JP5360792B2 - Education system using an assembly-type experimental device - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To provide an educational system which uses a knockdown type experimentation apparatus, is efficient, effective and high in educational effect, and lighten the burden of learners and teachers. <P>SOLUTION: The educational system comprises a server (mentor server) which stores and delivers a content associated with an experiment through a network, a terminal (learner's terminal) which is connected to the server through the network and receives the content, and the knockdown type experimentation apparatus which attain the purpose of the experiment by dividing components into general components used for experiments of a plurality of purposes in common and dedicated components combined with general components to constitute specified purposes of experiments and reconstituting general components and dedicated components, and is characterized in that an experiment result obtained by the knockdown type experimentation apparatus is transmitted by the learner's terminal to the mentor server through the network. <P>COPYRIGHT: (C)2008,JPO&amp;INPIT

Description

The present invention relates to an education system using an assembly-type experimental device.

Educational distribution using IT (information technology) has been developed due to the spread of the Internet, and various efforts have been made in higher education at the education field and universities. It is expected not only to learn knowledge but also to develop the ability to challenge new challenges by learning methods of intellectual creation. (Non-Patent Document 1) On the other hand, in science education, experiments are essential, and various devices are used depending on the purpose of the experiment. In particular, a small experimental device is expected to be used when priority is given to space-saving, general-purpose, and low-cost over high-sensitivity and high-resolution when performing experiments in the field of education, development and research. This is especially the case when you want to conduct experiments in a space similar to an office desk. The general-purpose, low-priced, and easy-to-carry experimental system offers e-Learning (hereinafter referred to as “e-learning”) that offers education in remote locations and the convenience of using electronic filed teaching materials compared to classroom learning. Combined with e-learning, it is expected to play a role as a device to compensate for its weaknesses.

Conventionally, experimental kits limited to specific purposes for experiential learning are commercially available, and ultra-small chemical experimental apparatuses that allow an analysis unit having a specific function to be attached and detached have been proposed. (Patent Document 1)

In addition, an experiment information exchange system for exchanging experiment information between a requester and an experimenter using a terminal device connected via a communication means. The experiment contents, preparation items necessary for the experiment, and progress status There has also been proposed an experiment information exchange system for exchanging information on the experiment requester and the experimenter based on the experiment information displayed on the monitor screen of each terminal device and advancing the experiment. (Patent Document 2)

Recorded lectures in order to provide an education and training system that trains MRs (medicine information specialists) efficiently and economically so that students can take lectures at home, follow up on absentees and mid-career attendees Educational training system for MR training that has a database with recorded lecture content and exercise content, and distributes lecture content and exercise content to students' terminals via the Internet's high-speed communication network Has also been proposed. (Patent Document 3)

JP 2004-243308 A JP 2002-049659 A JP 2005-208538 A Virtual University, published in 2001

(1) Versatile However, all of the above-mentioned experiment kits, experiment information suggestion systems, and education and training systems are limited to specific technical fields and purposes, so they are multipurpose in combination with e-learning in the field of education, development and research. This is not sufficient when conducting experiments.

(2) Space-saving, low cost, and experiments are essential for education, development and research, and they are complex and sophisticated in various technical fields. For this reason, high-sensitivity, high-resolution new equipment is being developed every day, but they are generally on the way to large-scale, dedicated, and high-end. For this reason, the shelves in the experiment preparation room are lined with a lot of dedicated equipment that is used only a few times a year, occupying space and reducing the effectiveness / burden ratio. Nevertheless, in the case of physics education, for example, observation by experiments and experiential learning are extremely important, and video materials are insufficient, and you cannot experience the fun and enjoyment of physics. According to a recent survey on the subjects of elementary and junior high school physiology classes at the National Institute for Educational Policy Research, more than 80% of children replied that they liked experimentation and observation. . However, since expensive laboratory equipment cannot be purchased, and there is no storage space even if purchased, it is not possible to conduct a variety of simultaneous experiments with a small number of people. is there.

(3) Dedicated experimental equipment for the purpose of specifying portability is highly complete, but it is a black box that is difficult to understand at first glance, and it is extremely difficult to transform it so that it can be used unexpectedly. In addition, it is not easy to carry it to the education site.

