides ample opportunities for consolidating interdisciplinary connections, for generalizing and systematizing theoretical knowledge.

Interactive work in physics should be carried out in lessons in the form of a workshop when explaining new material or when completing the study of a certain topic. Another option is to perform work outside of school hours, in elective, individual classes.

Virtual physics(or physics online) is a new unique direction in the education system. It's no secret that 90% of information enters our brain through the optic nerve. And it is not surprising that until a person sees for himself, he will not be able to clearly understand the nature of certain physical phenomena. Therefore, the learning process must be supported by visual materials. And it’s simply wonderful when you can not only see a static picture depicting any physical phenomenon, but also look at this phenomenon in motion. This resource allows teachers, in an easy and relaxed manner, to clearly demonstrate not only the operation of the basic laws of physics, but will also help conduct online laboratory work in physics in most sections of the general education curriculum. So, for example, how can you explain in words the principle of operation of a pn junction? Only by showing an animation of this process to a child does everything immediately become clear to him. Or you can clearly demonstrate the process of electron transfer when glass rubs on silk, and after that the child will have fewer questions about the nature of this phenomenon. In addition, visual aids cover almost all sections of physics. So for example, want to explain the mechanics? Please, here are animations showing Newton's second law, the law of conservation of momentum when bodies collide, the motion of bodies in a circle under the influence of gravity and elasticity, etc. If you want to study the optics section, nothing could be easier! Experiments on measuring the wavelength of light using a diffraction grating, observation of continuous and line emission spectra, observation of interference and diffraction of light, and many other experiments are clearly shown. What about electricity? And this section is given quite a few visual aids, for example there is experiments to study Ohm's law for complete circuit, mixed conductor connection research, electromagnetic induction, etc.

Thus, the learning process from the “obligatory task” to which we are all accustomed will turn into a game. It will be interesting and fun for the child to look at animations of physical phenomena, and this will not only simplify, but also speed up the learning process. Among other things, it may be possible to give the child even more information than he could receive in the usual form of education. In addition, many animations can completely replace certain laboratory instruments, thus it is ideal for many rural schools, where, unfortunately, even a Brown electrometer is not always available. What can I say, many devices are not even in ordinary schools in large cities. Perhaps by introducing such visual aids into the compulsory education program, after graduating from school we will get people interested in physics, who will eventually become young scientists, some of whom will be able to make great discoveries! In this way, the scientific era of great domestic scientists will be revived and our country will again, as in Soviet times, create unique technologies that are ahead of their time. Therefore, I think it is necessary to popularize such resources as much as possible, to inform about them not only to teachers, but also to schoolchildren themselves, because many of them will be interested in studying physical phenomena not only in lessons at school, but also at home in their free time, and this site gives them such an opportunity! Physics online it's interesting, educational, visual and easily accessible!

Visual physics provides the teacher with the opportunity to find the most interesting and effective teaching methods, making classes interesting and more intense.

The main advantage of visual physics is the ability to demonstrate physical phenomena from a wider perspective and comprehensively study them. Each work covers a large amount of educational material, including from different branches of physics. This provides ample opportunities for consolidating interdisciplinary connections, for generalizing and systematizing theoretical knowledge.

Interactive work in physics should be carried out in lessons in the form of a workshop when explaining new material or when completing the study of a certain topic. Another option is to perform work outside of school hours, in elective, individual classes.

Virtual physics(or physics online) is a new unique direction in the education system. It's no secret that 90% of information enters our brain through the optic nerve. And it is not surprising that until a person sees for himself, he will not be able to clearly understand the nature of certain physical phenomena. Therefore, the learning process must be supported by visual materials. And it’s simply wonderful when you can not only see a static picture depicting any physical phenomenon, but also look at this phenomenon in motion. This resource allows teachers, in an easy and relaxed manner, to clearly demonstrate not only the operation of the basic laws of physics, but will also help conduct online laboratory work in physics in most sections of the general education curriculum. So, for example, how can you explain in words the principle of operation of a pn junction? Only by showing an animation of this process to a child does everything immediately become clear to him. Or you can clearly demonstrate the process of electron transfer when glass rubs on silk, and after that the child will have fewer questions about the nature of this phenomenon. In addition, visual aids cover almost all sections of physics. So for example, want to explain the mechanics? Please, here are animations showing Newton's second law, the law of conservation of momentum when bodies collide, the motion of bodies in a circle under the influence of gravity and elasticity, etc. If you want to study the optics section, nothing could be easier! Experiments on measuring the wavelength of light using a diffraction grating, observation of continuous and line emission spectra, observation of interference and diffraction of light, and many other experiments are clearly shown. What about electricity? And this section is given quite a few visual aids, for example there is experiments to study Ohm's law for complete circuit, mixed conductor connection research, electromagnetic induction, etc.

