Publications in physics. Physics - real and fake

ORGANIZATION OF LESSONS IN PHYSICS WITH ELEMENTS OF A SYSTEM-ACTIVITY APPROACH

USING THE VERNIER DIGITAL LABORATORY IN THE LESSONS AND IN COURSE ACTIVITIES

Physics is called experimental science. Many laws of physics are discovered thanks to observations of natural phenomena or specially designed experiments. Experience either confirms or refutes physical theories. And than earlier man learns to conduct physical experiments, the sooner he can hope to become a skilled experimental physicist.

The teaching of physics, due to the peculiarities of the subject itself, is a favorable environment for the application of a system-activity approach, since the course of physics high school includes sections, the study and understanding of which requires a developed figurative thinking ability to analyze and compare.

Especially effective methods works areelements of modern educational technologies, such as experimental and project activity, problem learning, the use of new information technologies. These technologies make it possible to adapt the educational process to the individual characteristics of students, the content of training of varying complexity, and create prerequisites for the child to participate in the regulation of their own educational activities.

It is possible to increase the level of a student's motivation only by involving him in the process of scientific knowledge in the field of educational physics. One of the important ways to increase student motivation is experimental work.After all, the ability to experiment is the most important skill. This is the pinnacle of physical education.

A physical experiment makes it possible to link practical and theoretical problems course. When listening educational material schoolchildren begin to get tired, and their interest in the story decreases. A physical experiment, especially an independent one, well removes the inhibitory state of the brain in children. During the experiment, students take an active part in the work. This contributes to the development of students' skills to observe, compare, generalize, analyze and draw conclusions.

Student physical experiment is a method of general educational and polytechnical training of schoolchildren. It should be short in time, easy to set up and aimed at mastering and working out specific educational material.

The experiment allows organizing independent activities of students, as well as developing practical skills. In my methodical piggy bank contains 43 frontal experimental tasks only for the seventh grade, not counting the program laboratory work.

During one lesson, the vast majority of students manage to complete and complete only one experimental task. Therefore, I selected small experimental tasks that take no more than 5-10 minutes in time.

Experience shows that conducting frontal laboratory work, solving experimental problems, performing a short-term physical experiment is several times more effective than answering questions or working on textbook exercises.

But, unfortunately, many phenomena cannot be demonstrated in the conditions of a school physics laboratory. For example, these are phenomena of the microworld, or fast processes, or experiments with devices that are not available in the laboratory. As a result, studentsexperience difficulties in studying them, as they are not able to mentally imagine them. In this case, a computer comes to the rescue, which can not only create a model of such phenomena, but also allows

Modern educational process is unthinkable without the search for new, more effective technologies designed to promote the formation of skills for self-development and self-education. These requirements are fully met by the project activity. IN project work the goal of training is the development of independent activity among students, aimed at mastering new experience. It is the involvement of children in the research process that activates their cognitive activity.

A qualitative consideration of phenomena and laws is an important feature of the study of physics. It's no secret that not everyone is able to think mathematically. When a new physical concept is presented to a child first as a result of mathematical transformations, and then a search for its physical meaning takes place, many children have both an elementary misunderstanding and a bizarre “worldview” that in reality there are formulas, and phenomena are needed only to illustrate them.

The study of physics with the help of an experiment makes it possible to learn the world of physical phenomena, observe phenomena, obtain experimental data to analyze the observed, establish a connection this phenomenon with a previously studied phenomenon, introduce physical quantities, measure them.

The new task of the school was the formation of a system for schoolchildren universal action, as well as the experience of experimental, research, organizational independent activity and personal responsibility of students, the acceptance of learning goals as personally significant, i.e. competencies that determine the new content of education.

The purpose of the article is to study the possibility of using the Vernier digital laboratory to develop research skills in schoolchildren.

Research activity includes several stages, ranging from setting the goal and objectives of the study, putting forward a hypothesis, ending with the experiment and its presentation.

Research can be both short-term and long-term. But in any case, its implementation mobilizes a number of skills in students and allows the formation and development of the following universal learning activities:

systematization and generalization of experience in the use of ICT in the learning process;
assessment (measurement) of the influence of individual factors on the performance result;
planning - determining the sequence of intermediate goals, taking into account the final result
control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
compliance with safety regulations, the optimal combination of forms and methods of activity.
communication skills when working in a group;
the ability to present the results of their activities to the audience;
development of algorithmic thinking necessary for professional activity V modern society. .

Vernier digital laboratories are equipment for conducting a wide range of research, demonstrations, laboratory work in physics, biology and chemistry, design and research activities students. The laboratory includes:

Distance Sensor Vernier Go! Motion
Temperature sensor Vernier Go! Temp
Adapter Vernier Go! Link
Vernier Hand-Grip Heart Rate Monitor
Light sensorVernier TI/TI Light Probe
A set of educational and methodological materials
CosView Interactive USB Microscope.

With Logger Lite 1.6.1 software you can:

collect data and display it during the experiment
choose various ways data display - in the form of graphs, tables, scoreboards of measuring instruments
process and analyze data
import/export text format data.
view video recordings of pre-recorded experiments.

The laboratory has a number of advantages: it allows obtaining data that is not available in traditional educational experiments, and makes it possible to conveniently process the results. The mobility of the digital laboratory allows you to conduct research outside the classroom. The use of the laboratory makes it possible to implement a system-activity approach in lessons and classes. The experiments carried out with the help of the digital laboratory "Vernier" are visual and effective, which allows for a deeper understanding of the top of the head by students.

By applying a research approach to teaching, it is possible to create conditions for students to acquire the skills of scientific experimentation and analysis. In addition, learning motivation is increased through active participation in the process of a lesson or class. Each student gets the opportunity to conduct their own experiment, get the result, tell others about it.

Thus, we can conclude that the use of the Vernier digital laboratory in the classroom allows students to develop research skills, which increases the effectiveness of learning and contributes to the achievement of modern educational goals.

List of components:
interface for data processing and registration;
special software on a CD-ROM for working with data on a computer;
special software on a CD-ROM for Wi-Fi operation of all laboratory equipment;
sensors for conducting experiments;
additional accessories for sensors;

Purpose of the laboratory:
creation of conditions for a deeper study of physics, chemistry and biology with the use of modern technical means;
increasing the activity of students in cognitive activity and increasing interest in the disciplines studied;
development of creative and personal qualities;
creating conditions for the limited budget for the simultaneous work of all students on the topic under study using modern technical means;
research and scientific work.