(4) Reducing the burden on learners / instructors Furthermore, in e-learning with various hands-on learning (experiment) conducted for each unit of the lesson course, confirmation of the purpose of the experiment, tasks, articles used, experiment procedure, Questions and answers were a burden. The present invention has been made in view of such circumstances, and an educational system using an assembly-type experimental apparatus that achieves various experimental purposes in different technical fields with an extremely simple configuration and a size of a tabletop. The purpose is to provide.

(5) Educational effect Especially in the educational field, it is often better to use an actual experimental device than a system using video images, simulation models, and virtual reality technology. In particular, it is important to observe physical phenomena themselves in basic physics experiments, but it is difficult to cope with conventional systems.

(Points of interest)
In order to solve the above-mentioned problems, the present inventors have intensively studied and used a general-purpose component that uses an experimental apparatus in common for a plurality of experiments, and a dedicated component that constitutes a specific experimental purpose in combination with the general-purpose component. Assembling-type experimental device (Japanese Patent Application No. 2006-069380), and various sensors suitable for use in this experimental device (Japanese Patent Application Nos. 2005-239958 and 2006). -199741).

These are ideas from the field of education. The purpose of experiments in education, development, and research is not to perform high-sensitivity and precise experiments, but to confirm phenomena, principles, laws, and characteristic properties of materials. It is intended for performances and practical training at the elementary school. Therefore, in the present invention, an assembly-type experiment apparatus is used that allows various experiments by arranging necessary element parts in combination in a small space on a desk according to a theme.

For example, small generators and small detectors for light, sound, force, electrical signals, etc. are used. Small samples and measurement containers are used. Magnets are used to facilitate the attachment and detachment of the component parts on the substrate. The experimental device is connected to a personal computer through an electrical signal input / output device and a small camera so that various information can be taken into the personal computer and the instrument can be controlled. Of course, it can be used for research etc. by selecting the characteristics of materials and parts. There is also the possibility of experiments in the field using portability.

As described above, the present invention is an efficient, effective, and highly educational system using an assembly-type experimental device capable of fine-tuned individual guidance tailored to the learner, and is capable of two-way communication via a network. Moreover, it is to provide an education system that reduces the burden on learners and instructors. In order to solve the above problems, the present invention is configured as follows.

The invention of claim 1 includes a server (mentor server) having contents relating to an experiment distributed via a network, a terminal connected to the server via a network (learner terminal), and a plurality of terminals. An assembly-type experimental apparatus for performing the experiment of the object of the present invention, and an assembly-type experimental apparatus characterized in that the learner terminal transmits a result relating to the experiment to the mentor server via the network. It is an education system using.

In the invention of claim 2, the assembling-type experimental apparatus is divided into a general-purpose component commonly used for a plurality of experiments and a dedicated component constituting a specific experimental purpose in combination with the general-purpose component. 2. The educational system according to claim 1, wherein the educational system is an assembly-type experimental device that achieves the purpose of an experiment by combining a component and the dedicated component.

The invention according to claim 3 is the experimental system according to claim 1, wherein the content relating to the experiment includes an experiment plan, experimental apparatus information, an experiment procedure, and an experiment related content.

According to a fourth aspect of the present invention, the content related to the experiment is distributed from the mentor server to the learner terminal according to the step of the experiment. It is an educational system using equipment.

The invention according to claim 5 is an education system using the assembly-type experiment device according to any one of claims 1 to 3, wherein content relating to an experiment is distributed in advance to a learner terminal.

The invention according to claim 6 is characterized in that the content relating to the experiment includes a patterned checkpoint and / or troubleshooting, or a message distributed at regular time intervals. It is an education system using the assembly-type experimental device described in 1.

According to the seventh aspect of the present invention, the result of the experiment is created in a report format at the learner terminal and sent to the mentor server via the network, and the answer selected by comparing the report with the checklist at the mentor server The education system using the assembly-type experiment device according to claim 1, wherein the education system is transmitted to a terminal.

The present invention configured as described above solves the following problems.
(1) Since the experimenter can assemble, install, and replace the component parts of the versatility experimental device, the experiment mechanism is easy to understand, and various experiments are possible by changing the combination. Moreover, since it is possible to instruct a large number of experimenters from a remote location via the network at the same time by combining the experiment modules and instructing the procedure, the experimenter can perform an independent experiment and has an extremely high educational effect.

(2) Since the space-saving shape is small, less material and energy are consumed during manufacture and use, and the cost is reduced. Easy to use in developing countries.

(3) Since the portable shape is small, it can be easily carried to other places (classrooms, schools, factories, homes, etc.). Field experiments are also possible.