Thus, the learning process from the “obligatory task” to which we are all accustomed will turn into a game. It will be interesting and fun for the child to look at animations of physical phenomena, and this will not only simplify, but also speed up the learning process. Among other things, it may be possible to give the child even more information than he could receive in the usual form of education. In addition, many animations can completely replace certain laboratory instruments, thus it is ideal for many rural schools, where, unfortunately, even a Brown electrometer is not always available. What can I say, many devices are not even in ordinary schools in large cities. Perhaps by introducing such visual aids into the compulsory education program, after graduating from school we will get people interested in physics, who will eventually become young scientists, some of whom will be able to make great discoveries! In this way, the scientific era of great domestic scientists will be revived and our country will again, as in Soviet times, create unique technologies that are ahead of their time. Therefore, I think it is necessary to popularize such resources as much as possible, to inform about them not only to teachers, but also to schoolchildren themselves, because many of them will be interested in studying physical phenomena not only in lessons at school, but also at home in their free time, and this site gives them such an opportunity! Physics online it's interesting, educational, visual and easily accessible!

Virtual laboratory work in physics.

An important place in the formation of students’ research competence in physics lessons is given to demonstration experiments and frontal laboratory work. A physical experiment in physics lessons forms students’ previously accumulated ideas about physical phenomena and processes, replenishes and broadens students’ horizons. During the experiment, conducted by students independently during laboratory work, they learn the laws of physical phenomena, become familiar with the methods of their research, learn to work with physical instruments and installations, that is, they learn to independently obtain knowledge in practice. Thus, when conducting a physical experiment, students develop research competence.

But to conduct a full-fledged physical experiment, both demonstration and frontal, a sufficient amount of appropriate equipment is needed. Currently, school physics laboratories are not sufficiently equipped with physics instruments and educational visual aids for conducting demonstration and front-end laboratory work. The existing equipment has not only become unusable, it is also obsolete.

But even if the physics laboratory is fully equipped with the required instruments, a real experiment requires a lot of time to prepare and conduct it. Moreover, due to significant measurement errors and time limitations of the lesson, a real experiment often cannot serve as a source of knowledge about physical laws, since the identified patterns are only approximate, and often the correctly calculated error exceeds the measured values ​​themselves. Thus, it is difficult to conduct a full-fledged laboratory experiment in physics with the resources available in schools.

Students cannot imagine some phenomena of the macroworld and microworld, since individual phenomena studied in a high school physics course cannot be observed in real life and, moreover, reproduced experimentally in a physical laboratory, for example, the phenomena of atomic and nuclear physics, etc.

The execution of individual experimental tasks in the classroom on existing equipment occurs under certain specified parameters, which cannot be changed. In this regard, it is impossible to trace all the patterns of the phenomena being studied, which also affects the level of knowledge of students.

And finally, it is impossible to teach students to independently obtain physical knowledge, that is, to develop their research competence, using only traditional teaching technologies. Living in the information world, it is impossible to carry out the learning process without the use of information technology. And in our opinion there are reasons for this:

The main task of education at the moment is to develop in students the skills and abilities to independently acquire knowledge. Information technology provides this opportunity.

It's no secret that at the moment students have lost interest in studying, and in particular in studying physics. And the use of a computer increases and stimulates students’ interest in acquiring new knowledge.

Each student is individual. And the use of a computer in teaching makes it possible to take into account the individual characteristics of the student and gives the student a wide choice in choosing his own pace of studying the material, consolidating and assessing it. Evaluating the results of a student’s mastery of a topic by taking tests on a computer removes the teacher’s personal relationship with the student.

In this regard, an idea appears: Use information technology in physics classes, namely when performing laboratory work.

If you conduct a physical experiment and front-line laboratory work using virtual models via a computer, you can compensate for the lack of equipment in the school’s physical laboratory and, thus, teach students to independently obtain physical knowledge during a physical experiment on virtual models, that is, there is a real opportunity to form the necessary research competence of students and increasing the level of students' learning in physics.

The use of computer technologies in physics lessons allows the formation of practical skills in the same way that the virtual environment of a computer allows you to quickly modify the setup of an experiment, which ensures significant variability in its results, and this significantly enriches the practice of students performing logical operations of analyzing and formulating conclusions of the results of an experiment. In addition, you can carry out the test multiple times with changing parameters, save the results and return to your studies at a convenient time. In addition, a much larger number of experiments can be carried out in the computer version. Working with these models opens up enormous cognitive opportunities for students, making them not only observers, but also active participants in the experiments being conducted.

