Практические аспекты применения англоязычных интернет – ресурсов в преподавании физики

В данной дипломной работе была изучена и проанализирована информация с англоязычных сайтов, ее применение при полиязычном преподавании на уроках физики. Были рассмотрены наиболее популярные интернет ресурсы на английском языке. Разработаны поурочные планы по физике с применением информации взятой с сайтов на английском языке. ...

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Введение 6
1. Интернет - ресурсы в процессе обучения физике на английском языке 8
1.1 Полиязычие в образовании 8
1.2 Роль интернета в процессе преподавания 10
1.3 Англоязычные сайты при проведении уроков физики: формы и методы применения на уроке 12
1.4 Анализ физических интернет – сайтов на английском языке 14
2. Практические аспекты применения англоязычных интернет – ресурсов в преподавании физики 20
2.1 Программа уроков по физике на английском языке для 11 класса 20
2.2 Разработка поурочных планов с использованием интернет сайтов на английском языке 20
2.3 Рекомендации по применению англоязычных интернет - ресурсов при проведении уроков физики 46
Заключение 49
Список использованных источников 50
Приложение 51

Актуальность проблемы. В настоящее время все чаще ставится вопрос о качестве знаний учащихся. Повышение качества знаний напрямую зависит от умения работать с информацией. Наиболее подходящими источниками информации являются интернет ресурсы. В качестве интернет ресурсов может быть полезно использование англоязычных сайтов, они содержат больше полезной информации, нежели наши, отечественные.
Плюсом использования англоязычных сайтов является:
1) Применение новых информационных технологий на уроках физики, которые направлены на повышение уровня знаний.
2) Использование полиязычия в процессе обучения. В условиях индустриально-инновационного развития страны особую актуальность приобретает необходимость развития и внедрения полиязычной культуры и полиязычного образования в образовательной дея тельности. Президент страны в своем Послании отметил, что мы должны сделать рывок в изучении английского языка. Это откроет для каждого гражданина страны безграничные возможности в жизни.
Перед учителем стоит задача, повысить мотивацию к учебному процессу учащегося, разработать методы обучения, которые бы вызывали интерес и подталкивали к проявлению активности на уроке, развивали их творческие способности. Одним из таких способов обучения является использование интернет ресурсов при проведении уроков. Данный способ направлен на реализацию личностно-ориентированного подхода в обучении, в зависимости от способностей и навыков детей дает возможность индивидуального и дифференцированного обучения. На уроках «физика на английском языке» при помощи интернета можно решать целый ряд дидактических задач: формировать новые знания в области физики, используя материалы интернет сети; изучение физических терминов на английском языке; пополнять словарный запас учащихся и многое другое.
Объектом нашей дипломной работы является процесс обучения физики на английском языке в учебной деятельности, а предметом исследования - особенности использования интернет сайтов при проведении уроков.
Целью дипломной работы является: Проанализировать информацию с сайтов на английском для ее использования и проведения уроков физики, выявить наиболее подходящие методы проведения уроков.
Для достижения этой цели необходимо решение следующих задач:
• Формирование новых информационных и коммуникативных компетенций.
• Формирование функциональной грамотности.
• Проведение эксперимента с использованием англоязычных сайтов на практике в средней школе.
Научная новизна нашей работы заключается в анализе и получении новой информации с англоязычных сайтов при обучении физике, а также в введении полиязычия в образование.
Гипотеза нашего исследования заключается в том, что использование новой информации с англоязычных сайтов, ведет к повышению качества знаний учащихся.
Практической значимостью дипломной работы является возможность использования данного исследования при проведении уроков физики на английском языке в средних школах, гимназиях и высших учебных заведениях.
Результаты данного исследования были апробированы в средней школе инновационного типа №34, города Павлодара, в 11 «А» классе, Есенгужиновым Олжасом Ораловичем, при научном руководителе Саликбаевой Татьяны Шайхиевны.
Структура работы. Дипломная работа состоит из введения, двух глав, заключения, списка использованных источников и приложений.

