Tomsk State University. Physical Department.
Laboratory of training physics experiment
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TEACHING METHODS
     

The improvement of experimental basis of physics course teaching has a sustained character and profound scientific traditions both in domestic and foreign pedagogy.

Formation of physics in Russia started from foundation of St. Petersburg Academy of Science. Russian Academies and Universities were creating special physics laboratories for carrying out physics experiments (e.g. under Kraft G.V., Petrov V.V. etc.). In the course of time, as it is noticed, for instance, in S.I. Vavilov’s papers the research laboratories were being arisen from these physics laboratories and later they came into being scientific-research institutes. But these physics laboratories or “demorooms” had been remained valid at universities and high schools not so much for historical reason as they kept in their content an experimental and research character of the physics that must be studied at higher educational institutions nowadays.

The first rector of Tomsk University professor N.A. Gethekhues was a physicist; and the first lectures were accompanied by demo experiments. And in the first decades of the University operation the physics demoroom was the only experimental basis both for the scientific work and for students’ practical work.

At present there are about 600 basic demonstrations in the University physics laboratory. Taking into account the diversity work with pupils, the number of demonstrated experiments can be numbered up to 1000. Inherent property of physics as a science is its development and its steady complicating that leads to the level growth of mathematical formalization of teaching materials. It occurs, as a rule, because of considerable contraction of feasibility of demonstrational experiments and laboratory practical work. Therefore it is urgent to carry out purposeful development of new physics demonstrational experiments and practical works. It is undoubtedly that application of modern technical facilities, for example, lasers promote the performance of new training physics experiments. Some of the experiments with low luminosity were succeed to perform for a big audience with the help of television technique. It is important that the created devices and installations should be rather simple by their creation and their application in the process of demonstration for students as well.
    

    Student Teaching

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