(4) Since the experimental device for reducing the burden on learners / instructors is small, the advanced functions of the personal computer (oscilloscope, waveform analysis, digital multimeter, signal generation, drawing / image display) can be connected to the personal computer. Etc.) can be used for experiments. It is also possible to configure the experimental apparatus with means for processing the signal of the experimental apparatus, displaying, storing or controlling the experiment, or means for providing information useful for performing the experiment.

In addition, because the experimental parts are modularized, the learner can respond to classes including various experiments according to the educational plan and purpose. In addition, according to the present invention, as the experiment progresses, it is possible to immediately respond to questions from the learner, so that detailed instruction tailored to the individual learner is possible while reducing the burden on the learner / instructor. And the learning effect can be enhanced.

Hereinafter, an education system using an assembly type experimental apparatus according to the present invention will be described with reference to the drawings.
As shown in FIG. 1, the present invention includes (1) a mentor server, (2) a learner terminal, (3) a network, (4) other peripheral devices, and (5) an assembly-type experiment device. This will be described below. Moreover, the flowchart of the learning process using the education system of this invention is shown to FIGS.

(1) Mentor server A mentor server is a server that supports and assists communication between a learner performing an experiment (hereinafter referred to as “learner”) and an instructor (hereinafter referred to as “teacher”), and includes at least an experimental plan, experimental device data, experimental procedures, Checkpoints, troubleshooting, and other contents for instructing learners (learning instruction contents) are distributed to the learner terminals via a network such as the Internet. Distribution includes not only the case where content is sent from the mentor server to the learner terminal via the network, but also the case where the learner accesses the mentor server via the network. The outline of the content will be described below.

(1-1) Experiment plan The experiment plan is content including a purpose, a goal, and a task. The purpose of the experiment can be as shown in Table 1, for example, according to the class syllabus.

(1-2) Experimental device information The experimental device information is content relating to the assembly-type experimental device of (5) below, and is information related to single-purpose functions and combinations of general-purpose parts and dedicated parts specified in the experimental plan. It is desirable to include a part number and an image so that the learner can compare with the actual object at hand. These parts are sent to the learner in advance, and it can be confirmed by comparing the experimental device information with the parts that are actually in hand.

(1-3) Experimental procedure The experimental procedure is a content showing the procedure of the experiment using the experimental device assembled for the specific experiment specified in the experimental plan. The experimental procedure, the method of using the experimental device, the function, and the caution Provide points etc. to learners.

(1-4) Checkpoints, troubleshooting, and messages The learner guidance content includes patterned checkpoints and / or troubleshooting. Since the assembly-type experimental apparatus is modularized, it is desirable to pattern checkpoints accordingly. For example, an answer to an experimenter's question can be obtained in a tree format or a menu format with respect to easy selection of components, combinations, and procedures. Alternatively, a solution to a trouble report from an experimenter can be distributed. It is also possible to conduct an experiment after learning check points that have been patterned in advance.
In addition, the result of the experiment performed by the learner is created as a report selected from a plurality of formats distributed from the server at the learner terminal, and sent to the mentor server. The mentor server has the report and the mentor server. You may comprise so that the troubleshooting selected by contrasting with a checklist may be delivered to a learner terminal.

In addition, the mentor server transmits a message (for example, checkpoint in FIG. 10) for confirming whether or not the experiment is smooth in the flowchart of the experiment shown in FIGS. 6 to 9 to the learner terminal. Each time a message is received at each learner terminal, a reply is sent from the learner terminal to the mentor server via the network, indicating that the experiment is in progress and is going well. The mentor server records the reply and accesses it to the teacher or transfers it to a terminal used by the teacher. A message check unit may be provided in the mentor server so that the reply is checked at regular time intervals, and the teacher terminal is notified of the learner terminal address that has not been returned. Furthermore, the mentor server centrally stores reports and scoring results sent from a plurality of learner terminals so that teachers can use them.

(2) Learner terminal The learner terminal provides the learner with the experiment plan, the experiment apparatus information, the contents relating to the experiment procedure or the contents for instruction of the learner delivered by the mentor server, and the experiment obtained by the assembly-type experiment apparatus. Analyze the results using an oscilloscope, waveform analysis, digital multimeter, signal generation, drawing / image display, etc., and send them to the mentor server via the network in the format of the report delivered from the mentor server To do. The mentor server may be configured to provide the learner terminal with the troubleshooting selected by comparing the report with the checklist in the mentor server. Although the mentor server is not shown in FIG. 1, it is desirable that the mentor server is connected to an information terminal that can be used by a teacher via a network.

