Physics belongs to which cycle subjects? Basic research. We are waiting for new discoveries
Natural science cycle.
Methodical association of natural science teachers
The methodological association of natural science teachers includes 8 teachers, all of them have the highest qualification category, four teachers have the title “Honored Teacher of Russia”. Head of the Moscow Educational Institution - gymnasium methodologist, Honorary Worker of General Education of the Russian Federation , Geography teacher Tatyana Aleksandrovna Lesonen.
Teaching is carried out using educational kits and teaching aids from the Federal List. Biology and physics are taught using basic and specialized level textbooks. For the most effective study of natural science subjects, the classrooms of physics, chemistry, biology and geography are equipped with an automated teacher’s workstation; the laboratory classrooms have all the necessary technical teaching aids, methodological and didactic materials. The chemistry and physics classrooms are equipped with an Archimedes laboratory; laboratory work in biology is carried out using QX 5 digital microscopes.
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In lesson activities, much attention is paid to activity-based, project-based and research methods of studying disciplines, which contributes to the development of students’ logical thinking, the formation of interdisciplinary skills and abilities, and the activation of communication abilities. Teachers are constantly working to improve the content of educational and methodological complexes: development, accumulation and systematization of didactic material. They reflect the experience of teachers in the formation and development of educational and cognitive competencies of students, and also present developments within the framework of their methodological topics. Teachers systematically work to improve their theoretical level and subject teaching qualifications, improve their ICT skills, because The use of an interactive whiteboard, document camera, multimedia aids and our own electronic educational resources in lessons allows us to intensify the cognitive activity of students.
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Much attention is paid to working with students outside of class hours. Teachers Praslov A.N., Buzdalova T.Yu., Lesonen P.P., Nikishina E.B., Lesonen T.A., Egorkina M.L., Strelnikov S.M. are leaders of project and research works of students who have repeatedly become laureates and winners of the scientific and cultural complex: “Dawn”, “Fatherland”, “Integral World”, “Reflection”, “Dialogue of Cultures”, Vernadsky Readings, “Lomonosov Readings”, NTTM “Step into future".
With the direct participation of Praslov A.N., Buzdalova T.Yu., Kutnaev M.R. The gymnasium organizes seasonal research expeditions with a practical focus. The results of students' research work are highly valued at All-Russian, city and regional conferences and exhibitions.
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2014-2015 academic year
Week of natural science subjects
Interdisciplinary connections between natural science subjects.
The new law on education talks about personal and meta-subject results.
Meta (from the Greek meta - between) is the first component of complex words, denoting a transition to something else, a transformation, a level of description of an object or system, higher than the previous description. In relation to learning outcomes, the terms “interdisciplinary”, “supradisciplinary”, “competency-based” results have a close meaning.
The main task of meta-subject teaching is not the transfer of knowledge, but teaching universal, i.e., applicable to any areas of activity and situations, ways of obtaining and using knowledge, planning activities, and critically assessing the results obtained.
A lesson taking into account interdisciplinary connections should include:
Clarity and compactness of educational material;
Interconnectedness of the material of integrated objects;
Large informative capacity of educational material.
When organizing a lesson with interdisciplinary connections, it becomes possible to show the world in all its diversity, contributes to the emotional development of the child’s personality and the formation of his creative thinking. It is these lessons that help relieve tension, overload, and fatigue of students by switching them to various types of activities during the lesson.
Due to the fact that changes are taking place in secondary schools associated with new standards, the role and importance of interdisciplinary connections between the disciplines of the natural and mathematical cycle is increasing. This is especially true for the school physics course, which has multifaceted connections with mathematics, chemistry, biology, computer science, local history, geography, and social studies. It’s not for nothing that two types of “physics and lyricism” were once distinguished
Physics as a science is the central link among the subjects of the natural science cycle. Why? Let's try to figure it out.