Laboratory capabilities:
work in one wireless network of all components of the proposed laboratory, interactive whiteboard, projector, document camera, personal tablets and mobile devices of students;
the possibility of using tablets of different operating systems;
conducting more than 200 experiments throughout the course of elementary and secondary schools;
creation and demonstration of own experiments;
student testing;
the ability to transfer data to homework on the student's mobile device;
the ability to view any student's tablet on an interactive whiteboard to demonstrate the completed task;
the ability to work separately with each of the components of the laboratory;
the ability to collect data and conduct experiments outside the classroom.
laboratory equipment for experiments with sensors;
guidelines with a detailed description of the experiences for the teacher;
plastic containers for packaging and laboratory storage.

Digital labs are the next generation of school science labs. They provide the opportunity to:

reduce the time spent on preparing and conducting a frontal or demonstration experiment;
increase the visibility of the experiment and visualization of its results, expand the list of experiments;
carry out measurements in the field;
to modernize already familiar experiments.
With the help of a digital microscope, each student can be immersed in a mysterious and fascinating world, where they will learn a lot of new and interesting things. The guys, thanks to the microscope, better understand that everything living is so fragile and therefore you need to be very careful with everything that surrounds you. The digital microscope is a bridge between the real ordinary world and the microcosm, which is mysterious, unusual and therefore surprising. And everything amazing strongly attracts attention, affects the mind of the child, develops creativity, love for the subject. A digital microscope allows you to see various objects at magnifications of 10, 60 and 200 times. With it, you can not only examine the object of interest, but also take a digital photo of it. You can also use a microscope to record objects on video and create short films.
The set of digital laboratory includes a set of sensors with the help of which I carry out simple visual experiments and experiments (temperature sensor, CO2 content sensor, light sensor, distance sensor, heart rate sensor). Students put forward hypotheses, collect data using sensors, analyze the received data to determine the correctness of the hypothesis. The use of a computer and sensors when conducting scientific experiments in the classroom ensures the accuracy of measurements and allows you to continuously monitor the process, as well as save, display, analyze and reproduce data and build graphics based on them. The use of Vernier sensors contributes to safety when conducting classes natural sciences. Temperature sensors connected to computers prevent students from using mercury or other glass thermometers that can break. I use the equipment both in the lessons of physics, chemistry, biology, computer science, and extracurricular activities when working on projects. Students master the methods of the following activities: cognitive, practical, organizational, evaluation and self-control activities. When using digital laboratories, the following positive effects are observed: increasing the intellectual potential of schoolchildren; the percentage of students participating in various subject, creative competitions, design and research activities and increase their effectiveness.
Application electronic educational resources should provide a significantinfluence on the change in the activities of the teacher, his professional and personal development, initiate dissemination of non-traditional models of lessons and forms of interaction between teachers and studentsbased on cooperation, andemergence of new learning models, which are based onactive independent activity of students.
This is in line with the main ideas of GEF LLC, methodological basis which issystem-activity approach, according to which "the development of the student's personality on the basis ofassimilation of universal educational activitiescognition and development of the world is the goal and main result of education.
The use of electronic educational resources in the learning process provides great opportunities and prospects for independent creative and research activities of students.
Concerning research work– EER allow not only to independently study the descriptions of objects, processes, phenomena, but also to work with them in an interactive mode, solve problem situations and connect the acquired knowledge with phenomena from life.

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Mountain heights and fundamental physical constants. W.Weiskopf 1972 10

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Geysers. N. Mints 1974 10

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Geoacoustic exploration of underwater mineral deposits. O. Bespalov, A. Nastyuha 1971 10

Collision geometry. Y.Smorodinsky, E.Surkov 1970 5

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Creation hypothesis. V. Meshcheryakov 1997 1

Eye and sky. V. Surdin 1995 3

Global resonances. P.Bliokh 1989 2

Year of miracles. A. Borovoy 1982 4,5

holographic memory. Y. Nosov 1991 10

Holography. V.Orlov 1980 7

Gulfstream and others. A.Yampolsky 1995 6

Mountain and wind. I.Vorobiev 1980 1

Cities for electrons. D. Krutogin 1986 2

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Graphs of potential energy. R. Mints 1971 5

Mushrooms and x-ray astronomy. A. Mitrofanov 1992 9

Let's discover the law together gravity. A.Grosberg 1994 4

Light pressure. S. Gryzlov 1988 6

Daniel Bernoulli. V. Lishevsky 1982 3

The movement of comets and the discovery of the atomic nucleus. Ya. Smorodinsky 1971 12

The movement of the planets. Ya. Smorodinsky 1971 1

The deeds and tricks of the fairy Morgana. G. Grineva, G. Rosenberg 1984 8

James Clerk Maxwell. Ya. Smorodinsky 1981 11

George Gamow and Big Bang. A.Chernin 1993 9/10

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Diffraction coloration of insects. V. Arabadji 1975 2

Diffusion in metals. B. Kullity 1971 10

Long road from entrance to exit. L. Ashkinazi 1999 1

Brownie, sorcerer and ... Helmholtz resonator. R. Vinokur 1979 8

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E = mc 2: the urgent problem of our time. A. Einstein 1979 3

Units: from system to system. S.Valyansky 1987 7

If Pathfinder knew physics... Y.Sandler 1984 7

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Does the inertia of a body depend on the energy it contains? A. Einstein 2005 6

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The law of universal gravitation. Ya. Smorodinsky 1977 6; 1990 12

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The law of inertia, the heliocentric system and the development of science. M.Azbel 1970 3

Kirchhoff's law. Ya. Amstislavsky 1992 6

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Ohm's law for an open circuit and ... a tunneling microscope. I.Yaminsky 1999 5

Law of conservation of magnetic flux. Y.Sharvin 1970 6

Conservation laws help to understand physical phenomena.M. Kaganov 1998 6

The charged surface of a liquid. V. Shikin 1989 12

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Noise protection and deductive method. R. Vinokur 1990 11