(3) Network Internet, satellite communication, mobile phone communication network, digital television, private network, etc. can be used. The field of use can also be used in universities, high schools, junior high schools, elementary schools and other educational sites, distance learning, home education, etc.

(4) Various devices should be devised to facilitate communication between learners and teachers. For example, with a small camera, the learner's experiment progress is observed, or a defective part of the experiment apparatus is checked, and the image is transmitted to the mentor server. The teacher can refer to these or access the mentor server via the network to check the image and provide appropriate advice.

(5) Assembling-type experimental device The assembling-type experimental device of the present invention is a small-sized device that can be used on an individual desk. (5-1) Substrate, (5-2) Interface controller to learner terminal, (5-3), (5-4) General-purpose parts, dedicated parts. This will be described below.

(5-1) A metal, for example, an iron plate, is used as a board on which board experimental parts are installed. The surface is rust-proofed and has a screw screw hole for fixing the experimental element on the substrate. It can also be installed on the substrate via a magnet disposed on the experimental part. The control unit includes an interface and a controller that are disposed on or outside the substrate of the experimental apparatus and control the experimental apparatus. A high educational effect can be expected if the learner himself devise how to configure the experimental parts on a board with limited space.

(5-2) Interface / controller assembly experiment apparatus with learner terminal is connected to the learner terminal via the interface and controller. The learner's terminal receives content related to the experiment plan, experiment device information, and experiment procedure delivered by the mentor server for the learner, and uses the oscilloscope, waveform analysis, digital multimeter Using data generation, drawing / image display, etc., data processing, storage, and transmission to the learner server. It is possible to use a notebook computer with a communication function equipped with software that analyzes the experimental results.

The assembly experiment apparatus of the present invention is used as a combination of a general-purpose part commonly used for a plurality of experimental purposes and a dedicated part optimized for a specific experiment. Depending on the purpose of the experiment, the component parts of the experimental apparatus are divided into general-purpose parts that are commonly used for a plurality of experiments and dedicated parts that realize a specific experimental purpose in combination with the general-purpose parts. Since the dedicated parts are reconfigured, various experiments described below can be easily performed in a limited space by combining a small number of parts rather than simply modularizing the experimental parts. Hereinafter, general-purpose parts and dedicated parts will be described. General-purpose parts and dedicated parts are assigned part numbers, and are stored as experimental device information in the mentor server together with image data.

(5-3) General-purpose parts Combining components common to the experiment assumed in the experimental apparatus of the present invention (hereinafter referred to as general-purpose parts). For example, as measurement / mechanism parts, for example, calipers, micrometer heads, stands CCD camera and AD / DA converter are selected. A plurality of basic modules can be combined.

In addition, an operation unit, a display device, a control unit, and a storage device that process or control a signal detected by the signal detection unit may be provided on or outside the stage of the experimental apparatus. If the basic parts are common, they may be fixed to the substrate with screws in advance. For example, according to the experimental field, for example, general-purpose parts shown in Table 2 are configured.

(5-4) Dedicated parts selected from signal generators and signal detectors, and combined as appropriate for the purpose of the experiment shown in Table 1, the dedicated parts are combined with the above general-purpose parts, for example, transported from the laboratory to the classroom. Reconfigure the experimental device. Alternatively, in the case of a combined experimental purpose, a plurality of dedicated parts can be combined. In order to enhance the educational effect, the general-purpose parts can be detachably disposed, moved, and changed on the iron substrate by a magnet disposed on the bottom.

The learner performs an experiment using the learner terminal and the experimental device in the following learning steps. If checkpoints and troubleshooting are set for each step, detailed individual guidance tailored to the learner is possible, which is efficient and effective. The learning steps will be described below with reference to FIGS. FIG. 6 shows a flowchart for confirming the operation of the assembly experiment apparatus from the start of the experiment. We will explain the experimental objectives, learning goals, experimental contents and principles selected from the experimental themes in Table 1. The learner accesses the mentor server experiment plan and experiment device information from the experimenter terminal and confirms it. Alternatively, these may be distributed in advance from the mentor server to the experimenter terminal.

In order to make it easy for the learner to collate, the experimental part file of the mentor server stores not only documents but also image data.