In the very first physics lesson in 7th grade we say. What physics is the science of nature. Students have a question: what about natural history? Then we look for the difference and come to the conclusion that physics is partly natural science and mathematics. both chemistry and astronomy, because physics studies the laws of change in matter. Any law of nature can be explained using physics. For this. Of course, mathematics comes first, because almost all the laws of physics are expressed in formulas, and in order to create formulas it is necessary to make many calculations. When analyzing some physical quantities or processes, graphs are often used; in physics, as in mathematics, there are directly proportional quantities, for example, displacement and speed, temperature and pressure, current and voltage. Building and reading graphs is one of the universal actions in mastering the school curriculum of natural science subjects. The topic of vectors should also be noted; the study of an entire section of mechanics is based on operations with vectors. Studying the topic derivative. the physical meaning of the derivative is introduced. It is known that the derivative of speed is acceleration, etc. In mathematics lessons, very little time is devoted to the standard notation of numbers; physics teachers often blame mathematicians for “not teaching them.” I teach both physics and mathematics and I know that in mathematics lessons this topic is studied for only two hours. Therefore, this topic is better practiced in physics, starting from the 8th grade, we solve problems with large degrees, and consider various ways to solve them.
The connection between physics and chemistry can also be traced throughout the entire course of study of the subject. “A chemist without knowledge of physics is like a person who must always feel by touch. And these two sciences are so united with each other that one cannot exist perfectly without the other.” (M.V. Lomonosov)
Especially molecular and nuclear physics. I remember our chemistry teacher always stated that the amount of a substance is a quantity taken from physics. Let's not argue with her. One thing is clear that it is studied in both chemistry and physics. The periodic table is needed both here and there. The structure of the atom is studied by both sciences. And when we touch the crystal lattice, isn’t this chemistry? It’s just that the same phenomena can be considered from the perspective of different sciences, which gives a person the opportunity to become a comprehensively developed personality.
What about biology? And here a close connection can be traced. I remember one integrated lesson “fluid flow through pipes – Bernoulli’s law and the human circulatory system.” Plants that move according to the law of conservation of momentum, i.e., reactive motion, are a mad cucumber; jellyfish also move this way. The work of our heart is an oscillatory system with its own period and frequency of oscillations. The cardiogram is similar to the graph of a trigonometric function. The physiological effect of current is used in medicine, as is ultrasonic research. Ultrasound is vibrations with a frequency above 20,000 Hertz, infrasound, which in some cases negatively affects the body, has a frequency below 20 Hertz. Speaking of waves, we establish a connection with geography. An earthquake is caused by longitudinal and transverse waves, the most destructive of which are the transverse ones, but the longitudinal ones reach faster. An earthquake is caused by the movement of underground plates, which generate waves. Longitudinal waves cause windows to rattle, sometimes a certain sound to which animals respond better. Therefore, some animals save people by running out into the street and dragging their owners along with them. Transverse waves cause swaying of houses and destruction. During strong earthquakes, surface waves form, like ripples in water.
The height of the celestial pole above the horizon is determined by the geographic latitude of the observation site. Therefore, the approximate geographic latitude of the observation site can be determined by measuring the height of the North Star. This is astronomy.
The ebb and flow of the seas and oceans is explained by the law of gravity.
Computer science is a fairly new science, which is necessary in the modern world and connects all subjects by searching for information. Project activity is unthinkable without a computer. Find and process information, make a presentation, etc.
In my physics lessons, I like to make connections with humanities subjects. For example, with literature. At one time, the magazines “Physics at School” published excerpts from fairy tales and other literary works, which proposed to explain the phenomenon from the point of view of physics. Excerpt from Andersen's fairy tale “The Ugly Duckling” “A hurricane was approaching. The duckling jumped into the door of the hut. An old woman lived in the hut with a cat and a chicken. She called the cat son; he knew how to arch his back, purr and even emit sparks if he was stroked against the grain. Why did the cat emit sparks when he was petted? Children enjoy listening to the passages and expressing their opinions.
The implementation of interdisciplinary connections in a physics course contributes to the systematization, depth and strength of knowledge, and helps to give students a holistic picture of the world. At the same time, the effectiveness of training and education is increased, and the possibility of end-to-end application of knowledge, skills and abilities acquired in lessons in various subjects is ensured. Educational subjects begin to help each other. The consistent principle of interdisciplinary connections contains important reserves for further improvement of the educational process.