Stellar aberration and the theory of relativity. B. Gimmelfarb 1995 4

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And Edison would praise you... R. Vinokur 1997 2

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Length measurement. V. Lishevsky 1970 5

Measurement of magnetic fields on the Moon. M.Gintsburg 1973 11

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Multiquantum processes. N. Delone 1989 5

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Lightning in crystal. Y. Nosov 1988 11/12

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Some space aspects of radioactivity. E. Rutherford 1971 8

Some lessons of scientific sensation. D. Kirzhnits 1989 10

Do not be afraid of "childish" questions. V.Zakharov 2006 5

Irreversibility of thermal phenomena and statistics. M. Bronstein 1978 3

Unusual journey. I.Vorobiev 1974 2

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Nicholas Copernicus. Ya. Smorodinsky 1973 2

New Earth and New Heaven. A. Stasenko 1996 1

A new interpretation of the mysterious radio echo. A. Shpilevsky 1976 9

Do climbers need physics? A.Geller 1988 1

About abstraction in physics. M. Kaganov 2003 1

Reversibility of energy MHD systems. B. Rybin 2002 3

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About the waves on the sea and the ripples in the puddles. E. Kuznetsov, A. Rubenchik 1980 9

About waves, floats, storms and more. E. Sokolov 1999 3

About tall trees. A. Mineev 1992 3,4

About hydraulic shock. E.Voinov 1984 7

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On the quantum nature of heat. V. Mityugov 1998 3

On the key problems of physics and astrophysics. V. Ginzburg 1984 1

About the tin can, the spring and the rolling mill. B.Prudkovsky 1988 2

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About frosty patterns and scratches on glass. A. Mitrofanov 1990 12

On Newtonian laws of motion. I.Belkin 1979 2,4

On the nature of cosmic magnetism. A. Ruzmaikin 1984 4

On the nature of ball lightning. P. Kapitsa 1994 5

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On the relief of the bark on a tree trunk. A. Mineev 2004 3

On the superfluidity of liquid helium II. P. Kapitsa 1970 10; 1990 1

On the forces of inertia. Ya. Smorodinsky 1974 8

About snowballs, nuts, bubbles and ... liquid helium. A. Varlamov 1981 3

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On the collision of balls and "serious" physics. S.Filonovich 1987 1

On the structure of ice. W. Bragg 1972 11

About creative disobedience. P. Kapitsa 1994 5

About thermoelectricity, anisotropic elements and… English queen. A.Snarsky, A.Palti 1997 1

About friction. M. Kaganov, G. Lyubarsky 1970 12

On the shape of a raindrop. I. Slobodetsky 1970 8

About distribution functions. A. Stasenko 1985 4

What the skier does not think about. A. Abrikosov (Jr.) 1990 3

About interference, dolphins and bats. A.Dukhovner, A.Reshetov, L.Reshetov 1991 5

On one method for solving problems in electrostatics. E. Ghazaryan, R. Sahakyan 1976 7

On the specific power of man and the sun. W. Lange, T. Lange 1981 4

General theory of relativity. I. Khriplovich 1999 4

Ocean swell. I.Vorobiev 1992 9

Inspired by the Coanda effect. J.Raskin 1997 5

He lived happy life(I.V. Kurchatov). I.Kikoin 1974 5; 1983 1

About the simple and the complex. E. Sokolov 2002 2

Optics of black holes. V. Boltyansky 1980 8

optical memory. Y. Nosov 1989 11

Optical electronics by candlelight. G. Simin 1987 5

Optical telescope. V. Belonuchkin, S. Kozel 1972 4

Optical sounding of the Earth and the Moon from space. V. Bolshakov 1977 10

Experiments by Frank and Hertz. A. Levashov 1979 6

Orbits we choose (conversation with V. Burdakov and K. Feoktistov) 1992 4,5

Desert sprinkler. D. Jones 1989 7

Fundamentals of the theory of vortices. N. Zhukovsky 1971 4

Touch microscopes. A.Volodin 1991 4

From the borders of the Universe to Tartarus. A. Stasenko 1990 11

From a drop to an earthquake. G. Golitsyn 1999 2

From a meter to a parsec. A.Mikhailov 1972 6

From mouse to elephant. A. Mineev 1993 11/12

From Sun to Earth. P. Bernstein 1984 6

From transistor to artificial intelligence? Y. Nosov 1999 6

Discovery of the neutron. L. Tarasov 1979 5

Where did the names of the stars and constellations come from? B. Rosenfeld 1970 10

Light cooling. I.Vorobiev 1990 5

Estimation of a physical quantity. B.Ratner 1975 1

Essay on the development of physics at the Academy of Sciences. S. Vavilov 1974 4