The learner assembles the experimental device according to the experimental plan, referring to the information on the experimental parts. Before assembling, after accessing and confirming troubleshooting of the mentor server experimental device (for example, FIG. 10), assembling, operation confirmation and adjustment, and overall operation are confirmed. Or if there is a malfunction, check the appropriate advice. A screen for referring to the experimental part file may be configured on the learner terminal so that the learner can select and check the query configured in a tree shape and its explanation items.

FIG. 7 shows a flowchart from the start of the experiment to the end of the experiment. When the assembly of the experimental device is completed, an image obtained by photographing the experimental device with a small CCD camera is sent to the mentor server through the network. The teacher receives the distribution from the mentor server, examines whether or not the experiment apparatus needs to be corrected based on the image, and sends a permission to start the experiment to the experimenter terminal via the network. The mentor server may be configured such that the mentor server provides a selectable question to the learner regarding the general-purpose parts, the dedicated parts, and the assembly state thereof, and confirms the answer of the learner.

When the experimenter receives an experiment start permission from the experimenter terminal, the experimenter executes the experiment and acquires data.
Calculate and derive the result from the acquired data and send it to the mentor server. The teacher compares the result obtained by the learner (hereinafter referred to as “experimental result”) with the assumption (standard result), and evaluates the agreement or disagreement.
At this time, if a checkpoint (for example, processing of the experimental result in FIG. 11) is used, the burden on the teacher can be reduced. If the experimental results match, the learner finishes the first task.

FIG. 8 shows a flowchart of the submission of experimental results. The mentor server provides a selectable question to the learner by the learner's experiment result notification, and the teacher grades the answer, and evaluates, considers, and concludes whether the experiment goal has been achieved.

In addition, the learner gives an experimental result. The faculty member refers to the checkpoint or standard reason list of the mentor server, evaluates the experimental results, and notifies the learner. Like automatic scoring,
It may be configured. If the learner does not achieve the goal of the experiment, or if the experiment result is insufficient compared to the standard result, the teacher instructs to correct the learner's answer or to perform a re-experiment.

FIG. 9 shows a flowchart of report submission and evaluation / scoring. The learner disassembles the experimental device with reference to the mentor server and cleans it up safely. Experimental parts can be provided and reused for each class unit. Since the experimental apparatus used in the present invention is divided into general-purpose parts and dedicated parts, the process moves to the next purpose, and the experimental apparatus is reassembled or the dedicated parts are added or changed.

The learner creates an experiment report in the mentor server's report creation format (FIG. 12) and submits it until the specified deadline. The teacher returns the report submitted by the learner after evaluation / checking, evaluation / scoring. As a result of scoring, the teacher sends a pass to the mentor server and notifies the learner. The learner checks and stores the acceptance report.

As described above, by setting checkpoints, troubleshooting, and formats for each step of the experiment, the educational effect can be enhanced while avoiding an excessive burden on learners and teachers. In addition, the burden on many learners and teachers can be greatly reduced.

(6) Experimental Example A specific example of this experiment will be shown below. Content related to the experiment is distributed from the mentor server to the experimenter terminal.
(Experimental example 1) The light polarization experiment mentor server provides the following experimental purpose, learning target, experimental contents and explanation of the principle to the learner terminal via the Internet.
(Experimental objectives and goals)
FIG. 2 shows a light polarization experiment apparatus shown in Table 1 and Experiment 1-1-10. The purpose of this experiment is to learn the light intensity measurement method using a photodiode for the purpose of learning the polarization of light.
(Experimental principle)
Light is a transverse wave in which an electromagnetic field in a direction perpendicular to the traveling direction is transmitted. In direct light (natural light) coming from an incandescent bulb or sunlight, the electric field or magnetic field of light is directed in various directions out of 360 degrees in a plane perpendicular to the traveling direction. When such a light wave passes through a polarizing filter, light (linearly polarized light) polarized in a certain direction with an electric field, that is, the transmission axis direction of the filter is transmitted.
This state is similar to the state where only the vibration component parallel to the gap is transmitted through the heel. The state of the polarizer can be examined by passing the linearly polarized light again through the polarizing filter. If the angle between the plane of polarization of linearly polarized light and the pass axis of the second polarizing filter (referred to as a photodetector) is φ, the wave passing through the second polarizing filter (photodetector) is parallel to the transmission axis. Only the component of cosφ. Since the light intensity is proportional to the square of the amplitude, if the incident light intensity is Io, the transmission intensity I (φ) is given by
Therefore, the subject of this experiment is to measure whether or not this relationship is established by measuring the transmitted light intensity while changing φ. Next, the learner accesses the experimental part file in the optical field of the mentor server via the network in order to perform an operation test by confirming the experimental tool and the method of use based on the distributed experimental plan. The experimental part file is divided into a general-purpose part file and a dedicated part file. In order to facilitate collation, the file contains not only documents but also image data. Below, the disassembly and assembly of the experimental parts and the experimental procedure will be described.

