kamagra per nachnahme Safidon I spent my secondary school years at a classical grammar school where a strong emphasis was placed on foreign languages (9 years Latin, 6 years ancient Greek and 3 years English). We had teacher-centred teaching, and I made only one student experiment in physics classes. However, in these lessons I experienced very impressively the interaction between theory and experiment using the example of addition of two oscillations with similar strengths and frequencies. The school has given me pleasure in learning and enabled me to teach myself a number of foreign languages. It led to the fact that I also liked to deal with other fields of knowledge, and I liked to include illustrations from biology and geography in my lessons.
https://huckepackkostuem.de/29737-apotheke-potenzmittel-ohne-rezept-90552/ I was motivated to study physics in order to achieve a real understanding of the technical and scientific world. During my studies Richard P. Feynman with his Lectures on Physics motivated me a lot and made me ready to pursue unconventional approaches.
finasterid rezeptfrei europa After a diploma in astrophysics, I later received my doctorate in atmospheric physics, during which I also experienced an intensive contact with technology. My exam preparations, in which I had to work through and understand the subject matter once again, gave me great pleasure and were one of the best times in my studies.
panotile ohrentropfen preis After working in research on the Earth’s atmosphere, in which molecular physics played a major role, and an interlude in technical sales, I finally decided to become a secondary school teacher. The many years of studying and working as a physicist made it very easy for me in terms of subject matter and helped me to teach with great composure. On the other hand, my being a scientist was never a central point of my identity, having friends who had only completed elementary school, but whom I hold in high esteem. Thus, it was not important for me to demonstrate my professional competence in class, but rather to treat the students with respect and to help them understand physics as far as possible.
prednisolon creme kaufen During my the obligatory training phase for high school teachers in Germany I found very helpful thoughts about physics teaching with Martin Wagenschein, but I was never convinced by the student centred and action oriented approach that was put so much emphasis on. Instead, what I really liked were qualitative experiments and hand experiments that were as transparent as possible, such as the falling cord.
After completing my training phase for teachers, I worked for 12 more years in the teaching profession in Hesse. At the end of a lesson, I got into the habit of dictating the most important qualitative results of the lesson to the students into their physics notebook. Becasuse I wanted my students to understand, I found experiments as simple as possible helpful and experiments in which one “has something decently in hand”. An experiment in which a 5 kg piece of mass is first lifted by hand and then with a lever made of tripod material, in which the weight of only 5 g has to be lifted because the lever is so long, is much more impressive than a student experiment in which 20 g and 40 g are brought into balance with a small lever. It is also much more impressive when Galilei’s full-size experiment, where a steel ball runs down a 6 m long gutter, lifted up by one foot at one end. Here the student runs together with the ball and experiences how it becomes faster. Although measurements with a hand stopwatch are much less accurate than with an electronic measuring sensor, they allow to teach the measurement error, a really important subject but usually neglected in physics lessons. The avoidance, as far as possible, of complicated and expensive experimental equipment in the classroom helps on the one hand to understand, what is going on. On the other hand, many schools in the poor countries of the Third World are often not even able to afford expensive measuring equipment.
My wish to make the students understand physics led me to take unconventional paths in my teaching, and for example to start mechanics in the middle school with the concept of energy and not with the work, it led to the use of Maxwell’s equations in qualitative form in the upper high school classes and to the attempt to present quantum physics as elementary as possible. Quantum physics in this form is basically possible at the end of the intermediate level (grade 9 in G 12) and gives the students access to a very wide range of modern science and technology. I had good experiences with this in class.