In memory of L.D. Landau (on the occasion of his 80th birthday). 1988 8

Vavilov's paradox. V. Fabrikant 1971 2; 1985 3

The satellite paradox. Yu.Pavlenko 1986 5

The paradoxes of jet propulsion. M. Livshits 1971 7

Satellite paradoxes. L. Blitzer 1972 6

Transistor paradoxes. Y. Nosov 2006 1

Maxwell's first scientific work. 1979 12

Niels Bohr's first steps in science. V. Fabrikant 1985 10

The speaking tube is the length of the equator? A.Varlamov, A.Malyarovsky 1985 2

Periodic system of elements. M. Kozhushner 1984 7

Pinch effect. V.Bernshtam, I.Manzon 1992 2

Physics Letters. M. Kaganov 1990 4

Letter to schoolchildren who want to become physicists. A.Migdal 1975 3

Plasma as a lens of time. P.Bliokh 2000 6

Plasma is the fourth state of matter. L. Artsimovich 1974 3

The planets move in ellipses. Ya. Smorodinsky 1979 12

Planets we don't know much about. M.Gintsburg 1974 7

On the pillar roads MK. D. Krutogin 1987 4

The victory that saved the world 1980 5

Surface tension. A.Aslamazov 1973 7

Crystal surface. B. Ashavsky 1987 7

The story of how two balls collided. A.Grosberg 1993 9/10

Let's talk a little about the weather... B. Bubnov 1988 11/12

Let's talk about yesterday's snow. A. Mitrofanov 1988 8

Until the kettle boils... A. Varlamov, A. Shapiro 1987 8

Let's ride a windsurfer. A.Lapides 1986 9

The field of instantaneous velocities of a rigid body. S. Krotov 2003 6

Gravity field of a spherically homogeneous body. I. Ohievetsky 1971 11

Flight to the Sun. A. Byalko 1986 4

The flight of a bird and the flight of a man. A.Borin 1988 9

Flights in a jet and in reality. A. Mitrofanov 1991 9

Semiconductor diodes and triodes. M. Fedorov 1971 6

Semiconductor thermoelements and refrigerators. A.Ioffe 1981 2

The fields are crossed. L. Ashkinazi 2001 1

After sunset. T.Chernogor 1979 5

Potential energy of bodies in the gravitational field. N. Speransky 1972 6

similar movements. Ya. Smorodinsky 1971 9

Why is water pouring out of a bucket? E. Kudryavtseva, S. Khilkevich 1983 9

Why are the wires buzzing. L. Aslamazov 1972 3

Why is the aspen leaf trembling? T.Barabash 1992 1

Why does the violin sound? L. Aslamazov 1975 10

Why isn't the moon made of cast iron? M.Korets, Z.Ponizovsky 1972 4

Why doesn't Vanka-Vstanka lie down? L. Borovinsky 1981 7

Why don't planes fly in heavy rain? S. Betyaev 1989 7

Why is it bad to shout against the wind? G. Kotkin 1979 2

Why is a bike stable? D. Jones 1970 12

Why does an engineer need physics? L. Mandelstam 1979 7; 1991 2

Why did the man not become a giant. D.Sigalovsky 1990 7

Gibbs phase rule. A. Steinberg 1989 2

Transformation of electrical circuits. A. Zilberman 1971 3

Steam room invitation. I.Mazin 1985 8

Tidal forces. V. Belonuchkin 1989 12

Fermat's principle. L. Turiyansky 1976 8

Fermat's principle and laws geometric optics. G. Myakishev 1970 11

The nature of metals. A. Cottrell 1970 7

The nature of superconductivity. V.Kresin 1973 11

Walking with a camera. A. Mitrofanov 1989 9

Just physics. M. Kaganov 1998 4

A simple derivation of the formula E \u003d mc 2. B. Bolotovsky 1995 2 and 2005 6

Mars opposition. V.Bronshten 1974 11

Professor and student. P. Kapitsa 1994 5

Goodbye tornado! G.Ustyugina, Yu.Ustyugin 2005 3

Bubbles in a puddle. A. Mitrofanov 1989 6

The Journey of Mr. Clock. D.Borodin 1972 9

Journey through the microcomputer. D. Krutogin 1987 2

Ways electromagnetic theory. Ya. Zeldovich, M. Khlopov 1988 2

Pushkin and exact sciences. V. Frenkel 1975 8

The Poisson Spot and Sherlock Holmes. V. Vainin, G. Gorelik 1990 4

radioactive memory. V. Kuznetsov 1972 2

Radio waves on earth and in space. P.Bliokh 2002 1

Conversations of physicists over a glass of wine. A. Rigamonti, A. Varlamov, A. Buzdin 2005 1 and 2

Demagnetization of ships during the Great Patriotic War. V.Regel, B.Tkachenko 1980 5

Dimension physical quantities and similar phenomena. A. Kompaneets 1975 1

Reflections on mass. Ya. Smorodinsky 1990 2

Reflections on the attraction of the Earth at the pole and at the equator. V. Levantovsky 1970 3

Reflections of a physicist-alpinist. J. Wiley 1995 4

Rocket to the Sun. V. Levantovsky 1972 11

early years quantum mechanics. R. Peierls 1988 10

Quantum story. Ya. Smorodinsky 1970 1; 1995 1

Report from the world of alloys. A. Steinberg 1985 3

Speech from the standpoint of mathematics and physics. Yu.Bogorodsky, E.Vvedensky 2006 6

Robert Hooke. S.Filonovich1985 7

The birth of a quantum. V. Fabrikant 1983 4

The birth of an alloy. A. Steinberg 1988 5

Crystal growth. R. Fullman 1971 6

Knight of the popular science book (Ya.I. Perelman). V. Frenkel 1982 11

With Hooke's law to the New Hebrides. A. Dozorov 1972 12

How fast does a green leaf grow? A. Vedenov, O. Ivanov 1990 4

With a meter around the globe. A. Schwarzburg 1972 12

With a backpack in the Arctic. F. Sklokin 1987 4

the most important molecule. M.Frank-Kamenetsky 1982 8

Airplane in the ozone. A. Stasenko 1992 5,6

Above... M. Kaganov 2000 5

Over... (2) M. Kaganov 2001 5

super task space flight. A. Stasenko 1992 10

Superconductivity: history, modern concepts, recent advances. A. Abrikosov 1988 6

superconducting magnets. L. Aslamazov 1984 9

Superluminal shadow and exploding quasars. M. Feingold 1991 12

Superfluidity of liquid helium. A.Andreev 1973 10

Superheavy elements - a discovery or a mistake? Ya. Smorodinsky 1976 11; 1977 9

Rendezvous with a comet. L.Marochnik 1985 5

Whistle in space. P.Bliokh 1997 3

Free fall of bodies on the rotating Earth. A.Kikoin 1974 4

CETI in questions and tasks. L. Gindilis 1972 11

Signals. Spectra. G. Gershtein 1974 6

Coriolis force. Ya. Smorodinsky 1975 4

Simeon Denis Poisson. B.Geller, Y.Bruk 1982 2

Symmetry, anisotropy and Ohm's law. S.Lykov, D.Parshin 1989 10

Synthetic metals are a new type of conductors. S.Artemenko, A.Volkov 1984 5

How long does light travel from Mercury? Ya. Smorodinsky 1974 3

The speed of light and its measurement. A. Yeletsky 1975 2

Footprints in the sand and ... the structure of matter. L. Aslamazov 1986 1

A word about Semyonov. V.Goldansky 1996 6

Train incident. A. Varlamov, K. Kamerlingo 1990 5

Snow drifts. L. Aslamazov 1971 6; 1990 1

Again on a date with Mars. T. Breus 1986 4

Again about liquid crystals. S. Pikin 1981 9

More visible from the side. P.Bliokh 1990 9

Shall we burn something? A.Kremer 1991 12

Let's burn energy! Yu.Sokolovsky 1979 1

Solitons. V. Gubankov 1983 11

Uncertainty relation. L. Aslamazov 1985 7

Salvatory indifference. D. Jones 1989 6

A dispute that lasted half a century. A.Kikoin 1972 7

Satellite television. A. Shur 1991 1

113 years of Edison's mistake. L. Ashkinazi 1996 5

Ball collision. G. Kotkin 1973 3

Passion for superconductivity at the end of the millennium. A.Buzdin, A.Varlamov 2000 1