(General purpose parts)
"Optical" field General-purpose component substrate 5 (optical bench), light source 8 (LD light source), battery 6, lead wire 7 connecting the light source to the battery, photodiode 9 (hereinafter referred to as PD) and its load resistance, digital A multi-tester 1 (hereinafter referred to as DMT) and its lead wire 2 are used. An experimental desk may be used as a substrate.

(special parts)
In the polarization measurement of light, a polarizer 4 and an analyzer 3 are used. For example, as shown in FIG. 2, it is possible to reduce the size by using the bottom and lid of a plastic case.
(Experiment method and report)
Next, when the learner confirms the experiment plan and experiment apparatus information, the learner assembles the experiment apparatus, and after confirming the experiment procedure, sends the completion to the mentor server. The mentor server sets a small quiz to check the learner's level of understanding. Next, the experimenter performs the experiment according to the following procedure.

(Step 1) After the laser beam is directly polarized through the polarizer 4 (the bottom of the plastic case) by the assembled experimental apparatus, the analyzer 3 (the lid of the plastic case) is passed through, and the transmitted light is transmitted to the PD 9 To enter. The PD 9 passes a current proportional to the light intensity I, and this current is passed through a load resistance to be converted into a voltage, which is read by the DMT 1 connected to the PD (see 10 for connection with the PD).

(Step 2) The lid of the case to which the analyzer 3 is attached has 95 notches per round. At this step, when the voltage of PD9 is measured and recorded while rotating the lid by 2.5 pieces (9.47 °), it returns to the original value after rotating once by 38 revolutions.

(Step 3) The measurement result of PD9 at that time is shown in a graph. The measured values are plotted with the horizontal axis as the number of notches and the vertical axis as the voltage of PD9, and are connected by a curve. The angle at which the voltage of the PD 9 is maximized is φ = 0, and a scale of the angle φ is added to the horizontal axis.

(Step 4) A graph of Io cos 2φ is obtained by calculation and plotted on this graph and compared. At this time, Io takes a peak voltage value. Make sure that the two graphs overlap. The creation of the graph may be performed by processing the detection data with a notebook personal computer connected to the experimental apparatus via an interface on the substrate or outside the substrate, and displaying the graph. Based on this result, you may ask an experimenter or an observer.

(Experimental Example 2) The string resonance experiment mentor server provides the following experimental objectives, learning objectives, experimental contents and explanation of the principle to the learner terminal via the Internet.
(Experimental objectives and goals)
3, 4, and 5 a are intended for resonance experiments of Table 1-1-1-13 strings. An AC electromagnet causes a horizontal vibration in a steel wire string, creating a resonant state. We confirm that this resonance is a wave equation with both ends fixed.

(Experimental principle)
The vibration theory considers a case where a uniform string stretched between two knife edges A and B (interval L) is laterally vibrating. This equation of motion is given by Let σ be the string density and T be the tension. The AB direction shown in FIG. 2 is taken as the x axis, the coordinates of A are x = 0, and the coordinates of B are x = L. If the lateral displacement of the string perpendicular to the x axis is y (x, t), the equation of motion of the minute part between x and x + δx of the string is ).

Since A and B in FIG. 3 are fulcrums and do not move, y (0, t) = 0 and y (L, t) = 0 are always set. The solution of the above equation (1) with this as a boundary condition is given in the form of the following equation (2).
Here, n is a positive integer, and the above expression (2) represents different vibration states depending on the value of n. Each vibration is called a natural vibration of the string, and its frequency is called a natural frequency. The natural frequency fn is given by the following equation (3).

In particular, the fundamental frequency f1 when n = 1 is given by the following equation.

(General purpose parts)
In addition to the substrate 5, an electromagnet 17, a balance, and a weight 14 that are provided with the oscillation circuit 18 shown in FIG. Note that, instead of the substrate 5 used in FIG.

