Speaker
Description
Abstract. Learning the theories and problem-solving methods of physics as a science is quite a challenging task for secondary school students, especially in recent decades when they are exposed to a lot of speedy visual and audio impulses. In this context, the task of the teacher is to combine modern technological tools with learning requirements by using innovative teaching methods in a way that is effective and efficient for the students. The use of photographs, diagrams, and visual representations of scientific processes facilitates and enhances the understanding and acquisition of physics concepts and processes.
Introduction
I would like to present an educational good practice project based on astrophotography. For students, as the compulsory curriculum (Romania) does not include astronomy topics, it is always interesting to be taught about the universe. In the last years, I have implemented different topics in the physics classes or in the project week activities to improve the students' results. One of the most effective ways for secondary school students to study kinematics and motion was to analyse astrophotographs. The photographs (Moon, Sun, Sky) were taken by students individually or together during science camp activities or astronomical observations and then used to calculate the physical properties and motion of the celestial body from the camera and image data.
Concept and implementation
Images of the Sun and sunspots are downloaded from NASA or ESA databases and used to examine the differential rotation of the Sun and calculate the rotation periods for different latitudes. This is an excellent way to apply the laws of circular motion in practice and to study the law of harmonic oscillation using graphs.
Images of the Moon can also be used in a number of other ways, such as calculating the diameter of the celestial body, the physical characteristics of the craters on its surface, and the phenomenon of libration. If the Moon is observed and photographed for a long enough period of time, it is possible to describe the motion of the object from the photos.
Conclusion
Students enjoy such tasks and are eager to participate in all stages of the work: preparing the topic, collecting data, taking photographs, analysing and processing the data. At the end of the data analysis phase, they present the results of their work in the form of presentations, scientific posters or short films. They could then participate in student conferences, scientific research workshops and competitions.
This new learning opportunity helps them to work in groups, to communicate effectively and stimulates them to think creative and innovative.
| Contribution categories - primary focus | Primary and secondary school |
|---|---|
| Contribution categories - type | Application (shared experience, activity suggestions) |