Of course, in order to systematically trace interdisciplinary connections, the teacher must himself be a highly erudite person. Statistics say that after working for 15 years, a teacher forgets other subjects. Therefore, you need to read and study more, that is, keep up with the times.
Teacher: Kholmogorova A.A.
The second day of the Teacher's Book Festival was held at the Moscow Pedagogical State University, dedicated to the subjects of the natural sciences: biology, chemistry, physics, mathematics, computer science and astronomy. The conversation about educational literature, of course, is inextricably linked with the teaching of these disciplines, and one of the most pressing topics is still the upcoming OGE and Unified State Examination, where the efforts of teachers in high school are directed and considerable space is devoted to preparation for which in textbooks and methodological publications .
Teachers in natural science subjects were offered hour-and-a-half lectures and seminars, held in turn in six halls, so that the choice of the most relevant topics was extensive: both in disciplines and in content. The conversation at each section was built around specific literature published by publishing houses, and the speakers represented these publishing houses. Many of the educational materials can be purchased during the festival: at the fair that unfolded in the foyer, more than 1000 titles of books from the publishing houses 1C and BINOM are presented. Knowledge Laboratory", "VAKO", "Ilexa", "Intellect-Center", "Legion", "Schoolchild's World", "Mnemosyne", "Scientific Toy", "National Education", "Enlightenment", "Russian Word", “SMIO Press”, “Educational Literature”, “Teacher”, “Physikon”, “Exam”, Institute of System-Activity Pedagogy, IC “VENTANA-GRAF” of the “Russian Textbook” Corporation, Polyhedrons, ICSME. At the same time, the speakers not only talked about their developments and the developments of their colleagues, but also were interested in the opinions of those present about, for example, what they would like to receive from specific publishing houses. Thus, after a report on effective teaching of mathematics, Deputy General Director of the Ilexa Publishing House for scientific and methodological work, excellent student of public education, winner and prize-winner of creative competitions for mathematics teachers Natalya Nikolaevna Khlevnyuk I asked this question to those present. She also invited authors to collaborate with her publishing house.
Biology was discussed three times on this day: candidate of pedagogical sciences, head of the city experimental site (GEP) “Formation of a system for assessing the quality of the educational process in a modern school” of the Moscow Center for Quality Education; member of the methodological commission on biology of the Federal Institute of Pedagogical Measurements (FIPI); Associate Professor, Department of Biology Teaching Methods, MIOO Pavel Mikhailovich Skvortsov at a platform organized by the Prosveshcheniye publishing house, he spoke about the organization of preparation for the main state exam. The publishing house "Exam" invited a candidate of pedagogical sciences, associate professor of the department of natural science education and communication technologies of Moscow State Pedagogical University Nikolai Alexandrovich Bogdanov, who spoke about the features of preparation for the upcoming OGE in biology. The talk about new models of tasks in biology in the state final certification in 2018 and how, in principle, to prepare for exams among high school students, was discussed at the lecture Veniamin Borisovich Salenko‒ Candidate of Biological Sciences, biology teacher at State Budgetary Educational Institution “School No. 1329”, member of the subject commission on biology of the Federal State Budgetary Institution “FIPI”. At the same time, the teacher immediately emphasized that it is much better to prepare students for certification smoothly throughout school, and not in the last year before passing the Unified State Exam and Unified State Exam, when you have to “train” students for tests. Veniamin Borisovich has repeatedly mentioned that, as exam statistics in Moscow show, 64% of graduates of ordinary schools pass biology well, which indicates the positive work of teachers. “We are great!” exclaimed the lecturer. Colleagues talked about problems of increased complexity, in which, according to Salenko, little attention is paid to research activities. The speaker pointed to new models of tasks (lines 21 and 23), which are designed specifically for the practice of research and what should be prepared for, taking them into account. In addition, a member of the subject commission on biology of the Federal State Budgetary Institution "FIPI" recalled that when teaching biology, like any other science, it is necessary to take into account the capabilities of modern technology and the discoveries of recent years - all this makes adjustments to previous theories.