(special parts)
From a string resonance experiment, a steel string 15, knife edges 11a, b, a string fixing plate 12, and a pulley 13 are used.

Next, when the learner confirms the experiment plan, experiment apparatus information, and experiment procedure, the learner sends completion to the mentor server. At this time, the assembled state of FIG. 5a may be photographed and attached. The mentor server sets a small quiz to check the learner's level of understanding and notifies permission to experiment. The experimental part file is divided into a general-purpose part file and a dedicated part file. In order to facilitate collation, the file contains not only documents but also image data. The experimenter performs the experiment according to the following procedure.
(Experiment method and report)
The experiment is performed according to the following procedure.
(Step 1) The end of the string 15 is attached to the screw of the string fixing plate 12 using a screwdriver. The string 15 is put on the pulley 13 and the positions of the fixing plate 12 and the pulley 13 are adjusted so that the string 15 becomes straight, and each is fixed to the substrate 5 or the desk with a clamp or the like as shown in FIG.
(Step 2) Knife edges (A, B) 11a, b are set on the string 15, and the interval L is measured and recorded.
(Step 3) Although not shown, the mass of the weight 14 is measured with a balance. The basic vibration of the string 15 when the weight 14 is hung is calculated by the above basic vibration formula.
(Step 4) The weight 14 is hung on the string 15. An electromagnet 17 connected to the output of the oscillator 18 by a coaxial line 16 is prepared.
(Step 5) The electromagnet 17 is brought close to the middle point of the knife edges (A, B) 11a, b in order to cause basic vibration. At this time, if the frequency of the oscillator 18 is ½ of the fundamental frequency of the string obtained by calculation, the string vibrates greatly.
(Step 6) The mass of the weight 14 is increased, and the fundamental vibration and the resonance frequency are obtained. From the above results, let the experimenter find the equation of motion. For resonance (double vibration) for n = 2, it is preferable to place the electromagnet at the L / 4 position. The state of vibration may be photographed by using a small CCD camera as a general-purpose component, and the image data may be processed and displayed by a notebook personal computer.

(Step 7) The result obtained from the above experiment is sent to the learner's terminal, and the vibration of the string is analyzed with an oscilloscope and waveform analysis. This resonance is the natural vibration of the wave equation with both ends fixed. Make sure.

(Step 8) When the experiment is over, the learner sends an experiment completion to the mentor server. The report format is sent from the mentor server to the learner terminal. The learner creates a report and sends it to the mentor server.

In addition, an intermediate report may be submitted when the experimental device is assembled. That is, the mentor server checks a report regarding the experimental apparatus. The learner starts the experiment and sends a report on the experiment result to the mentor server. The teacher checks the report and sends a report format related to the experimental result to the learner terminal. If the teacher passes the report, the teacher will end the unit and proceed to the next unit.

As described above, in the present invention, it is possible to perform experiments while understanding the experiment plan, the experiment apparatus, and the experiment procedure, assembling the experiment apparatus, and performing learning step by step. Moreover, the learner can be led to the passing report without difficulty. If the report is incomplete, you can reduce the burden on the instructor by returning the steps and preparing advice in advance. Of course, e-mail questions and advice are also possible.
(Experimental example 3)
An example of troubleshooting is shown in FIG. 10 as an example of confirmation of the light refraction method of Table 1-1-1-0. Three cases are set here, and checkpoints and advice are set for each case and can be confirmed on the learner's terminal. An assembly example of the experimental apparatus is shown in FIG.

(Experimental example 4)
An example of a checklist at the time of report evaluation is shown in FIG. 11 as an example of specific heat measurement of the substances in Table 1-1-1-02. Checkpoints when creating reports on experimental methods, experimental results, and considerations are shown. The learner creates and submits the report of FIG. 12 while confirming this at the learner terminal.

According to the present invention, the learner receives checkpoints and troubleshooting distribution from the mentor server at each experimental step, and can solve the problem by receiving the distribution at each experimental step. Since guidance is advanced while confirming the smooth progress of preparation and experiments, it is possible to develop a long story (deep learning) that includes multiple learning tasks. The learner is less burdened and willing to learn. In physics education, the educational effect of a simultaneous class combining a small number of people or individual experimental experiences is high, but can be realized by the present invention.

