Uporaba infrardeče kamere pri poučevanju trenja

Nered, Urša (author), Planinšič, Gorazd (mentor)

Pri energijski obravnavi fizikalnih problemov imajo dijaki pogosto težave z izbiro opazovanega sistema, nerodna izbira pa lahko preprosto nalogo spremeni tudi v nerešljivo, še posebej pri nalogah, ki vključujejo trenje. Magistrsko delo obravnava učinkovitost uporabe infrardečih (IR) posnetkov kot dopolnilno gradivo pri obravnavi fizikalnih poskusov povezanih s trenjem. Rezultati kažejo, da dijaki, ki so si ogledali IR posnetek poleg običajnega posnetka poskusa, bolj pogosto prepoznajo trenje in z njim povezano spremembo notranje energije ne le premikajočega se objekta ampak tudi podlage . Presenetljiva ugotovitev, ki izhaja iz analize odgovorov, pa je, da dijaki, ki so se seznanili z IR posnetkom, svoje trditve pogosteje podpirajo z opaženimi eksperimentalnimi dejstvi in ne le s teoretičnim znanjem. Rezultati kažejo, da so IR kamere in gradiva, pripravljena z njimi, smiselna dopolnitev pri pouku, saj lahko dijakom približajo do sedaj nevidne procese.

• Language: Slovenian
• Keywords: aktivni pouk, infrardeča kamera, trenje, študija primera
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FMF - Faculty of Mathematics and Physics
• Year: 2023
• PID: 20.500.12556/RUL-153429
• COBISS.SI-ID: 178130947
• Publication date in RUL: 05.01.2024

Secondary language

• Language: English
• Title: The Use of Infrared Camera in Teaching Sliding Friction

Abstract

When working on problems involving energy analysis, students often struggle with the choice of the observed system, and a poor choice can easily turn a task into an unsolvable one, especially in problems involving friction. This master's thesis focuses on the effectiveness of using infrared (IR) video recordings as supplementary material in the analysis of physics experiments related to friction. The results indicate that students who viewed IR recordings in addition to regular experiment footage more frequently recognize friction and the associated changes in internal energy, not only in the moving object but also in the surface it slides on. A surprising finding arising from the analysis of responses is that students who viewed IR recordings more often support their claims with observed experimental facts rather than solely relying on their theoretical knowledge. The results suggest that IR cameras and the materials created using them are a meaningful addition to teaching, as they can provide students with insights into processes that were previously invisible.

• Keywords: active learning, infrared cameras, sliding friction, case study