piano string and sunlight.A. Stasenko 1999 4

Fate neutron stars. A.Migdal 1982 1

Dry friction. I. Slobodetsky 1970 1; 1986 8

Is there an elementary length? A.Sakharov 1991 5

Surprises of green glass. V. Fabrikant 1978 7

Mystery of the Morning Star. V. Surdin 1995 6

Secrets magic lamp. A. Varlamov 1986 7

Secrets are not solved, they are given ... V. Kartsev 1978 1

Tameshi-wari. A. Biryukov 1998 5

Temperature, heat, thermometer. A.Kikoin 1976 6; 1990 8

The warmth of your hands A. Byalko 1987 4

Thermal expansion of solids. V.Mozhaev 1980 6

Heat balance of the Earth. B. Smirnov 1973 1

Thermal explosion. B. Novozhilov 1979 11

Thermal machines. Yu.Sokolovsky 1973 12

Thermal properties of water. S. Varlamov 2002 3

"Warm light" and thermal radiation. S. Vavilov 1981 12

Thomas Young. V. Alexandrova 1973 9

Topological self-action. Y.Graz 2000 4

Toro trails. A. Byalko 1983 12

Treatise on the equilibrium of liquids. B. Pascal 1973 8

A crack is the enemy of metal. V.Zaimovsky 1984 2

Trigger effect in the human body. V. Zuev 1991 10

Trojans. I.Vorobiev 1976 5

Difficult task. V.Bronshten 1989 8

Tunguska meteorite - in the physics laboratory. V.Bronshten 1983 7

Do metals have memory?! V.Zaimovsky 1983 9

Corner reflectors. V.Kravtsov, I.Serbin 1978 12

Surprise, understanding, reflection. M. Kaganov 2004 2

Amazing skating rinks. B. Kogan 1971 3

Ultrasound in medicine. R.Morin, R.Hobby 1990 9

Accelerators. L. Goldin 1977 4

INP accelerators - colliding beam method. A. Patashinsky, S. Popov 1978 5

Vehicle stability. L. Grodko 1980 5

Fauna and Flora. A. Mineev 2001 4

Physics of traffic jams. K. Bogdanov 2003 5

Physics at the USSR Academy of Sciences (1917–1974). V. Leshkovtsev 1974 5

Physics in Moscow state university. V. Leshkovtsev 1980 1

Physics in the USSR. I.Kikoin 1982 12

Physics and scientific and technical progress. I.Kikoin 1983 3,5

Physics of fluorescent lamps. V. Fabrikant 1980 3

Physics on a mountain river. I. Ginzburg 1989 7

Physics + Mathematics + Computer. V.Avilov 1985 11

Surface physics. L. Falkovsky 1983 10

The physics of coffee making. A. Varlamov, J. Balestrino 2001 4

Physics against scammers. I. Lalayants, A. Milovanova 1991 8

Roulette physics. E. Rumanov 1998 2

Physics of chemical interaction. O. Karpukhin 1973 8

Physicists - to the front. I.Kikoin 1985 5

Physicists study hydrospace. Y. Zhitkovsky 1983 8

Physics, mathematics, sports ... A.Kikoin 1974 8

Physical tasks. P. Kapitsa 1994 5

Philosophical ideas of V.I. Lenin and the development of modern physics. I.Kikoin 1970 4; 1984 5

Fluctuations of physical quantities. V. Gurevich 1980 2

Formula for the birth of stars. V. Surdin, S. Lamzin 1991 11

Fractals. I. Sokolov 1989 5

Fundamental physical constants. B.Taylor, D.Langenberg, W.Parker 1973 5

FEM effect. I.Kikoin, S.Lazarev 1978 1; 1998 4

Chemical Diversity celestial bodies. A. Byalko 1988 9,10

Predator and prey. K. Bogdanov 1993 3/4

Cold burning. Yu.Gurevich 1990 6

Cesium frequency (time) standard. N.Schafer 1980 12

Carnot cycle. S.Shamash, E.Evenchik 1977 1

Clock for billions of years. V. Kuznetsov 1973 4

Ink ring and space physics. V. Surdin 1992 7

Black holes. Ya. Smorodinsky 1983 2

What is thought? V. Meshcheryakov 2000 4

What is electrification by friction? L. Ashkinazi 1985 6

What do we see? B. Bolotovsky 1985 6

What happens in a helium-neon laser. V. Fabrikant 1978 6

What is especially important and interesting in physics and astrophysics today? V. Ginzburg 1991 7

What happened to the light bulb? A. Pegoev 1983 8

What is atmosphere. A. Byalko 1983 6

What is a wave? L.Aslamazov, I.Kikoin 1982 6

What is longitude and latitude? A.Mikhailov 1975 8

What is non-linear optics. V. Fabrikant 1985 8

What is a potential hole. K.Kikoin 1982 8

What is SQUID? L. Aslamazov 1981 10

What is flow theory. A.Efros 1982 2

What is electrical breakdown. L. Ashkinazi 1984 8

What does it mean - "sharpen"? A. Dozorov 1978 2

A little bit of physics for a real hunter. K.Bogdanov, A.Chernoutsan 1996 1

Charles Coulomb and his discoveries. S.Filonovich 1986 6

6 meter telescope. A.Mikhailov 1977 9

The evolution of the doctrine of the structure of atoms and molecules. D. Rozhdestvensky 1976 12

Einstein through the eyes of contemporaries. 1979 3

Experimental demonstration of light interference. T.Jung 1973 9

Electrets are dielectric analogues of magnets. G. Efashkin 1991 6,7

Electric multipoles. A. Dozorov 1976 11

Electrical resistance is a quantum phenomenon. D.Frank-Kamenetsky 1970 9; 1984 12