In addition, according to the present invention, the instructor automates problem indication and question presentation to the learner by preparing checkpoints and troubleshooting patterns in advance on the mentor server. In addition, it is possible to lead to a “pass” report by repeatedly pointing out, returning, correcting, correcting and resubmitting the problem of the report. An exemplary (reference) report may be presented. The instructor conducts and evaluates the final examination (question and answer). In addition, by transferring reports to multiple leaders, a high level of education and multifaceted evaluation can be achieved. Exceeding the limits between faculties and universities, high-quality education with experiments can be performed in a very wide range.

As described above, the present invention can realize an education system using an assembly-type experimental apparatus that can achieve various experimental purposes in different technical fields. Moreover, it does not take up space and is also highly portable, so it is extremely useful for home-based learning and e-learning that uses experiments in the field of education, development, and research. , Detailed guidance tailored to individual needs is possible. The present invention can also be easily implemented on already widely used e-learning platforms.

The figure explaining the educational system using the assembly-type experiment apparatus of this invention The figure explaining the assembly experiment apparatus of this invention. The figure explaining the assembly experiment apparatus of this invention. The figure explaining the assembly experiment apparatus of this invention. The figure explaining the experimental apparatus (a string resonance experiment, b light refraction experiment) of this invention. The figure which shows the flowchart of the learning process by this invention. The figure which shows the flowchart of the learning process by this invention. The figure which shows the flowchart of the learning process by this invention. The figure which shows the flowchart of the learning process by this invention. Troubleshooting examples Example checklist for report evaluation Report creation required format

Explanation of symbols

1 ... DMT
2 ... Lead wire 3 ... Analyzer 4 ... Polarizer 5 ... Substrate 6 ... Battery (power source)
7 ... Lead wire 8 ... Light source 9 ... PD
DESCRIPTION OF SYMBOLS 10 ... Photodiode connection 11a, b ... Knife edge 12 ... Fixed plate 13 ... Pulley 14 ... Weight 15 ... String 16 ... Coaxial wire 17 ... Electromagnet 18 ... Oscillator

Claims (6)

A mentor server that has content related to the experiment plan, experiment apparatus information, and experiment procedure for conducting the experiment, and distributes it via the network;
A learner terminal connected via a network receives delivery of the content to the Mentor server,
A metal substrate made of iron, a light source made of at least one of an LD light source, an LED light source, and a stroboscope, a general-purpose component having one each of the battery for light source, a photodiode, and a lead wire, and a polarizer and an analyzer each have one, the polarizer and the analyzer are mounted on the bottom and lid of the plastic case, and said lid has a private part are rotatable are given the notches, the said universal The component and the dedicated component have an assembly-type experimental device that can be detachably installed on the metal substrate by a magnet ,
The learner confirms the experiment plan, the experiment apparatus information, and the content related to the experiment procedure. The result of the experiment by the assembly experiment apparatus performed by assembling the assembly experiment apparatus is performed via the network by the learner terminal. An education system using an assembly-type experiment device, wherein the education system transmits to the mentor server. A mentor server that has content related to the experiment plan, experiment apparatus information, and experiment procedure for conducting the experiment, and distributes it via the network;
A learner terminal connected via a network receives delivery of the content to the Mentor server,
A metal substrate made of iron, an oscillation circuit, an electromagnet connected to the oscillation circuit and driven by alternating current, a general-purpose component having one each of a weight and a pulley, and one each of a string, a knife edge, and a string fixing plate An assembly-type experimental device that can be detachably installed on the metal substrate with a magnet .
The learner confirms the experiment plan, the experiment apparatus information, and the content related to the experiment procedure. The result of the experiment by the assembly experiment apparatus performed by assembling the assembly experiment apparatus is performed via the network by the learner terminal. An education system using an assembly-type experiment device, wherein the education system transmits to the mentor server.   The educational system using the assembly-type experiment apparatus according to claim 1, wherein the content related to the experiment is distributed from the mentor server to the learner terminal according to the step of the experiment.   The educational system using the assembly-type experiment device according to claim 1 or 2, wherein the content related to the experiment is distributed to a learner terminal in advance.   The content using the experiment includes patterned checkpoints and / or troubleshooting, or messages distributed at regular time intervals. system.   The result of the experiment is created in a report format at the learner terminal and sent to the mentor server via the network, and the answer selected by comparing the report and the checklist is sent to the learner terminal by the mentor server. An education system using the assembly-type experiment device according to claim 1 or 2.