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Starting from the necessity of an applicated study of physics, in this paper, we propose the development of an instrument based on Inquiry-Based Learning (IBL). With this instrument and using STEM (Science, Technology, Engineering and Mathematics) elements the students learn about the seismic waves as a direct application of the mechanical waves study, analyze an earthquake succeeding in deciphering a seismogram and determinate the location of the epicenter of an earthquake. The location of the epicenter is done by the triangulation method. The application designed by authors and presented here facilitates the determinations surpassing/ eliminating the possible errors that can occur either from the calculus or the geometrical drawing, the only source of errors remaining the reading of the seismograms, meaning the arrival times for the Primary and the Secondary waves of the earthquake. In order to illustrate the triangulation method, the GeoGebra application and didactic simplified seismograms are used, in order to ease the correct understanding of the method. GeoGebra is free software for geometrical constructions combined with algebraic calculus, therefore a perfect tool for the illustration of the triangulation method. The designed instrument can be included in an elearning sequence by the following components: the theoretical notions are provided through a blog open for the students or by setting up an e-classroom. The application runs also on smartphones and tablets which create the possibility of setting up a virtual lab with the students. So, as result of the use of the learning instrument, the students will achieve a better understanding both of the way of studying the earthquakes and the phenomenon itself either in quality and in quantity. The application allows also the understanding of how a scientific investigation is realized and will learn how to use experimental data for the conclusions related to a phenomenon. They will gain some IT competencies also, by using the virtual space in order to communicate and to achieve data. [ABSTRACT FROM AUTHOR]

Mastering of the mathematical tools is essential for an in-depth understanding of Science. By building mathematical models and the associated computer simulations, students can understand the physical theories that explain various phenomena. The VPython programming language provides a favourable environment for effective and comprehensive learning activities. The computer models created by students form a bridge between the two fundamental components in the study of physics: the theory and the experiment. In this paper we present how we used the VPython programming language to explain the phenomenon of multiple reflections in two intersected plane mirrors. We followed the simultaneous development of students' skills in three areas: applying mathematical knowledge to solve a real-world problem, applying the principles of Physics to understand an optical phenomenon, and the ability to use the tools of information technology to verify and validate, by visualisation, the achieved mathematical reasoning. The applet generated with VPython allows viewing of the images of a pointlike object in the two concurrent mirrors, showing their localization on the extensions of a successively reflected ray. The construction of VPython simulation was performed after the students had determined the number of images and after they had calculated their polar coordinates, assisted by the GeoGebra software. The representation of a successively reflected ray was not possible with GeoGebra, due to the limitations of the software in the use of a repetitive structure. The impediment was overcome by using the VPython programming language. The learning activity we present here is interdisciplinary, creating a correlation between knowledge acquired by students at three different school subjects: Mathematics, Physics and Computer Science. The outcome is the generation of a computer simulation of the phenomenon, based on the mathematical model built by the students. [ABSTRACT FROM AUTHOR]

This paper presents a methodology developed by the authors for a comprehensive study at high school level of some topics related to the movement on an inclined plane. The approach is interdisciplinary, aiming development of mathematical and programming skills of the students and improving the ability to use knowledge of Physics, Mathematics and Computer Science, simultaneously and in conjunction. The activities are finalized by the development of computer models by the students. VPython programming language is used for numerical modelling of the motion of the projectiles launched at different angles on an inclined plane, being obtained visualization of Galilei's parabolas. A navigable three-dimensional model is achieved, by exploiting the facilities of Visual package, with its graphical functions and procedures, and by using operations with vectors. For analytical modelling we used the GeoGebra mathematical software, and in this way we obtained a simulation of Galilei's theorem of chord, with generalizations inferred through the study of the implemented mathematical model. The GeoGebra software allows simultaneous work with algebraic and geometric representation of mathematical concepts, providing a visual intuitive support that fosters understanding of abstract concepts. To facilitate understanding of analytical mathematical model for movement on an inclined plane, we used a GeoGebra representation of the distance covered by the mobile as Riemann sums for speed versus time function. Thus, understanding the equation of motion becomes accessible to students in the ninth grade, even if they have no knowledge of integral calculus. By the graphical visualisations, the computer offers the student feedback throughout the activities of implementation on computer of the mathematical models. Constructivist learning principles are applied naturally, supported by a constant confrontation between the meaning assigned to mathematical relations and the obtained images on computer. [ABSTRACT FROM AUTHOR]

The development of clean and renewable energy is the one of the important challenges that scientist will confront in the near future. To get involved the young generation in learning solar energy seems to happen much more difficult, though. Accessibility of some of the materials through home or school-based experiments could be one of the main reasons why they are not eager to learn. Even the research currently made on semiconductors for solar energy conversion indicated the same result. On the other hand, dye sensitized solar cells (DSC) which are used for the electricity production from solar radiation are both cheap and easily accessed compared with the conventional photovoltaic cells. For these reasons, an experiment has been developed by using ordinary and harmless products for the construction of a dye sensitized solar cell that has the similar construction used in natural photosynthesis. The conversion of solar energy to electrical energy can be displayed through the usage of this simple and easily assembled construction. To check the utility of DSC on teaching solar energy conversion a project was realized. The aim of this project was to supply a cheap and an easily accessed hands-on exercise for high school students. Students were both given a short outline about the basic measurements related to photovoltaic cell performance and shown the characterization of this performance. They were also suggested to utilize these concepts for their demonstrations. [ABSTRACT FROM AUTHOR]

The pollution caused by burning fossil fuels made people search for using alternative energy sources. Beside the development of research on the use of renewable energy sources, the education on renewable energy sources and environmental protection is also important among the new generation. The reason why the effective methods should be chosen for the new generations' gaining the root knowledge of the trendy solar energy is making them consciously choose and study on this fields. Therefore, it important to explore firstly fundamental knowledge of high school students. The target of this study is to analyze students' solar energy knowledge and misconceptions with STEM project-based activities, such as efficiency of solar cell at high or low temperature, effect of different coloured light on output of solar cell. In this study, 15 open-ended questions was administered to 127 high school students to better understand their conceptions of solar energy and individual interview used when students perform their project based learning activities. Analysis revealed that students are familiar with solar energy but most of the students are not sure how solar cell works and role of heat in the function of solar cells. Also we discovered some additional students' misconceptions about solar energy like red colour has higher energy than blue light. [ABSTRACT FROM AUTHOR]