There was a lively discussion at the meeting with Ivan Rostislavovich Vysotsky‒ Deputy Chairman of the Federal Commission for the Development of KIM Unified State Exam in Mathematics, laureate of the Government of the Russian Federation, author of textbooks in mathematics. Those present shared their thoughts about how difficult it is for children with mathematical abilities within the standard program, because modern educational standards are aimed at obtaining minimal knowledge in the subject and are designed (in conjunction with the study of the native language) to become a unifying cultural element. The developer of the KIM recalled that official Unified State Exam results have not been published for several years in order to remove the “competitive element” among schools. But it is worth developing complicated tasks for exams. Tasks that would be suitable for graduates of special schools and lyceums and gifted children. Ivan Rostislavovich also explained that tasks with economic content were introduced for those entering economic universities, of which there are a huge number in our time. However, there was a separate conversation about economic problems during the seminar of a candidate of physical and mathematical sciences, deputy general director of the Legion publishing house for scientific and methodological work and author of textbooks on mathematics Sergei Yuryevich Kulabukhov. The stated topic was: “Types of economic problems on the Unified State Exam and ways to solve them.”
Issues of interest to chemists were discussed at the sites of the publishing houses “Exam” and “BINOM. Laboratory of Knowledge" and the publishing house "National Education". All announced topics were also devoted to certification problems. At one of the lectures, the head of the Federal Commission of Developers of the KIM State Academy of Chemistry of the Federal State Budgetary Institution "FIPI", Candidate of Pedagogical Sciences, Associate Professor of the Institute of Postgraduate Education of Moscow State Pedagogical University Dmitry Yurievich Dobrotin drew teachers' attention to a clarification added this year. It states that a graduate cannot be certified if he has created non-existent models of chemical reactions.
The approach presented by a physics teacher of the highest qualification category in the capital's State Budget Educational Institution Gymnasium 1517 seemed interesting. Albina Alexandrovna Bulatova, who is a co-author of the educational complex of the publishing house “BINOM. Laboratory of Knowledge". She talked about a method for studying key situations in physics, with the help of which among the proposed problems one can identify similar ones and analyze the model (situation) common to them. This helps to quickly and easily cope with many tasks by substituting specific conditions into the found algorithm. It seems that having mastered a similar skill, you can advance in a number of other subjects.
And I would also like to tell you about the lecture of the professor of the Department of Astrophysics and Stellar Astronomy of the Faculty of Physics of Moscow State University, member of the Academic Council of the SAI, International Astronomical Union and the Euro-Asian and European Astronomical Societies, academician of the International Academy of Sciences of Higher Education, doctor Anatoly Vladimirovich Zasov. This was the only event dedicated to the recently returned subject of astronomy to schools - it was organized by the Educational Literature publishing house. In addition to the tasks set for the school in mastering this subject, Professor Zasov spoke about discoveries in the field of space, to which he is directly involved in one way or another. Anatoly Vladimirovich recalled that nothing stands still, and called on astronomy teachers to pay attention to the latest discoveries and take into account the progress of science, because about 500 new scientific publications appear every month in astrophysics alone. However, as mentioned earlier, it is worth remembering this when teaching children of the 21st century any (and especially natural sciences) sciences.
Olga Khotimskaya
More than 1000 titles of books for teachers are represented by:"1C", "BINOM. Knowledge Laboratory", "VAKO", "Ilexa", "Intellect-Center", "Legion", "Schoolchild's World", "Mnemosyne", "Scientific Toy", "National Education", "Enlightenment", "Russian Word", "SMIO Press", "Educational Literature", "Teacher", "Physikon", "Exam", Publishing House "DROFA" of the Russian Textbook Corporation, Institute of System-Activity Pedagogy, IC "VENTANA-GRAF" of the Russian Textbook Corporation, Polyhedra, MCNMO.
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Subjects of the natural and mathematical cycle give students knowledge about living and inanimate nature, the material unity of the world, natural resources and their use in human economic activity. The general educational objectives of these subjects are aimed at the comprehensive harmonious development of the individual. The most important condition for solving these common problems is the implementation and development of interdisciplinary connections between subjects and the coordinated work of subject teachers.