Electrodynamics of moving media. I. Stakhanov 1975 9

Electrolysis and the law of conservation of energy. A. Byalko 1974 1

Electron. A.Ioffe 1980 10

The electron moves with friction. M. Kaganov, G.Lyubarsky 1973 6

The electron emits photons. M. Kaganov, G.Lyubarsky 1974 12

Electronic Wind. I.Vorobiev 1975 3

Electronic surf. L. Ashkinazi 1997 4

Electrostatics in the language of lines of force. L. Aslamazov 1970 11

Electrochemical processing of metals. I.Moroz 1974 1

Elementary theory of flight and waves on water. A. Einstein 1970 5

Elementary particles. Sh. Glashow 1992 3

EMAT - a new trend in radiospectroscopy of solids. A.Vasiliev 1991 8

Energy and momentum of fast particles. G.Kopylov 1970 3

The energy of the magnetic field of the circuit with current. V.Novikov 1976 5

This simple heat capacity. V.Edelman 1987 12

These are different radio waves. A. Shur 1983 5

This amazing paraboloid. M. Feingold 1975 12

This terrible cosmic cold. A. Stasenko1971 8

Gan effect. M. Levinshtein 1982 10

Doppler effect. L. Aslamazov 1971 4

Doppler effect. Y.Smorodinsky, A.Urnov 1980 8

Mossbauer effect (or Resonant nuclear absorption of gamma quanta in crystals). Y. Samarsky 1983 3

Hall effect: year 1879 - year 1980. S. Semenchinsky 1987 2

Echolocation. M. Livshits 1973 3

The youth of Enrico Fermi. B. Pontecorvo 1974 8

Other articles are devoted to questions that lie within physics. What is mass, what is Ohm's law, how does an accelerator work - these are internal questions of physics. But as soon as we ask a question about physics in general or about the interaction of physics with the rest of the world, we have to go beyond it. To look at her from the outside, to see her precisely "as a whole." And now we will do it.

How physics is arranged and works

Imagine that your goal is to build bridges. What do we have to do? Mining iron ore, smelting steel, making nails, felling timber, sawing logs, driving piles, laying decking, and so on. Learn to make bridge calculations, and learn by yourself and teach others - and count, and build. It is not bad to exchange experience with other bridge builders, you can start publishing the magazine "Across the River" or the newspaper "Our Svay". What's important is that it's a process, and at every step we can tell you exactly what to do; you can feel a nail, you can sit on a hammered pile and fish. The results of the bridge calculation can be compared and verified, a model of the bridge can be built and tested. In addition, in the course of all this activity, a skill, ability, construction technology and a special language for describing bridges arise. Builders use their own terms, understandable only to them - console, caisson, diagram, etc.

This is how physics works. Those who do it create accelerators, microscopes, telescopes and many other devices, write and solve equations that describe the relationship between various parameters of our world (for example, the relationship between pressure, temperature and wind speed in the atmosphere). Like bridge builders, physicists create their own language and system for teaching future physicists. The experience of solving problems is accumulating, the technology of cognition is emerging.

All this does not fall from the tree by itself, like a mythical apple. Instruments are expensive and do not always work well, not everything can be understood, not all equations can be solved, and it is often unclear how to write them down, not all students study well, etc. But in the end, the understanding of the world improves - i.e. Today we know more than yesterday. And since we know from books that the day before yesterday we knew even less, we conclude that tomorrow we will know even more.

This is physics - the known world, the process of knowing the world, the process of creating the technology of knowing, the description of the world in a special "physical language". This language partially overlaps with the regular language. The words "weight", "speed", "volume", etc. exists both in physical language and in ordinary language. Many words exist only in physical language (exciton, gravitational wave, tensor, etc.). The words of ordinary language and the words of physical language can be distinguished: you can explain to any person - so that he says "understood" - what is weight and speed, but you will not be able to explain to almost anyone what a "tensor" is. By the way, professional languages intersect: for example, the word "tensor" is also found in the language of bridge builders.

How physics is related to society

Physics, as well as the construction of bridges, is connected with the outside world. The first connection is that being a physicist (as well as a builder) is pleasant. Man survived because he learned new things and did new things. Mammoths had warmer wool, saber-toothed tigers jumped better, but the two-legged one reached the final. Therefore, as an adaptive feature, as support for the correct way of action that improves survival, the joy of recognition and the joy of creativity are laid in a person. Just like the joy of love or friendship.

The second connection between physics and society is that being a physicist (as well as a builder of bridges) is prestigious. Society respects those who do good for it. Respect is manifested in salary, in ranks and orders, admiration of girlfriends and friends. The degree of this respect and its forms at different stages of the development of society can, of course, be different. And they depend on the general condition of a given society - in a country that wages many wars, the military is respected, in a country that develops science - scientists, in a country that builds - builders.

Everything that is written above applies not only to physics, but also to science in general - despite the fact that although biology and chemistry have many of their own characteristics, they themselves scientific method they have the same as in physics.

Where does pseudoscience come from?

A person seeks pleasure and does not seek - if this in itself does not give him pleasure - to work. Therefore, it is quite natural that next to physics, in which one has to work hard to get pleasure from the knowledge of truth and recognition by society, there is some other area of \u200b\u200bactivity, called, to put it politely, "parascience" or "pseudoscience".

Sometimes they say "pseudoscience", but this expression is inaccurate - it is customary to call a conscious and purposeful deception a lie, and among the figures of pseudoscience there are quite a lot of sincerely mistaken people. We will mainly talk about pseudophysics, although in Lately very popular, for example, pseudohistory and pseudomedicine. In accordance with the properties of physics listed above, pseudophysics can be of several types.

Type 1- designed primarily to receive money and honor from the state. The traditional theme is "superweapon". For example, shooting down enemy missiles with "plasma clots". Similar ideas were successfully used to pump money out of the budget in Soviet times, and they were used on the other side of the ocean. For example, the use of telepathy to communicate with submarines. True, the system of independent expertise and less corruption prevent the development of this type of pseudoscience in other countries.

