Method of teaching physics: types of tasks and ways of their solution

Problems in physics are varied in content and in didactic goals. They can be classified according to various criteria. According to the method of expressing conditions, physical problems are divided into four main types: textual, experimental, graphic, and task drawings. Each of them, in turn, is divided into quantitative (or estimated) and qualitative (or tasks issues). At the same time, the main types of tasks can be divided according to the degree of difficulty into easy and difficult, training and creative tasks and other types. In the educational process in physics, textual tasks are most often used, in which the condition is expressed verbally, textually, and the condition has all the necessary data, except for physical constants. According to the methods of solution, they are divided by tasks -questions, and settlement (quantitative). When solving problems, it is necessary (without performing calculations) to explain what a particular physical phenomenon or to predict how it will proceed under certain conditions. As a rule, the content of such tasks lacks numerical data.

The lack of calculations in solving problem-questions allows you to focus students on the physical essence. The need to justify the answers to these questions teaches schoolchildren to reason, helps to better understand the essence of physical laws. Problem-solving is usually performed orally, with the exception of cases where the task contains graphic material. Answers can also be expressed in figures. The tasks are closely related tasks - drawings. They require verbally giving answers to a question or depicting a new drawing, which is the answer to the drawing of the problem. The solution of such problems contributes to the education of students attention, observation and the development of graphic literacy. Quantitative problems are tasks in which the answer to the question posed cannot be obtained without calculations. In solving such problems, a qualitative analysis is also necessary, but it is also supplemented by a quantitative analysis with the calculation of certain numerical characteristics of the process. Quantitative tasks are divided by difficulty into simple and complex.

Simple tasks mean tasks requiring simple analysis and simple calculations, usually in one or two actions. To solve quantitative problems, different methods can be applied: algebraic, geometric, graphic. An algebraic way of solving problems is to use formulas and equations. The geometric method uses the theorems of geometry, and the graphic method uses graphs. Intersubject content tasks reflecting the connection of physics with other academic disciplines are distinguished as a special type. In problems with historical content usually use the facts from the history of the discovery of the laws of physics or any invention. They have a great educational value. Experiment in tasks is used in different ways. In some cases, from the experience conducted on the demonstration table, or from experiments performed by students on their own, they find the data necessary to solve the problem. In other cases, the task can be solved on the basis of the data specified in the conditions of the task. Experience in such cases is used to illustrate the phenomena and processes described in the problem, or to verify the correctness of the solution. But if an experiment is used only to verify a solution, it is wrong to call the problem experimental. An essential feature of experimental problems is that when they are solved, the data are taken from experience.

In the process of solving experimental problems, students develop observation skills, improve skills in handling devices. At the same time, students learn more deeply the essence of physical phenomena and laws. In graphic problems, graphics are used in the process of solving. By the role of graphs in solving problems, there are distinguished ones, the answer to which can be obtained on the basis of the analysis of an already existing graph, and in which it is necessary to graphically express the functional relationship between the quantities. Solving graphic problems helps to clarify the functional relationship between values, to instill skills in working with the schedule. This is their cognitive and polytechnical knowledge. Physical problems in which there is not enough data to solve them are called problems with incomplete data. The missing data for such tasks are found in directories, tables and other sources. Students will often encounter such tasks in life, so solving such problems at school is very valuable. In order to show students interest in solving problems, it is necessary to skillfully select them. The content of the tasks should be clear and interesting, briefly and clearly formulated. Mathematical operations in the problem should not obscure its physical meaning, it is necessary to avoid artificiality and outdated numerical data in the conditions of tasks. You need to start solving problems on topics with the simplest ones, in which the attention of students focuses on the patterns studied in this topic, or on clarifying the signs of a new concept, establishing its connection with other concepts. Then gradually you should move on to more difficult tasks.

Sources used:

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"Экономика и социум" №3(70) 2020