623×10−34/9.1×10−31×2×106 = = 3.63 × 10-10 m = 3.63 m.3. Закрепление.1) Calculate the de Broglie wavelength of the stone of mass 0.01 Kg moving at a speed of 5 ms-1.Solution: Given: Planck’s constant, h = 6.63 × 10-34 Js,          Mass of the stone, m = 0.01 Kg,          Velocity of stone, v = 5 ms-1De Broglie wavelength λ = h/mv = 6.23×10−34/5×0.01 = 1.32 × 10-32 m.2) The de Broglie wavelength of an electron is 3.50×10-9 m. What is the electron's speed?Solution: Given: The de Broglie wavelength, λ = 3.50×10-9 m Planck’s constant, h = 6.63 × 10-34 Js, Mass of electron, m = 9.1 × 10-31 KgDe Broglie wavelength λ = h/mv, rearrange to solve for v, v = h/mλ = 6.63 × 10-34/9.1 × 10-31 ∙ 3.50×10-9 = 207,826 ms-1.4. Подведение итогов.The lesson is over! Write down the homework in your record book.5. Домашнее задание.Find the de Broglie wavelength for an electron moving at the speed of 6.63 x 106 m/s (mass of an electron = 9.1 x 10-31 Kg).Тема урока: Лазеры (Lasers)Цель урока: формирование у учащихся понятия по теме "Лазеры", изучение устройства и принципа действия лазера и его применения в науке и технике.План урока:Организационный момент. (2 мин.)Актуализация знаний. (5 мин.)Изложение нового материала (35 мин.)Подведение итогов. (2 мин.)Домашнее задание. (1 мин.)Урок разработан с помощью сайтов:http://www.teachengineering.org/view_lesson.php?url=collection/van_/lessons/van_troll/van_troll_lesson03.xml#prereqhttp://inventors.about.com/od/lstartinventions/a/laser.htmХод урока1. Организационный момент.Приветствие учащихся.Отмечание отсутствующих учащихся.Подведение учащихся к теме урока.2. Актуализация знаний.Open your exercise books, please. I want to check that you have all done your homework.3. Изложение нового материала.Today we talk about lasers.When you think of a laser, what characteristics come to your mind? How do lasers compare to flashlights? What do you know about the color or the radius of the laser's beam? What uses readily come to mind when you think of lasers in today's society? Did you know the first use of a laser came in the 1970s in grocery store scanners? How about medical applications today — do you know of any?Today, we will explore the answer to all of these questions. The name LASER is an acronym for Light Amplification by the Stimulated Emission of Radiation. In 1917, Albert Einstein first theorized about the process which makes lasers possible called "Stimulated Emission."Let's see the video: Приложение 1: Видеоролик «How a Laser Works»Lasers play many roles in our everyday lives, from optical storage (CDs and DVDs) to metal cutting to tattoo and hair removal. Not everyone knows that laser is actually an acronym. (Take guesses from students.) Laser stands for light amplification by stimulated emission of radiation. Referring back to the particle theory of light, which has led us to today's quantum physics, we know that atoms struck by light waves (electromagnetic radiation) begin to vibrate causing their electrons to jump to higher energy levels until the atoms reach an excited state. When the atoms begin to relax, their energy is released in the form of photons, which are simply pockets of light energy. A laser is a device that controls this release of photons (pockets of light energy). Characteristics of Laser LightLaser light is described as coherent, monochromatic and collimated.The property of coherency is distinct to lasers; it means that laser light waves are in phase and the photons move in step with one another. This property explains why laser beams are very narrow and show little divergence.Secondly, laser light is monochromatic, which means that the light waves are consistently of one wavelength. This results from the fact that the released photons originate at one set of atomic energy levels only.Lastly, laser light is described as being collimated, meaning laser waves run parallel to one another and perpendicular to mirrors at either end of the laser cavity. This helps to prevent divergence and sustain amplification, as compared to a flashlight for example. Lasers found their first use in the 1970s in local grocery stores, in the product scanner. The next major accomplishment for laser technology was the CD player. Today, uses span from hospitals to battlefields, to electronics, to factories. Here are some examples:In medicine: surgical treatment, vision treatment, kidney stone treatment, dentistry, hair removal, skin treatment, tattoo removal, etc.In the military: missile guidance, radar replacement, target guidance, etc.In electronics: CDs, DVDs, laser printers, holograms, barcode scanners, etc.Factories: cutting, welding, heating materials, etc.In short, engineers and scientists have determined a way to stimulate high-energy release and guide its output toward accomplishing productive and useful tasks.Write new definitions:New definitionscoherent: Of or pertaining to waves that maintain a fixed phase relationship. collimate: To bring into line, or to make parallel. laser: A device that emits coherent light through a specific mechanism. light sensor: A device that detects the presence of a light source. monochromatic: Light of one color, or radiation of a single wavelength or narrow range of wavelengths. photon: The quantum of electromagnetic energy, regarded as a discrete particle having zero mass, no electric charge, and an indefinitely long lifetime. 