Using ICT in solving problems related to mechanics in optional exercises

Abstract

Problem-solving exercises in physics are considered the most important and interesting of the optional exercises in the school physics course. Problem-solving exercises properly organise students‘ ability to understand non-trivial (challenging) questions, including research questions, questions of increased difficulty, “incomplete” (as if something is missing) and over-informed problems, conflict questions and students’ autonomy, there is an opportunity to develop creative abilities. In these exercises, students are introduced to some specific physical methods of problem solving, such as the method of units, graphs, etc. there is an opportunity to familiarise themselves with the methods. In addition, while solving problems in class XI, complex mathematical apparatus - basics of differential and integral calculus - can be used. Conducting elective courses opens great opportunities for individualisation and differentiation of education, realisation of interests and desires of students. There is no need to limit the time of doing this or that work in optional exercises. If students are interested in a particular part of physics, they should be given the opportunity to solve problems or conduct experiments within the framework of their interests. Nowadays, the application of computer programmes is widely used to increase visibility, build various models and solve problems related to innovative applications. From this point of view, it is more appropriate to group students together when designing complex objects using ICT. This not only teaches teamwork, but also differentiates learning and allows each student to discover his or her individual abilities and interests. Students should also be able to calculate the necessary values on the computer, having learnt the algorithm for solving programming problems. When solving programming problems, it is desirable first of all to make a table and record in it all the data of the problem conditions, physical constants and query values of quantities (if they are not entered into the programme, but are stored in memory), as well as the required quantities. It is recommended to write the first data in the columns of the table in the order in which they are entered into the memory of the machine, the values sought and the order of their calculation. For example, below are the programme variants available on an ordinary microcalculator ‘’Electronics MK-150‘’. For the programmes may (significantly) differ from each other. If there are no microcalculators working in the programming mode, these problems can be solved with the help of a computer. For instance, the motion of an object thrown at an angle to the horizon is considered. Calculations were carried out once on the microcalculator ‘Elektronika MK-150’, the second time on a computer