Abstract:

The main objective of this work is to propose a model of physics experiments that develop the main characteristics and develop the more fundamental skills of a physics practice, as well as introduce e-learning tools, in order to improve this practice.
We intend to define a model that attends two undergraduate programs, namely an e-learning undergraduate program (BA in Sciences) and the classic face-to-face undergraduate program (BSc in Medical Physics). The laboratory practices will be similar, but in the first program e-learning will be more emphasized, whereas in the second case the classic presential learning will be highlighted. At this moment this model will be applied for a specific Physics area: fluids, gases and heat, for which we will select three experiments to employ our model.
First of all, it is important to define which are the most important skills to be developed in a classic laboratory practice and transfer them to a blended learning undergraduate program. We single out that the following is important: 1) Observation of a physical phenomenon as it is, and not only observation of idealized models, e.g., motion with or without idealized friction; 2) Adequate equipment handling and correct application in a physical phenomenon. To this end, it is necessary to "touch" and "see" the experiment; 3) Measurement of a physical variable with all the difficulties that nature can pose to an experiment; e. g., high signal/noise ratio, darkness, equipment restriction, and other difficulties that are inherent to a measurement; 4) In situ interaction with other students that have witnessed the same phenomenon and knowledge. In our model all these skills will have to be present.
To this end, we have identified which Information Technology (IT) tools offer good features and can be transferred from e-learning programs to classic laboratory programs, thus bringing into being a physical practice of b-learning. The IT tools selected for this work will be briefly described: 1) Web pages for theory, practice guide and other informational texts; 2) Wiki pages to report experiments, publish a results databank, and share experimental data with other students; 3) Remotely Controlled Laboratory (RCL) for long-distance data acquisition for some complementary experiments; 4) Simulations for visualization of abstract physical phenomena; 5) Video-teaching for execution or construction of the physical experiment and for delivery of general instructions for laboratory practice; 6)Students' timeline and knowledge management, allowing pupils to learn at their own pace.
For the timeline, the first activity will be totally based on e-learning: the student will revise physics theory and equipment care. Next, learners will be submitted to e-tests that evaluate their ability to understand physics, carry out good laboratory practice, and conduct the proposed experiment. The second activity (b-learning) will be performed only by the student, if he passes the previous e-tests. If the student is successful, they will start the practice by handling equipment, designing experiments, and carrying out data acquisition and group discussion. In the laboratory, the teacher can evaluate students' skills. To finish the practice, an e-learning process will be introduced again for experiment conclusion, results discussion, and students' submission to a final e-test.