4. Подведение итогов.The lesson is over! Write down the homework in your record book.5. Домашнее задание.Homework: Answer the questions:What will be the role of lasers in your security system design?What properties of the laser's wave are important to your laser selection?What properties of light are important to detecting a thief? How will you know if the troll's safety has been breaТема урока: Атомы. (The atoms.)Цель урока: Формирование у учащихся представлений о понятии атом, составе атомного ядраПлан урока: Организационный момент. (2 мин.)Актуализация знаний. (10 мин.)Изложение нового материала. (30 мин.)Закрепление. (4 мин.)Подведение итогов урока. (1 мин.)Урок разработан с помощью сайтов:http://www.ndt-ed.org/EducationResources/HighSchool/Electricity/basicstructure.htmhttp://www.livescience.com/37206-atom-definition.htmlhttp://physics.bu.edu/~duffy/sc546_notes10/mass_defect.htmlhttp://en.wikipedia.org/wiki/Atomic_mass_unitХод урока:1. Организационный момент.Приветствие учащихся.Отмечание отсутствующих учащихся.Подведение учащихся к теме урока.2. Актуализация знаний.For homework you were to answer the questions. Hand in your exercise books, please.3. Изложение нового материала.Today we talk about atoms. What is an atom?The Atom.All matter such as solids, liquids, and gases, is composed of atoms. Therefore, the atom is considered to be the basic building block of matter. However, atoms are almost always grouped together with other atoms to form what is called a molecule. Only a few gases such as helium are composed of individual atoms as the structural unit.What is an atom composed of?An atom is the smallest particle of any element that still retains the characteristics of that element. However, atoms consist of even smaller particles. Atoms consist of a central, dense nucleus that is surrounded by one or more lightweight negatively charged particles called electrons. The nucleus is made up of positively charged particles called protons and neutrons which are neutral. An atom is held together by forces of attraction between the electrons and the protons. The neutrons help to hold the protons together. Protons and neutrons are believed to be made up of even smaller particles called quarks. We will limit our discussions to protons, neutrons and electrons.Niels Bohr was a Danish scientist who introduced the model of an atom in 1913. Bohr's model consists of a central nucleus surrounded by tiny particles called electrons that are orbiting the nucleus in a cloud. These electrons are spinning so fast around the nucleus of the atom that they would be just a blur if we could see particles that small. In our pictures and exercises the electron appears to orbit in the same path around the nucleus much like the planets orbit the Sun. But, please be aware that electrons do not really orbit in the same path. The electrons actually change their orbit with each revolution.NucleusThe nucleus was discovered in 1911, but its parts were not identified until 1932. Virtually all the mass of the atom resides in the nucleus. The nucleus is held together by the "strong force," one of the four basic forces in nature. This force between the protons and neutrons overcomes the repulsive electrical force that would, according to the rules of electricity, push the protons apart otherwise.ProtonsProtons are positively charged particles found within atomic nuclei. They were discovered by Ernest Rutherford in experiments conducted between 1911 and 1919.The number of protons in an atom defines what element it is. For example, carbon atoms have six protons, hydrogen atoms have one and oxygen atoms have eight. The number of protons in an atom is referred to as the atomic number of that element. The number of protons in an atom also determines the chemical behavior of the element. The Periodic Table of the Elements arranges elements in order of increasing atomic number.Protons are made of other particles called quarks. There are three quarks in each proton — two "up" quarks and one "down" quark — and they are held together by other particles called gluons.ElectronsElectrons have a negative charge and are electrically attracted to the positively charged protons. Electrons surround the atomic nucleus in pathways called orbitals. The inner orbitals surrounding the atom are spherical but the outer orbitals are much more complicated.An atom's electron configuration is the orbital description of the locations of the electrons in an unexcited atom. Using the electron configuration and principles of physics, chemists can