The study of all natural science subjects is closely related to mathematics. It provides students with a system of knowledge and skills necessary in everyday life and work activities, as well as important for the study of related subjects.
Basic relationships between science and mathematics subjects
Based on knowledge in mathematics, general subject calculation and measurement skills are first formed. Continuous connections with natural science courses reveal the practical application of mathematical skills. This contributes to the formation of a holistic, scientific worldview in students.
| Class | Item | Educational topic | Mathematical content |
| 9,10 | Physics | Uniformly accelerated motion | Linear function, derivative of function |
| 7, 8,10 | Movement, interaction of bodies. Electricity | Direct and inverse proportional dependence | |
| 9,10 | Mechanics | Vectors, coordinate method, derivative, function. Graph of a function | |
| 11 | Optics | Symmetry | |
| 9,10 | Kinematics | Vectors, actions on vectors | |
| 10,11 | Computer science | Algorithm, program | Equations, inequalities |
| 6 | Geography | Image of the earth's surface | Scale, coordinates on the plane |
| 8,9 | Chemistry |
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Equations, percentages |
| 8 | Drawing |
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Parallelism, perpendicularity of lines, measurement of segments and angles, circle, scale, parallel projection |
| 10,11 | Economy | Percentages, equations, inequalities |
The course in algebra and elementary analysis clearly shows the universality of mathematical methods and demonstrates the main stages of solving applied problems. The axiomatic structure of a geometry course creates the basis for understanding the logic of constructing any scientific theory studied in courses in physics, chemistry, and biology.
Mathematical modeling plays an important role in the implementation of interdisciplinary connections. There are many examples of how abstract concepts studied in mathematics lessons express unrelated patterns in the real world. When studying the linear function y = kx + b, it is useful to show students that it can describe the relationship between the length of the rod and the heating temperature: l = l 0 (1+α t), between the volume of gas and its temperature at constant pressure: V = V 0 (1+α t) (Gay-Lusac law), gas pressure and temperature at constant volume: p = p 0 (1+β t) (Charles law), speed and time for uniformly accelerated motion: ʋ = ʋ 0 + at and etc. When studying the quadratic function y = ax 2, one can give examples of the dependence of the path on time during uniformly accelerated motion, the formula for electric current power P = I 2 R with constant resistance, and other formulas.
Modeling as a method of cognition includes:
- building, designing a model;
- study of the model (experimental or mental);
- analysis of the obtained data and transferring them to the real object of study.
When solving applied problems, we go through the three stages mentioned above:
- building a model (translating the problem conditions from everyday language into mathematical language)
- working with the model (solving equations, inequalities, etc.)
- answer to the problem question
This can be illustrated using the example of a system of problems with physical content when studying the topic “Vectors” in grades 8–9 using the example of the “Dynamics” section. Vector skills reflect the model nature of this material. Graphical exercises allow students to translate a physical situation into geometric language and obtain information about physical phenomena using a geometric vector space model. (See Appendix 1)
Many students have difficulty with problems involving mixtures and alloys. This is probably due to the fact that very little attention is paid to such problems in the school mathematics course. At the same time, they are included in various collections of tasks in preparation for the final certification in mathematics for a basic school course, and are often included in versions of the Unified State Exam and entrance exams to universities.
When solving problems of this type, it is useful to use a visual model - a diagram in which the mixture (solution, alloy) is depicted in the form of a rectangle, divided into fragments in accordance with the number of components included in it (it), and directly when drawing up the equation - to trace the content of which any one component. (See Appendix 1)
In order to improve the chemical and mathematical knowledge and skills of students, you can offer tasks on the use of graphs.
- Using the graph, determine the amount of energy released when 15 g of sulfuric acid is formed as a result of the hydration of sulfur oxide.
- Which chemical reaction has the greatest thermal effect?
- Determine k 1, k 2,...k 6 in the functions whose graphs are shown in the figure.