Type 2- designed mainly to satisfy their own ambitions. Traditional topics - the solution of the most complex, fundamental and global problems. Proof of Fermat's theorem, trisection of an angle and squaring of a circle, perpetuum mobile and an internal combustion engine on water, elucidation of the nature of gravity, construction of a "theory of everything", etc. Unlike Type 1 papers, some of these papers cost next to nothing, except for publication money.

In general, pseudoscience is based on two psychological characteristics people - the desire to get something (money, honor), without making an effort or to learn something, also without making an effort ("the theory of everything"). People are especially willing to believe in all sorts of miracles (UFOs, instant heals, miracle weapons) during a period of failure - either personal or public. When the complexity of the tasks facing a person or society turns out to be higher than usual and many people feel bad. A person in such a situation turns either to religion (as a rule, to its external paraphernalia), or to pseudoscience, or to mysticism. For example, today, in terms of the degree of interest in mysticism, Russia occupies one of the first places in the world, far ahead of Western societies living a normal life.

Is there any harm from pseudoscience

There is no particular harm, however, directly from the belief in UFOs and plants that feel at a distance that they are about to be plucked. Worse than the other - a person who has learned to perceive everything uncritically, who has unlearned to think with his own head, becomes an easy prey for all sorts of crooks. And those who promise to make untold money out of thin air, and those who promise to build a paradise tomorrow and solve all problems, and those who undertake to teach him everything in thirty hours - at least foreign language, even karate, even management.

Pseudo-science brings direct harm, perhaps, only in one case - when it is pseudo-medicine. Those who were treated by healers, sorcerers and hereditary fortune-tellers usually can no longer be saved by doctors. It is sometimes said that healers and sorcerers heal by suggestion, hypnosis, etc. It is possible, but, firstly, it has not been proven, and, secondly, a short-term improvement is usually achieved by suggestion, and the disease goes on as usual and leads to a natural outcome.

How to distinguish between science and pseudoscience?

Or, at least, physics and pseudophysics? Let us recall the main features of physics (and science in general) listed above.

First. Physics creates knowledge about the world that increases with time. And not in the form of separate revelations, but in the form of a system of related statements, and the reliability of each is a consequence and cause of the reliability of others. Any physical work develops some results of previously performed work (either using or challenging). Previous results in the same area cannot be ignored.

Second. Physics allows you to do "things" (for example, build bridges - through the study of the properties of materials and the development of new ones). Therefore, we check the reliability of modern physics every day a hundred times - without it there would be no radio and television, without it the car and subway would not run, without it neither a cell phone nor an iron would work.

Physics accumulates skill, technology, apparatus of cognition, builds its own language in which this experience is realized, and an education system - both for those who will work in physics and for those who will not.

Pseudoscience, which satisfies the ambitions of its creators and people's desire for a simple "explanation" of everything in the world, differs from science in all these points. She doesn't do anything on that list.

And in one aspect it imitates science. What is "science" for a person? First of all, it's a lot incomprehensible words, some of which (holography, proton, electron, magnetic field, vacuum) are often repeated in newspapers. In addition, science means ranks: academician, corresponding member, vice president, and so on. Therefore, pseudoscience uses a lot of " scientific words”, and completely out of place, and usually walks hung from neck to knees with titles. Today, every ten honest lunatics and five normal crooks, having gathered together, declare themselves an academy.

Why physicists don't like this topic

People who want to understand the issue and understand whether there are "solar-terrestrial connections" or is it just incorrect data processing turn to physicists with questions, and physicists usually evade answers. On which the press flourishes, publishing millions of copies of photographs of the “soul leaving the body” (in the picture, the soul looks a bit like a ghost - a cartoon Casper, only translucent). Let's try to understand the psychology of physicists who, in violation of the traditions of their science, evade a clear answer and, lowering their eyes, mutter something like "maybe there is something there."

The first and main reason for this behavior is that it is much more interesting for a physicist to study nature than to deal with madmen, crooks and people fooled by them.

The second reason is that if a person is hopelessly ill, then (in Russian culture, but not in Western culture) it is customary to tell him a lie and, thereby, console him. If people feel bad and they turn to faith in a lapel, a love spell and the strongest sorcerers in the third generation, then it’s somehow not good to take it away from them.

Third reason. Unwillingness to go into conflict because of "nonsense". Will you tell him that mice do not emit gravitational signals at the moment of death, or that there are no holes in the aura simply because there is no aura, and he will begin to accuse you of pursuing and suppressing the sprouts of new knowledge?

Fourth reason. Unwillingness to pass for a retrograde, censor, Cerberus, despot, etc. Physicists remember Soviet times when not a single word could be published without permission - and therefore do not want to even remotely look like censors.

The fifth reason is a bad conscience. The cutting edge of science goes deep into nature like a mining machine. The length of the tunnels is growing, society is breaking away from science, and shamans are filling the gap. And this happens not only in Russia, but also in other countries. Maybe scientists should be more involved in the popularization of science and educational activities? Then there would be less shamanism.

The sixth and final reason - what if there really is something there? Let's consider this situation in more detail.

And suddenly there really is something

Of course, when the stories about levitating frogs begin, everything becomes clear. But in physics it often happens that the data of new measurements "do not fit" into the old theory. The question is what kind of theory and how far they do not climb. If they do not get into the theory of relativity, which has been repeatedly confirmed experimentally (suffice it to say that without it there would be no television and radar), then there is nothing to talk about. If we are talking about unusual magnetic properties or about an anomalously low resistance of a sample made of copper and lanthanum oxides, then this is strange and it would be necessary to sort it out carefully and measure it seven times. And those who figured it out (rather than passed by) discovered high-temperature superconductivity. And information about a substance twice as hard as diamond should be rechecked not 7, but 77 times, since this, as it seems to us, contradicts other, reliably established things.

Agree that the information that a neighbor or a roommate has fallen in love with you will surprise you less than the information that Chuck Norris or Sharon Stone has fallen in love with you. You will check such information much more carefully. As already mentioned, physics is not a list of revelations, but a system of knowledge in which each statement is connected with others and with practice.