predict an atom's properties, such as stability, boiling point and conductivity.Typically, only the outermost electron shells matter in chemistry. The inner electron shell notation is often truncated by replacing the long-hand orbital description with the symbol for a noble gas in brackets. This method of notation vastly simplifies the description for large molecules.For example, the electron configuration for beryllium (Be) is 1s22s2, but it's is written [He]2s2. [He] is equivalent to all the electron orbitals in a helium atom. The Letters, s, p, d, and f designate the shape of the orbitals and the superscript gives the number of electrons in that orbital.NeutronsNeutrons are uncharged particles found within atomic nuclei. A neutron's mass is slightly larger than that of a proton. Like protons, neutrons are also made of quarks — one "up" quark and two "down" quarks. Neutrons were discovered by James Chadwick in 1932.Atomic mass unitThe unified atomic mass unit (symbol: u) or dalton (symbol: Da) is the standard unit that is used for indicating mass on an atomic or molecular scale (atomic mass). One unified atomic mass unit is approximately the mass of one nucleon (either a single proton or neutron) and is equivalent to 1 g/mol. It is defined as one twelfth of the mass of an unbound neutral atom of carbon-12 in its nuclear and electronic ground state, and has a value of 1.660538921(73)×10−27 kg. The CIPM has categorised it as a non-SI unit accepted for use with the SI, and whose value in SI units must be obtained experimentally.4. Закрепление.Сrossword: «The atom».Questions:1) The three basic components of an atom are: electrons, protons and …2) An element is determined by the number of: …3) A single proton has what electrical charge?4) Which two particles would be attracted to each other? Protons and… 5) The center of the atom is the…1)2)3)4)5)Answers:1) Neutrons2) Protons3) Positive4) Electrons5) Nucleus5. Подведение итогов урока.The lesson is over! Goodbye!Тема урока: Боровская модель атома. (The Bohr atom model)Цель урока: Формирование у учащихся представлений о Боровской модели атома.План урока.Организационный момент. (2 мин.)Изложение нового материала. (35 мин.)Закрепление (6 мин.)Подведение итогов урока. (2 мин.)Урок разработан при помощи сайта: http://www.chem1.com/acad/webtext/atoms/atpt-3.html Ход урока1. Организационный момент.Приветствие учащихся.Отмечание отсутствующих учащихся.Подведение учащихся к теме урока.2. Изложение нового материала.Niels Bohr was a brilliant Danish physicist who came to dominate the world of atomic and nuclear physics during the first half of the twentieth century. Bohr suggested that the planetary model could be saved if one new assumption were made: certain "special states of motion" of the electron, corresponding to different orbital radii, would not result in radiation, and could therefore persist indefinitely without the electron falling into the nucleus. Specifically, Bohr postulated that the angular momentum of the electron, mvr (the mass and angular velocity of the electron and in an orbit of radius r) is restricted to values that are integral multiples of h/2π. The radius of one of these allowed Bohr orbits is given by r=nh/2πmν, in which h is Planck's constant, m is the mass of the electron, v is the orbital velocity, and n can have only the integer values 1, 2, 3, etc. The most revolutionary aspect of this assumption was its use of the variable integer n; this was the first application of the concept of the quantum number to matter. The larger the value of n, the larger the radius of the electron orbit, and the greater the potential energy of the electron (рисунок 2.2.1).1580515118110Рисунок 2.2.1 Bohr model of the atom.As the electron moves to orbits of increasing radius, it does so in opposition to the restoring force due to the positive nucleus, and its potential energy is thereby raised. This is entirely analogous to the increase in potential energy that occurs when any mechanical system moves against a restoring force— as, for example, when a rubber band is stretched or a weight is lifted.Thus what Bohr was saying, in effect, is that the atom can exist only in certain discrete energy states: the energy of the atom is quantized. Bohr noted that this quantization nicely explained the observed emission spectrum of the hydrogen atom. The electron is normally in its smallest allowed orbit, corresponding to n = 1; upon excitation in an electrical discharge or by ultraviolet light, the atom absorbs energy and the electron gets promoted to higher quantum levels. These higher excited states of the atom are unstable, so after a very short time (around 10—9 sec) the electron falls into lower orbits and finally into the innermost one, which corresponds to the atom's ground state. The energy lost on each jump is given off as a photon, and the frequency of this light provides a direct experimental measurement of the difference in the energies of the two states, according to the Planck-Einstein relationship e = hν.With his model, Bohr explained how electrons could jump from one orbit to another only by emitting or absorbing energy in fixed quanta. For example, if an electron jumps one orbit closer to the nucleus, it must emit energy equal to the difference of the energies of the two orbits. Conversely, when the electron jumps to a larger orbit, it must absorb a quantum of light equal in energy to the difference in orbits.3. Закрепление.Test: Atomic structureQuestion #1: Which of the following cannot be broken down to anything simpler?