What is the difference between digital information system experiment and traditional experiment?

DIS (Digital Information System) experiment is the abbreviation of digital information system experiment, and DIS, as a modern teaching technology, has been introduced into the pilot textbook of the second phase of curriculum reform in Shanghai.

Most of the equipment used in (1)DIS experiment is supported by the cutting-edge science and technology in the 20th century, and has been put into practical use in the second half of the 20th century. These include:

Microcomputer, sensor, data collector and software.

Among them, the data collector communicates with the computer in serial mode, adopts four parallel inputs, and can simultaneously connect and plug four kinds of sensors.

Sensors include current, micro-current, voltage, temperature, sound wave, displacement, force, magnetism, photoelectric gate and other devices.

The characteristic of this equipment is that it can collect experimental information quickly, accurately and dynamically, and realize digital display, which is analyzed and processed by computer.

(2) Experimental errors can be divided into two categories: systematic errors and accidental errors. Most traditional experiments need to read and record experimental data manually, so accidental errors account for a considerable proportion of the total experimental errors. DIS experiment can automatically collect experimental data, thus basically eliminating accidental errors.

DIS experiment is an experiment with modern information technology. Compared with the traditional physics experiment, it has obvious differences in the emphasis of cultivating students' abilities in all aspects:

First, the cultivation of observation ability.

Observation is a careful observation and understanding of things and phenomena. It is the perception of thinking and the gateway and source of intellectual activities. Traditional physics experiments require students' observation ability, and require students to observe the scale of instruments (1); (2) Observe the structure of the instrument; (3) Observe the inscription of the instrument to understand its name, specifications, uses and conditions of use; (4) Observe the installation of the experimental device; (5) Observe the experimental operation process; (6) Observe experimental phenomena and so on. The experiment process is long, and it needs many observations and repeated measurements, which is conducive to cultivating students' good psychological quality and observation habits of patience and fatigue, thus improving their observation ability.

DIS experiment lacks a lot of observation items to cultivate observation ability. For example, in the experiment of studying the S-T diagram and V-T diagram of an object moving in a straight line at a uniform speed, it is necessary to observe with traditional instruments to understand the minimum scale of the scale, the measurement method, the structure and usage of the point timer. In the DIS experiment, it is not necessary to observe the scale, structure and usage of the above-mentioned instruments, and the images can be obtained directly through the computer by connecting the motion sensor with the data collector. The process of experimental operation is also relatively shortened, but students are required to observe the phenomenon while observing S-T and V-T images to find out the law. That is, positive thinking activities are embedded in phenomenon observation. Compared with the two, traditional experiments focus on cultivating meticulous, serious and patient observation habits; DIS experiment focuses on cultivating students' ability to think and explore in observation.

Second, cultivate the ability to choose and use instruments correctly.

"Students should have preliminary experimental ability, mainly to learn how to use instruments correctly for observation, measurement and reading ..." This is the requirement of the current textbook outline. Of course, traditional physics experiments should attach great importance to the requirements of this ability. First of all, we should distinguish the range of the instrument, and the measurement should not exceed the range; Secondly, the accuracy of the instrument must meet the experimental requirements; In addition, it is necessary to understand the basic requirements of instrument use. For DIS experiment, the ability requirement in this aspect is obviously reduced. As long as students have a basic understanding of the use of various probes and sensors, they can choose the appropriate probes and sensors to collect data. As for reading, accuracy and so on. It is done by the instrument itself. For example, in the experiment of "the relationship between gas pressure and volume", it is traditional to weigh the total mass of piston and frame with a balance, and measure the full-scale length of syringe with a scale to get the cross-sectional area of piston. Therefore, it is necessary to know how to use the balance and how to read it. DIS experiment does not need the above measurement, but only uses the pressure sensor, and directly displays the pressure value and makes an image through the data collector (see attached figure). Therefore, DIS experiment is no longer the key point to correctly select and cultivate the ability to use instruments.