You can offer interdisciplinary problems while studying other mathematical topics. (See Appendix 1)
A good source of material for algebra lessons is a notebook with a printed base by the authors Belenkova E.Yu. and Lebedintseva E.A. “Mathematics 5”, “Mathematics 6. Tasks for the learning and development of students” and the manual “Algebra 7th grade”, “Algebra 8th grade. Tasks for the learning and development of students”, focused on the development of thinking and creative abilities.
Completing the proposed tasks allows students to broaden their horizons and gain additional information about the world around them.
The implementation of interdisciplinary connections in the learning process is based on the coordination of the teaching activities of teachers. Therefore, this problem requires targeted leadership from the deputy director for educational work and the school’s methodological council.
| Category of teaching staff | Factors influencing the insufficient use of interdisciplinary connections |
| Young professionals | They do not have experience and skills in applying knowledge in subjects related to their profession |
| Teachers with 1 to 3 years of experience | They do not have sufficient knowledge of methods for planning and implementing interdisciplinary connections in lessons and in extracurricular activities |
| Teachers with over 15 years of experience | As a rule, they no longer have sufficient knowledge in related subjects; they need to master new interpretations of general subject concepts, features of new curricula in related subjects, necessary for the implementation of interdisciplinary connections |
The problem of interdisciplinary connections is one of the complex pedagogical problems that require the collective experience of teachers to solve. Therefore, it is so important to organize the work of the entire teaching staff on this problem, observing a strict sequence of stages:
- Increasing the interest of teachers, showing the importance of interdisciplinary connections in teaching. Selection and distribution of methodological topics.
- Teachers study literature, teach them methodological techniques for implementing interdisciplinary connections, generalize the teachers’ experience.
- Organization of experimental work with the involvement of the entire teaching staff.
- Organization of an integrated, comprehensive use of interdisciplinary connections in all subjects.
- Specification of methodological topics and combination of various types of work on general topics in order to solve general educational and methodological problems.
Thus, the modern concept of interdisciplinary connections between subjects of the natural and mathematical cycle orients teachers toward the systematic interconnection of academic subjects, the active implementation of interdisciplinary interdisciplinary in the content, methods and forms of organization of education, in extracurricular activities, the widespread introduction into teaching practice of integrated lessons, elective courses that combine knowledge from various scientific and practical fields.
Municipal budgetary educational institution
"Secondary school No. 12" of the municipal formation of Noyabrsk
“Natural science subjects in primary school. Working with a digital microscope.
Prepared by a primary school teacher:
Sukhareva Svetlana Vladimirovna
Noyabrsk
“Natural science subjects in primary school. Working with a digital microscope"
“They will tell you - you will forget,
They will show you - you will remember,
If you do it, you will understand.”
1. Org. moment
Hello, dear guests! We are pleased to welcome you to our class.
The challenge before us is to understand how a microscope helps people in their research.
2. Introduction
The subject “The world around us” in elementary school is difficult, but very interesting and educational. And in order for interest in the subject to not fade away, it is necessary to make the lesson entertaining and creative. This is where information and communication technologies come to the rescue. The use of ICT in lessons around the world allows students to form and develop such key competencies as educational-cognitive, informational, communicative, and general cultural.
It is in elementary school that the child’s leading play activity changes to academic activity. The use of computer technology in the educational process makes it possible to combine gaming and educational activities. The use of rich graphic, sound and interactive capabilities of the computer creates a favorable emotional background in the classroom, promoting the development of the student as if unnoticed by him, playfully.
With the help of a digital microscope, you are immersed in a mysterious and fascinating world, where you can learn a lot of new and interesting things. Children, thanks
microscope, they better understand that all living things are so fragile and therefore you need to treat everything that surrounds you very carefully. A digital microscope is a bridge between the real ordinary world and the microworld, which is mysterious, unusual and therefore surprising. And everything amazing attracts attention, influences the child’s mind, develops creativity, love for the subject, and interest in the world around him.
Children meet each task using a microscope with delight and curiosity. It turns out that they are very interested in seeing cells, human hair, leaf veins, fern spores, and mucor mold in an enlarged form.