(A). water(B). table salt(C). silver(D). sugarQuestion #2: The atomic number of an atom identifies the number of(A). protons.(B). neutrons.(C). quantum orbits.(D). excited states.Question #3: The Bohr model of the atom was able to explain the Balmer series because(A). larger orbits required electrons to have more negative energy in order to match the angular momentum.(B). differences between the energy levels of the orbits matched the difference between energy levels of the line spectra.(C). electons were allowed to exist only in allowed orbits and nowhere else.(D). none of the aboveQuestion #4: A beryllium atom has 4 protons, 5 neutrons, and 4 electrons. What is the mass number of this atom?(A). 4(B). 5(C). 8(D). 9Question #5: Electron was discovered by___________.(A). Chadwick(B). Thomson(C). Goldstein(D). BohrAnswers:#1 Answer: C). silver.Water can be broken down to oxygen and hydrogen, table salt can be broken down to sodium and chlorine, and sugar can be broken down to carbon, hydrogen, and oxygen. Silver cannot be broken down to anything simpler because it is an element, as are oxygen, hydrogen, sodium, chlorine, and carbon.#2 Answer: (A). protons.The atomic number identifies the number of protons in the nucleus of an atom. A neutral atom also has negatively charged electrons that are equal in number to the protons.#3 Answer: (B). differences between the energy levels of the orbits matched the difference between energy levels of the line spectra.#4 Answer: (D). 9#5 Answer: (B). Thomson4. Подведение итогов урока.The lesson is over! Goodbye!Тема урока: Энергия связи в ядре. Дефект масс. (Nuclear binding energy. Mass defect.)Цель урока: Формирование у учащихся представлений об энергии связи в ядре, дефекте массы, навыков применения постоянных и формул при решении задач.План урока: Организационный момент. (2 мин.)Изложение нового материала. (30 мин.)Закрепление. (10 мин.)Подведение итогов урока. (2 мин.)Домашнее задание. (1 мин.)Урок разработан с помощью сайтов:http://www.livescience.com/37206-atom-definition.htmlhttp://physics.bu.edu/~duffy/sc546_notes10/mass_defect.htmlhttp://en.wikipedia.org/wiki/Atomic_mass_unitХод урока:1. Организационный момент.Приветствие учащихся.Отмечание отсутствующих учащихся.Подведение учащихся к теме урока.2. Изложение нового материала.Nuclear Binding Energy and the Mass Defect.A neutron has a slightly larger mass than the proton. These are often given in terms of an atomic mass unit, where one atomic mass unit (u) is defined as 1/12th the mass of a carbon-12 atom. (таблица 3)Таблица 2. Properties of the Proton, Neutron and ElectronParticleMass (kg) Mass (u) Mass (Mev/c2)1 atomic mass unit 1.660540 x 10-27 kg 1.000 u 931.5 MeV/c2 neutron 1.674929 x 10-27 kg 1.008664 u 939.57 MeV/c2 proton 1.672623 x 10-27 kg 1.007276 u 938.28 MeV/c2 electron 9.109390 x 10-31 kg 0.00054858 u 0.511 MeV/c2 Einstein's famous equation relates energy and mass: E = mc2 You can use that to prove that a mass of 1 u is equivalent to an energy of 931.5 MeV. Something should strike you as strange about the table above. The carbon-12 atom has a mass of 12.000 u, and yet it contains 12 objects (6 protons and 6 neutrons) that each have a mass greater than 1.000 u, not to mention a small contribution from the 6 electrons. This is true for all nuclei, that the mass of the nucleus is a little less than the mass of the individual neutrons, protons, and electrons. This missing mass is known as the mass defect, and represents the binding energy of the nucleus. The binding energy is the energy you would need to put in to split the nucleus into individual protons and neutrons. To find the binding energy, add the masses of the individual protons, neutrons, and electrons, subtract the mass of the atom, and convert that mass difference to energy. For carbon-12 this gives: Mass defect = Dm = 6 * 1.008664 u + 6 * 1.007276 u + 6 * 0.00054858 u - 12.000 u = 0.098931 u The binding energy in the carbon-12 atom is therefore 0.098931 u * 931.5 MeV/u = 92.15 MeV. In a typical nucleus the binding energy is measured in MeV, considerably larger than the few eV associated with the binding energy of electrons in the atom. Nuclear reactions involve changes in the nuclear binding energy, which is why nuclear reactions give you much more energy than chemical reactions; those involve changes in electron binding3. Закрепление.