application, created mainly as HTML format with Java applets in addition. Macromedia ... The same data will be generated in WML, HTML, XHTML and other.
Teaching Thermodynamics and Molecular Physics using modern methods N.Nancheva, S.Ivanova, S.Stoyanov University of Rousse, Bulgaria Abstract Multimedia presentations in physics can enhance learning process of students. Our work is focused on preparing materials from Thermodynamics and Molecular Physics for students from engineering courses. The structure of a web-based application is presented. Except basic theoretical parts and description of the basic physical laws, in the application are included the biographies, questions and tasks and virtual laboratory exercises. Introduction The preparation of highly qualified engineers is a strategic task for every country and especially for Bulgaria, due to the ongoing reforms and the negotiations for the accession of our country to the EU, which requires modification of our educational system in compliance with those of the other countries. The increasing presence of ICT in our society stimulates deep and rapid changes in the style of communication. These changes affect the ways we look at things, gather information and learn. In the same way, a profound innovation in the ways of organizing and managing student activity is a requirement that cannot be delayed. A new professionalism on the part of teachers is required, made up by a complex set of subject, technical, pedagogical, social and organizational skills. Moreover, in the case of physics teachers ICT are also educational tools: computer on-line measurements and computer modeling are tools and methods in physics research today that must characterize also the didactic action of the teacher [1]. The important tendency of teaching course “General Physics” at the University of Rousse for students from engineering courses is gradual transition to individual training. It is expedient to use new methodical materials for improvement of quality independent work. Such materials promote deeper studying of physics separate sections. Our aim is to show how a multimedia hypertext, integrated with experiments can be used as an effective tool to help students build models and formal representation. Technical Background The application “Thermodynamics and Molecular Physics” is WEB based multimedia application, created mainly as HTML format with Java applets in addition. Macromedia Dreamweaver, Flash, Fireworks and CorelDraw have been used. By producing materials in the form of Web pages, we can introduce students naturally to the use of Web browsers such as Netscape, and to sites that may be of future interest to them as professionals. Application structure The application consists of two modules: Thermodynamics and Molecular Physics (Fig.1.). The modules are realized taking full advantage of the multimedia and ICT tools: the written text is reduced as much as possible and animated graphs and interactive simulations are introduced whenever possible and reasonable useful. Except basic theoretical parts and description of the basic physical laws, in the application are included the biographies, questions and tasks and virtual laboratory exercises, presented by 20 laboratory works [2-4]. Materials in the section “Question and tasks” can be considered only if the students have passed through all the stages.
Fig. 1.
Fig. 2.
The basic page concept is simple. Navigation through the application is not a problem. From the screen “Menu” students can choose different sections to work (Fig.2). The module
Fig. 3. Thermodynamics
Fig. 4. Molecular Physics Thermodynamics (Fig.3) contains: principles of the Thermodynamics, first and second laws of Thermodynamics, reversible and irreversible processes, isochoric, isobaric, isothermal, adiabatic processes, heat pumps and refrigerators, cyclical processes and Carnot Cycle. The module Molecular Physics (Fig.4) contains: Brown motion (Fig.5), gas pressure, molecularkinetic theory of the ideal gas, Maxwell speed distribution, Maxweel-Boltzmann distribution, imperfect gases and van der Waals` equation, molecular phenomena (diffusion, thermal conductivity and internal friction), surface phenomena, capillary phenomena, phase phenomena (evaporation, boiling, condensation, crystallization, melting and sublimation) and Joule-Thomson effect. The application contains and proposes a high number of traditional and interactive examples. The idea is to have an open structure. In today’s technology driven world, more students than ever before should become familiar with the basic concepts, reasoning, and critical thinking of science. Unfortunately, all evidence points to the fact that student learn less than we intend them to and that bringing about conceptual change requires the introduction of new teaching and learning habits. We
therefore created a few applications based on the judicious use of multimedia and ICT. These applications will be integrated into suitable learning environment.
Fig. 5. Brawn motion
Fig. 6. Questions and tasks Fig. 7. Biographies We decided to use open source components for our learning environment. Commercial products can’t be modified for our specific needs. Creating the environment from scratch can take years. Extending functionality of products and making these extensions available free of charge will be our contribution to open source products used in our learning environment. The adaptation of learning environment is the most important task or us.
Fig. 8. Adapted learning environment
We make localization as the first step. Providing access for students in their native language (Fig. 8.) will enhance the effect on using learning environment. Modifying the environment structure according to the educational and administrative requirements of the University is the next step. Providing students with accurate information about courses available, regulations, time scheduling will improve the educational process. Integrating environment into the University network is the third step. Information about lecturers, time scheduling and other data from different University information systems must be easy to access from the environment. Using a single data source will decrease non-actual information provided to students and educators. Time spent in actualization will be less when data is stored in a single source instead of multiple web pages, data bases and documents. Today most people own different devices with network and Internet access. Using mobile phones, smart phones, personal organizers for courses access and management will increase students’ and lecturers’ mobility. Access from any place at any time will be possible using mobile devices. The same data will be generated in WML, HTML, XHTML and other formats in accordance with the type of the device used (Fig. 9).
HTML HTTP
DATA
HTTP XHTML WAP WML HTML HTTP
DATA
Fig. 9. Improving access to Environment Developing central storage for data will help to provide data for different devices and in different formats. The addition of new devices based on device parameters description will be simple.
References 1. L.Santi, M.Michelini, 7th Workshop on Multimedia in Physics Teaching and Learning of the European Physical Society, Parma 22-24 September 2002, Italy 2. http://www.ktronic.hit.bg 3. http://www.physics.umd.edu/deptinfo/facilities/lecdem/index.htm 4. http://www.phy.ntnu.edu.tw/jav 5. http://www.phy.bme.hu/education