3. Introduction to the microscope
The Digital Blue QX5 digital microscope is designed for use in school environments. It is equipped with a visual-to-digital information converter, which ensures real-time transmission of images of a micro-object and micro-process to a computer, as well as their storage, including in the form of digital video recording. The microscope has a simple structure, a USB interface, and two-level illumination. It came with software with a simple and intuitive interface.
With modest, from a modern point of view, system requirements, it allows:
Magnify the studied objects placed on the stage by 10, 60 and 200 times (the transition is made by turning the blue drum)
Use both transparent and opaque objects, both fixed and unfixed
Examine the surfaces of fairly large objects that do not fit directly on the stage
Take photographs and also videotape what is happening by pressing the appropriate button inside the program interface
Record what you observe without worrying about its safety at this moment - the files automatically end up on your computer’s hard drive.
Set shooting parameters by changing the frame rate - from 4 frames per second to 1 per hour
Make simple changes to the resulting photographs without leaving the microscope program: apply signatures and indexes, copy parts of the image, and so on.
Export results for use in other programs:
graphic files are in *.jpg or *.bmp formats, and video files are in *.avi format
Collect demonstration collections called “strip films” from the results of photo and video shooting (the program memory can simultaneously store 4 sequences, including up to 50 objects each). Subsequently, a selection of frames that are temporarily unused can be safely disassembled, since the graphic files remain on the computer’s hard drive
Print the resulting graphic file in three different modes:
9 reduced images on an A4 sheet, a whole A4 sheet, an enlarged image divided into 4 A4 sheets
Demonstrate the objects under study and all actions performed with them on a personal computer monitor and/or on a projection screen if a multimedia projector is connected to the computer
If you don’t have magnifying glasses, this microscope can be used as a binocular (10x or 60x magnification). The objects of study are flower parts, leaf surfaces, root hairs, seeds or seedlings.
It is also important that many of these objects, after research organized using a digital microscope, will remain alive: insects - adults or their larvae, spiders, mollusks, worms can be observed by placing them in special Petri dishes (there are two of them in the set with each microscope + tweezers, pipette, 2 jars with lids for collecting material). And any indoor plant, brought in a pot at a distance of about 2 meters to the computer,
easily becomes an object of observation and research, without losing a single leaf or flower. This is possible due to the fact that the top part of the microscope is removable, and when brought to an object it works like a webcam, giving 10x magnification. The only inconvenience is that focusing is done only by tilting and zooming in and out.
But, having caught the desired angle, you can easily take a photograph without reaching for the computer - right on the part of the microscope in your hands, there is the necessary button: press once - you get a photo, press and hold - a video is taken.
4. Excerpts from lessons about the world around us using a digital microscope.
Subject lesson: Bodies, substances, particles.
Laboratory work : Examining and photographing a cell.
Target: prove that all living things are made of cells
ABOUT objects of study: Onion skin
Equipment: digital microscope.
We know that scientists call all the objects that surround us bodies.
I suggest looking at the body, a small piece of onion.
I separated a thin film from the cut onion. I dropped some water onto the glass slide, put a film on it, and straightened it out with a needle. Then she dropped an aqueous solution of iodine on it. (If you use a purple onion, no iodine is needed). I cover the resulting beauty with a cover glass and blot the released liquid.
Let's look at the drug first at low and then at high magnification.
What do you see? (cells, bricks)
Scientists called these bricks a CELL.
What can you tell us about the cell?
(it is semi-liquid - this is the cytoplasm;
There is still a round core inside - it helps to grow and
multiply;
Each cell is separated from its neighbors by a membrane
partition - it protects
the required form)
You will look at the structure of the cell in more detail in high school.
What can be concluded: Onions are made up of cells.
What is an onion? (body, living organism)
Continue the output: All living things are made up of cells: humans, plants, frogs, microbes, and algae.
Is there distance between cells? (No)
Then the output: the bulb consists of a solid substance.
Only a microbe is one cell, but for example a leaf is millions of cells.There are about 20,000,000 of them in one leaf of a woody plant.
There are giant cells, you know them, but you don’t realize it.
For example, fish eggs, chicken eggs.
What was the microscope used for?
Could we look at cells without a microscope?