Another positive point is that the computer provides a unique opportunity, not implemented in a real physical experiment, to visualize not a real natural phenomenon, but its simplified theoretical model, which allows you to quickly and effectively find the main physical laws of the observed phenomenon. In addition, the student can simultaneously observe the construction of corresponding graphical patterns while the experiment is progressing. The graphical way of displaying simulation results makes it easier for students to assimilate large amounts of information received. Such models are of particular value, since students, as a rule, experience significant difficulties in constructing and reading graphs. It is also necessary to take into account that not all processes, phenomena, historical experiments in physics can be imagined by a student without the help of virtual models (for example, diffusion in gases, the Carnot cycle, the phenomenon of the photoelectric effect, the binding energy of nuclei, etc.). Interactive models allow the student to see processes in a simplified form, imagine installation diagrams, and conduct experiments that are generally impossible in real life.

All computer laboratory work is carried out according to the classical scheme:

Theoretical mastery of the material;

Studying a ready-made computer laboratory installation or creating a computer model of a real laboratory installation;

Performing experimental studies;

Processing the experimental results on a computer.

A computer laboratory installation, as a rule, is a computer model of a real experimental installation, made using computer graphics and computer modeling. Some works contain only a diagram of the laboratory installation and its elements. In this case, before starting laboratory work, the laboratory setup must be assembled on a computer. Performing experimental research is a direct analogue of an experiment on a real physical installation. In this case, the real physical process is simulated on a computer.

Features of EOR “Physics. Electricity. Virtual laboratory".

Currently, there are quite a lot of electronic learning tools that include the development of virtual laboratory work. In our work we used the electronic learning tool “Physics. Electricity. Virtual laboratory"(hereinafter - ESO is intended to support the educational process on the topic “Electricity” in general education institutions (Fig. 1).

Fig.1 ESO.

This manual was created by a group of scientists from Polotsk State University. There are several advantages to using this ESO.

Easy installation of the program.

Simple user interface.

The devices completely copy the real ones.

A large number of devices.

All real rules for working with electrical circuits are observed.

Possibility of carrying out a sufficiently large number of laboratory works under different conditions.

Possibility of carrying out work, including to demonstrate consequences that are unattainable or undesirable in a full-scale experiment (fuse, light bulb, electrical measuring device blown; changing the polarity of switching on devices, etc.).

Possibility of conducting laboratory work outside of the educational institution.

General information

ESE is designed to provide computer support for teaching the subject “physics”. The main goal of the creation, dissemination and application of ESE is to improve the quality of education through effective, methodologically sound, systematic use by all participants in the educational process at different stages of educational activity.

The educational materials included in this ESE meet the requirements of the physics curriculum. The basis of the educational materials of this ESE will be materials from modern physics textbooks as well as didactic materials for performing laboratory work and experimental research.

The conceptual apparatus used in the developed ESE is based on the educational material of existing physics textbooks, as well as physics reference books recommended for use in secondary schools.

The virtual laboratory is implemented as a separate operating system applicationWindows.

This ESO allows you to carry out frontal laboratory work using virtual models of real instruments and devices (Fig. 2).

Fig.2 Equipment.

Demonstration experiments make it possible to show and explain the results of those actions that are impossible or undesirable to carry out in real conditions (Fig. 3).

Fig. 3 Undesirable results of the experiment.

There is an opportunity to organize individual work, when students can independently carry out experiments, as well as repeat experiments outside of class, for example, on a home computer.

Purpose of the ESO

ESO is a computer tool used in teaching physics, necessary for solving educational and pedagogical problems..

ESE can be used to provide computer support for teaching the subject “physics”.

The ESE includes 8 laboratory works in the “Electricity” section of the physics course, studied in the VIII and XI grades of secondary school.

With the help of ESO, the main tasks of providing computer support for the following stages of educational activities are solved:

Explanation of educational material,

Its consolidation and repetition;

Organization of independent cognitive activity of the student;

Diagnosis and correction of knowledge gaps;

Intermediate and final control.

ESE can be used as an effective means for developing practical skills in students in the following forms of organizing educational activities:

To perform laboratory work (main purpose);

As a means of organizing a demonstration experiment, including to demonstrate consequences that are unattainable or undesirable in a full-scale experiment (fuse, light bulb, electrical measuring device blown; change in the polarity of switching on devices, etc.)

When solving experimental problems;

For organizing educational and research work of students, solving creative problems outside of class time, including at home.

ESP can also be used in the following demonstrations, experiments and virtual experimental studies: current sources; ammeter, voltmeter; studying the dependence of current on voltage in a section of the circuit; study of the dependence of the current strength in the rheostat on the length of its working part; study of the dependence of the resistance of conductors on their length, cross-sectional area and type of substance; design and operation of rheostats; serial and parallel connection of conductors; determination of power consumed by an electric heating device; fuses.

O RAM capacity: 1 GB;

processor frequency from 1100 MHz;

disk memory - 1 GB of free disk space;

operates on operating systemsWindows 98/NT/2000/XP/ Vista;

in the operating systemandBrowser must not be installedMSExplorer 6.0/7.0;

for the convenience of the user, the workplace must be equipped with a mouse manipulator and a monitor with a resolution of 1024x 768 and above;

Availability devicesreadingCD/ DVDdisks for installing ESO.