Keyword: «physics»

The article discusses the various methods of using information technology in conducting laboratory practical work on physics. Three directions for the use of information technologies in conducting a physical experiment (a traditional field experiment, a field experiment with information support for graphing and processing measurement results, an experiment using physical modeling) are highlighted. The possibilities of forming research competence when working in a physical laboratory are considered.

The article discusses and improves the model of teaching physics physics taking into account the professional orientation in order to improve the quality of education in military universities.

Presents the development of an interned lesson in biology, physics and mathematics on the topic: Eye and vision. The lesson was compiled using the resources of the «Mobile Electronic Education» company. At the beginning of the lesson, it was proposed to compare the human eye and the camera, then, as a result of group work, to analyze the causes of visual impairment. In the course of work in a group, students explain what myopia and hyperopia are, how an image is formed in this case. In what way (with which lens) this visual defect can be corrected. It is mathematically confirmed that the power of a lens depends on the focal length (image versus distance). At the end, they answer the key question of the lesson: Which camera is the eye more like: film or digital? Why?

This article deals with the practice of applying the project method in extracurricular physics work. The basic requirements to the use of the project method are given, the main stages of project activity are considered, and the advantages of this method are studied. The project method is a way to achieve the goals of didactics with the help of detailed development of a problem, a technology that should finally show a real practical result that can be implemented on a practical level, i.e. seen, understood and applied. Project activity forms the work in the team, intellectual growth, expands the outlook on the subject of physics, as well as in the surrounding world, i.e. develops social experience and gives a better chance to develop one's own potential. Having studied the role of students in project activities, we concluded that: students are active participants of the process, not passive participants. Working in working groups helps them learn to work in a "team". Students are free to choose the ways and activities to achieve their goal, no one tells them how or what they need to do. We believe that even a failed project has great educational value. Thanks to the organization and conduct of extracurricular activities in physics, we are able to see the future authors of the projects, to form the skills of project activity in students. Every year the school holds a decade of science, in the preparation of which students participate. Creation of models of physical devices, preparation of physics presentations for self-governing lessons, participation in open project lessons – all these are elements of students' project activity at extracurricular physics events.

The article deals with the problems of teaching physics to foreign military personnel in a multicultural training group.