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How did the microscope help us? ? (we were able to find out that all living things are made up of cells)
Take a photo of the cell and add text.
Lesson topic: Leaf structure. Types of venation.
Laboratory work : Looking at leaves, learning about different types of venation, creating a slide show using a microscope.
Target: learn different types of venation
Objects studied and I: various plant leaves
Equipment: digital microscope.
Another option is to create a slide show.
Before us are leaves from different plants.
What do we see on a living green leaf? (veins)
- Veins are transport routes along which nutrients move in the leaf; the veins give the leaves strength.
We are faced with the task of examining the leaves of different plants and finding out: Are the veins located in the same way on the samples?
1) Cissus is an indoor grape.
(on the grid)
T 
this type of venation is called reticulate
2) Chlorophytum
What does the arrangement of veins on a leaf look like? (on straight lines)
Large veins run along the plate parallel to each other,
venation PARALLEL
3) Laurel
How are the veins arranged on this leaf? ( lines look like arcs, except the central one)
T 
what kind of venation is ARC.
4) Euphorbia
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What does the arrangement of veins on a leaf look like? (for feathers)
Venation – PINATE
Now I propose to consider the cactus spine.
What is a cactus thorn? (They are modified leaves that resemble microscopically thin tubes)
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Why do cacti have spines? (ABOUTneither serve for
moisture absorption
. Cacti are able to absorb water over the entire surface of the stem, but the spines do this especially intensively. To some extent, the spines also serve
for guard
.
Another task of the thorns is
protecting the stem from the scorching sun
. In some types of cacti, the spines cover the stem so tightly that it is practically invisible. And there are species covered with thick white down, reminiscent of luxurious fur. And on a cold night, such a fur coat will protect you from the cold, when there are often sub-zero temperatures in these places.
And also thorns
serve as decoration
.)
The samples in question are photographed and entered into the collection.
Then we make a slide show from the resulting photos, sign them, and you can add musical accompaniment.
How did the microscope help us? ?
Lesson topic: Structure of matter.
Laboratory work : mixing various substances, creating a film using a microscope.
Target: find out what happens to substances when mixed together?
Objects studied and I: water, watercolors, a lump of sugar, instant coffee.
Equipment: digital microscope.
So, you and I know that we are surrounded by bodies, bodies consist of substances, and substances consist of particles.
Now we have to find out what will happen to the substances if they are mixed with each other?
Give examples of any substances.
Let's do some research. Let's make a film to show to the students in class.
Mix two liquid substances: water and paint.
Carefully place a drop of ink or paint into the water.
We observe the coloring of the water and make a film.
Why is the water colored?
Is it possible to color water if it were solid?
(No, the water is colored because it consists of individual particles with spaces between them).
Why did the coloring occur in different directions? (particles move in different directions)
Now we will carry out the following research, which will help us find out: can particles of a solid substance mix with particles of a liquid substance?
Put a piece of sugar in the water.
What happens to sugar? (He melts and becomes invisible)
What will happen to the water? (She'll get sweet)
Why is this happening? (water particles mixed with sugar particles)
Now let's add a coffee granule.
What do we see?
Why was a coffee granule enough to color the water?
(It has a lot of particles.)
So why did the water become colored? (the coffee granule broke up into small particles and its particles mixed with water particles)
What could we see that could be better examined with a microscope?
Let's watch the movie again, but on the big screen.
5. Summary
Using a digital microscope in an environmental lesson together with a computer, it allows you to obtain an enlarged image of the object being studied (micropreparation) on the monitor screen (when working in a group or in classes with a small number of students) or on a large screen (when working with a whole class) using an external projection device connected to the computer. A digital microscope allows
study the object under study not by one student, but by a group of students at the same time;
use pictures of objects as demonstration tables to explain a topic or when questioning students;
use multi-level tasks for students of the same class;
create presentation videos on the topic being studied;
use images of objects on paper as handouts or reporting material.
The use of a digital microscope when conducting school biological research gives a tangible didactic effect in terms of motivation , systematization and deepening of students’ knowledge, that is, the formation of so-called learning opportunities, the development of students’ abilities to acquire and assimilate knowledge.