The second important property is the controllability of the effect. If a cat meowed in the yard, and my voltmeter went off scale, then this is an accident. When this was repeated seven times, then this is a reason to think. But here I go down into the yard, make her meow and record the time of meows, another person, who does not know that I am doing this, records the readings of the device, and the third, who does not communicate with the two of us, analyzes the records, sees matches and says - Yes, we've made a discovery! If this and that coincided seven times with an accuracy of 0.1 seconds, and not a single meow without a twitch of the arrow and not a single twitch without a meow, this will be a discovery. Note that the controllability of the effect makes it possible to increase the reliability of observations and the accuracy of measurements. For example, there may not be coincidences in all cases, and all this will have to be studied for a long time and carefully.

Thus, we see that physics - like all science, by the way - is work; lots and lots of work. The pleasure of knowing how the world works is not given for free. And especially not given in vain is the amazing feeling experienced by a researcher who has just learned something new about the world - something that no one knows yet. Except him.

If you think physics is a boring and unnecessary subject, then you are deeply mistaken. Our entertaining physics will tell you why a bird sitting on a power line wire does not die from electric shock, and a person who has fallen into quicksand cannot drown in them. You will find out whether there really are no two identical snowflakes and whether Einstein was a loser at school.

10 fun facts from the world of physics

Now we will answer the questions that concern many people.

Why does a train driver back up before moving off?

The reason for this is the static friction force, under the influence of which the train cars are standing still. If the locomotive simply moves forward, it may not move the train. Therefore, he slightly pushes them back, reducing the static friction force to zero, and then gives them acceleration, but in the other direction.

Are there identical snowflakes?

Most sources claim that in nature there are no identical snowflakes, since several factors influence their formation at once: humidity and air temperature, as well as the snow flight path. However, entertaining physics says: you can create two snowflakes of the same configuration.

This was experimentally confirmed by the researcher Karl Liebbrecht. Having created absolutely identical conditions in the laboratory, he obtained two superficially identical snow crystals. True, it should be noted: crystal cell they were still different.

Where is the largest reservoir of water in the solar system?

Never guess! The largest storage water resources our system is the Sun. The water is in the form of steam. Its highest concentration is noted in places that we call "spots on the Sun." Scientists even calculated that in these regions the temperature is one and a half thousand degrees lower than in the rest of our hot star.

What invention of Pythagoras was created to combat alcoholism?

According to legend, Pythagoras, in order to limit the use of wine, made a mug that could be filled with intoxicating drink only up to specific label. It was worth exceeding the norm even by a drop, and the entire contents of the mug flowed out. This invention is based on the law of communicating vessels. The curved channel in the center of the mug does not allow it to be filled to the brim, “relieving” the container of all contents in the case when the liquid level is above the channel bend.

Is it possible to turn water from a conductor into an insulator?

Entertaining physics says: you can. Current conductors are not the water molecules themselves, but the salts contained in it, or rather their ions. If they are removed, the liquid will lose its ability to conduct electricity and become an insulator. In other words, distilled water is a dielectric.

How to survive in a falling elevator?

Many people think: you need to jump at the moment the cabin hits the ground. However, this opinion is incorrect, since it is impossible to predict when a landing will occur. Therefore, entertaining physics gives another advice: lie on your back on the floor of the elevator, trying to maximize the area of \u200b\u200bcontact with it. In this case, the impact force will not be directed to one part of the body, but will be evenly distributed over the entire surface - this will significantly increase your chances of survival.

Why does a bird sitting on a high voltage wire not die from electric shock?

The bodies of birds do not conduct electricity well. By touching the wire with its paws, the bird creates a parallel connection, but since it is not the best conductor, the charged particles do not move through it, but along the cable cores. But as soon as the bird comes into contact with a grounded object, it will die.

The mountains are closer to the source of heat than the plains, but on their peaks it is much colder. Why?

This phenomenon has a very simple explanation. The transparent atmosphere passes unhindered Sun rays without absorbing their energy. But the soil perfectly absorbs heat. It is from it that the air then warms up. Moreover, the higher its density, the better it retains the thermal energy received from the earth. But high in the mountains, the atmosphere becomes rarefied, and therefore less heat “lingers” in it.

Can quicksand suck?

In films, there are often scenes where people "drown" in quicksand. IN real life- says entertaining physics - this is impossible. You won’t be able to get out of the sandy swamp on your own, because in order to pull out only one leg, you will have to make as much effort as it takes to lift a car medium weight. But you also cannot drown, because you are dealing with a non-Newtonian fluid.

Rescuers advise in such cases not to make sudden movements, lie with your back down, spread your arms to the sides and wait for help.

Does nothing exist in nature, see the video:

Amazing cases from the life of famous physicists

Outstanding scientists, for the most part, are fanatics of their field, capable of anything for the sake of science. So, for example, Isaac Newton, trying to explain the mechanism of perception of light by the human eye, was not afraid to experiment on himself. He injected into the eye a thin, cut out Ivory probe while simultaneously pressing on the back of the eyeball. As a result, the scientist saw rainbow circles in front of him and proved in this way: the world we see is nothing but the result of light pressure on the retina.

Russian physicist Vasily Petrov, who lived in early XIX century and engaged in the study of electricity, cut off on his fingers upper layer skin to increase their sensitivity. At that time, there were no ammeters and voltmeters that could measure the strength and power of the current, and the scientist had to do it by touch.

The reporter asked A. Einstein if he writes down his great thoughts, and if he does, then where - in a notebook, notebook or special file. Einstein looked at the reporter's bulky notepad and said, "My dear! Real thoughts come so rarely to the head that it is not difficult to remember them.

But the Frenchman Jean-Antoine Nollet preferred to experiment on others. Conducting an experiment in the middle of the 18th century to calculate the speed of transmission of electric current, he connected 200 monks with metal wires and passed voltage through them. All participants in the experiment twitched almost simultaneously, and Nolle concluded: the current runs through the wires, well, oh, very quickly.

Almost every student knows the story that the great Einstein was a loser in his childhood. However, in fact, Albert studied very well, and his knowledge of mathematics was much deeper than the school curriculum required.

When the young talent tried to enter the Higher Polytechnic School, he scored highest mark in core subjects - mathematics and physics, but in other disciplines he had a slight shortage. On this basis, he was denied admission. The following year, Albert showed excellent results in all subjects, and at the age of 17 he became a student.

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