The digital experiment introduces computer technology on the basis of traditional experiments, which makes the traditional experimental technology develop in the direction of modernization and digitization. As a new type of experimental method, digital experiment can flourish in the background of new curriculum reform, which is closely related to his advanced nature and practicality. The digital experiment is not only a supplement to the traditional experiment, but also an extension of the traditional experimental teaching. The role of the digital experiment is to solve the experiment of "can't do" and "do not do well" in the traditional experiment. In 2005, Lishui Yizhong was equipped with the digital laboratory of the three disciplines of physics, chemistry and biology of Beijing Weichengya Laboratory Equipment Co., Ltd., which made our experimental results have a qualitative leap.
First, the superiority of the digital laboratory
The digital experiment is the application of sensor technology. The information collected in the experiment is digitized and transmitted to the computer. After being processed by the sensor software, it is displayed in various forms such as dotted line diagram, table, digital meter and pointer meter. It enables students to observe the entire process of experimental changes and to visually and visually process the changes. To a certain extent, it can display microscopic changes and other data through macroscopic change charts, so as to better reveal the scientific laws. From the use of digital laboratory in our school, the digital experiment has the following characteristics:
1 Digital laboratory is open. According to the actual needs of teaching, the digital laboratory can be used for demonstration experiments (with projection equipment) or group experiments; it can be used for classroom teaching as well as for exploring practical activities. Among them, it is most suitable for comprehensive practical activities. Using intelligent data collectors, you can collect information in many places such as homes, fields, factories, and so on. Therefore, the digital laboratory is an open experimental platform, open in both teaching content and teaching methods. For example, measuring the pH, conductivity, dissolved oxygen and other indicators in tap water, the traditional experiment is to take samples at various points and send them back to the laboratory for analysis, which is time consuming and laborious. The digital experiment can directly bring the device to the various points for measurement. The data is analyzed by the computer and then sent back through the wireless network, which can easily summarize the data.
2 The digital laboratory has the characteristics of intelligence, and its intelligent features basically run through the entire scientific experiment process. For example, in the determination experiment of neutralization heat, the traditional experimental method is completed manually by both the point of drawing and the drawing. In the digital experiment, these processes are all done by computer, and the temperature curve can be accurately and clearly displayed. The software can directly calculate the result of the neutralization heat, and can display the real data synchronously.
3 Digital experiment and traditional experiment have unity. The digital experiment is based on the hands-on experiment of the students. It only combines computer technology (acquisition, processing and expression) in the two aspects of information collection and processing, thus realizing the unification of computer technology and experimental technology.
Second, the digital experiment is the extension and development of traditional experiments
Traditional qualitative experiments generally judge the progress of the reaction by human observation (color, smell, state, precipitation, bubbles, etc.). Quantitative experiments are performed by instruments (thermometers, ammeters, voltmeters, etc.) that measure and record data intermittently, by hand drawing charts, and finally by analysis. In the digital experiment, the information is digitized by the sensor and the data is transmitted to the computer, and the result is output by the computer. When the values ​​of the components and the quantitative relationship between them are measured, the computer can analyze the problem more scientifically and solve the problem.
Thanks to the addition of sensors and computers, the experimental data can be continuously monitored, collected and processed more quickly and accurately during the experiment, and the data can be displayed in real time using software. It can store, transmit, and analyze and process data, improve the accuracy of the experiment, and make the experimental results more realistic. This digital experiment not only automates the original quantitative experiment, but also gives the experimental results quickly and accurately, and can quantify the original qualitative experiment.
Digital experiments can capture subtle changes in time. Traditional experiments generally rely on the eyes to observe experimental phenomena, rely on the brain to record and process data. However, many experimental phenomena change too fast and are fleeting. They are too late to observe or not observed at all. Sometimes, even if they can read, they are likely to cause large errors. Digital experiments can capture "instantaneous" changes through sensors, and can be analyzed by computer records, so that the scope and depth of the inquired problems can be greatly expanded, and the objective laws can be more conveniently and deeply revealed.
Digital experiments can expand the depth and breadth of problem research, and are more conducive to inquiry teaching. Display many problems that can only be expressed in the form of numbers, tables, and dotted lines. Organically combine traditional experimental techniques with sensing technology and information technology to enable students to observe, capture and analyze traditional experimental instruments. The incomprehensible weak information and instant information pose a higher challenge to the depth of inquiry, more developmental, and more positive awareness of students.
For example, in acid-base neutralization titration experiments, traditional experiments are based on acid-base indicators to determine the endpoint. During the experiment, only the mutation of the indicator color at the end point can be seen, and the whole process of pH change cannot be seen. The use of a pH sensor in a digital experiment allows the student to see the entire process of pH change in the neutralization reaction and display the entire process in a dotted line. Students can easily explore the substance of the neutral response.
Digitalization is based on traditional experimental techniques, introducing a multi-functional experimental platform consisting of sensors, data collectors and computers. Digital experiment is not only an effective supplement to traditional experimental teaching, but also a reform of traditional experimental teaching. It is also a challenge to experimental teaching under the new curriculum standard. This requires us to constantly explore and use it effectively in experimental teaching in order to realize the great superiority of digitalization.
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