Applied Physics for Information Technology - Physics - Metropolia Confluence
What exactly happened in physics point of view that enabled us to create blue LEDs? What is Fermi energy? What is the difference between a. The Physics of Information Technology PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF . Integral Relationships. a physics text, not a work of popular science: it assumes the reader has done a The connection with information technology is threefold: Gershenfeld takes an and communications, starting with an explanation of the necessary quantum.
Computer simulations have been successfully applied from high school to university physics teaching. They have been used to diagnose and remedy alternative conceptions of velocity, and confront alternative students' conceptions in mechanics.
A recent study showed that simulations were equally effective to micro-computer based labs in facilitating the comprehension of concepts involving the free fall of objects.
Other studies focus on the effects of the use of computer simulations on students' conceptual understanding. Information technology IT is concerned with the use of technology in large organizations. In particular, IT deals with the use of electronic computers and computer software to convert, store, protect process, transmit and retrieved information.
METHODS Purpose of study This study investigated the effect of IT on teaching and learning of physics course and found out whether students were taught physics with the use of IT materials such as computer system, internet facilities, projector, video player and etc performed better than those taught with textbook and traditional teaching. Research hypothesis Information Technology has effect in improving the students learning and knowledge in physics.
This physic course is teaching in three hour per week. Physics is the first teaching topic described in the Iran Ardebil high school Curriculum. The educational intervention Our educational intervention took place approximately one year after students in the experimental group had received traditional classroom teaching on the relevant topics.
During the year lesson the teacher, with the collaboration of a researcher. Furthermore, all students had a short period of practice in order to familiarize with the Information Technology environment. During the lesson students were engaged in tasks demanding the use of Interactive Physics representations. They also used the simulation software to represent various physical quantities in graphical form, understand the relationships between physical concepts and, finally, to develop an in-depth understanding of the physical laws.
The effect of information technology in teaching physics courses | ALI HABIBI - avb4you.info
Students in the experimental did not use other Technology to experiment with other types of trajectory in physic course. Instrument Data were collected using two basic instruments namely: Qualitative — Focus Interview After completion of the implementation of the inventory, teachers choose twenty five students from classes according to their interest and success with Information Technology.
One of the researchers conducted a focus group interview with a structured interview form. The questions below were asked to the students: Did you have difficulty with the Information technology?
How much IT has been effective in the process of doing physics experiments? Is the IT accurate than the traditional approach of physics experiments? What was your favorite aspect of Information technology? Do you like teaching with Information technology? Do you use information technology in your interest towards physics has been effective?
Context and Process The research tool was a questionnaire based on open-ended questions. Students were asked to answer questions based on descriptions of the tasks and provide the necessary justifications to their responses. In particular, the students were asked to evaluate qualitatively the experimental processes of the tasks.
The questionnaire included questions concerning the concepts of topics physic field. The questions focused on two parameters: The statistical treatment of data collected was analyzed using statistical packages for social science SPSS and these include: Simple percentages Chi — Square.
Information Technology will not have any significant impact on teaching and tear ling of physics.
In testing the above hypothesis, Chi-square statistics was adopted using question asked to ascertain the use of IT in enhancing teaching and learning of physics.
The results are presented in the table below: With the introduction of information and communication Technology, a new challenge for science and physics education has emerged.
The Physics of Information Technology
Information Technology is significant because it is necessary for the development of our educational system. Therefore, there is no doubt that the world are in the grip of a telecommunications resolution. This means that we are at the advantage to develop our educational system to meet the demand of other developed countries. So the need for information Technology is of great advantage for our schools.
Schools should be introduced to IT so that government will pay more attention to educational system of the country and provide necessary support to the growing trend of education to meet the standard of the developed countries. Finally, our high school students should be given the best in education with modem facilities which will in turn draw out the best in every student and ensures the utility of these students to the development of Iran and the world at large. Based on this investigation, it is considered very important to make the following recommendations: Government should encourage attracting state, local, international bodies and Non-governmental organizations to invest on IT related projects in secondary and high schools.
IT equipment and facilities such as internet, and equipment of IT should be made available to all secondary and high schools. Only qualified and competence physics teachers should be have skills in using information technology to teach physics course in classrooms. Physics teachers should be encouraged to study further in the IT. Attention should be paid of facilities in our secondary and high schools. Also ICT system together with necessary peripherals should be bought.
This will enhance the teaching and learning of physics and allow discovery of more facts. Conferences, seminars and workshops and relevant programs should be organized by professionals of IT to teach physics teachers and science teachers on modern technology and its uses. A rapid electromagnetism refresher is followed by a chapter on circuits, transmission lines, and waveguides, and another on antennas.
A general review of optics is followed by a chapter "Lensless Imaging and Inverse Problems", covering matched filters, coherent imaging, computed tomography, and magnetic resonance imaging. Turning towards solid state physics, a quick overview of quantum statistical mechanics and electronic structure leads to an explanation of the operation of junctions, diodes, and transistors and various kinds of semiconductor logics; a chapter on opto-electronics looks at systems for the generation, detection, and modulation of light; and a chapter covers magnetic materials and recording.
Two chapters then link this back to the information theory, covering instrumentation and signal modulation, detection, and coding and, adding complexity, many-body effects superconductivitynon-equilibrium thermodynamics thermo- and piezo-electricityand relativity. And a long final chapter offers a solid introduction to quantum computing and communications, starting with an explanation of the necessary quantum mechanics.
Gershenfeld packs a huge amount into The Physics of Information Technology. Though he does review background theory, he does so rapidly and then cuts straight to the essentials. The section on coding, for example, explains arithmetic and Huffmann compression in just a paragraph each, while two and a half pages on thermoelectricity explain thermocouples and Peltier coolers. The mathematics is perhaps an exception, with the bits Gershenfeld chooses to treat in detail and it gets quite involved in places sometimes rather arbitrary — the mathematics can usually be skipped without too much loss.
So the discussion of ferro- and ferri-magnetism includes a page and a half of mathematics deriving the Heisenberg Hamiltonian and J coupling, but then drops out of "mathematics mode" pretty much entirely with one paragraph here quoted as an example of the style: A ferrimagnet is a ceramic oxide that has a spontaneous moment but is a good insulator.