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Smartphones En Sciences Jean-Luc Richter

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Smartphones En Sciences Jean-Luc Richter C p FRANCE m V VFORMATION PAF ALSACE - LYCÉE J.B.SCHWILGUÈo - 23 JANVIER 2020 SMARTPHONES EN SCIENCES JEAN-LUC RICHTER PROFESSEUR DE PHYSIQUE CHIMIE, LYCÉE J.B.SCHWILGUÉ, SELESTAT, ALSACE, FRANCE VICE-PRÉSIDENT SCIENCE ON STAGE FRANCE - BACKSTAGE TEAM SCIENCE ON STAGE ALLEMAGNE MEMBRE DU GROUPE CANOÉ À L’IFÉ-ENS LYON C m∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Science on Stage FRANCE o Des enseignantsp vers les enseignants. C o Pour tous les niveaux, dans les enseignements de sciences et de technique. Est un réseau m Un site internet européen permet d’enseignants ... o l’échange d’idées et de concepts pédagogiques. Propose une V plateforme o Des formaons par des enseignants d’échange... omovés sont organisées et soutenues. VGarder les sciences o Le Fes=val Science on Stage, bi-annuel, est une sous les feux de la vitrine pour l’enseignement des sciences. rampe... o Des partenariats avec des entreprises permeCent de financer des projets et de promouvoir l’enseignement scien=fique et technique. C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS 100 000 enseignants de STEM en Europe Association a but on lucratif Les enseignants comme multiplicateurs ➔ inspirent les élèves ➔ réduisent les écarts de compétences ➔ poussent davantage de jeunes vers des études scientifiques How does Science on Stage inspire teachers? Cm p FRANCE V oV C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Festival Science on Stage 2019 FRANCE Nous vous invitons à Cascais, Portugal! p C★ Portes ouvertes le 2 Novembre 2019 m ★ Organisé par Science on Stage Portugal ★ restez informé sur Twitter V #SonS2019 V o C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS iStage 2 Disponible en PDF Le livret est disponible gratuitement en PDF en Anglais et Allemand. http://www.science-on-stage.de Documents complémentaires Produits par le groupe Classe Numérique (Canoé) à L’InsLtut Français de l’Educaon. http://acces.ens-lyon.fr iStage 2 FRANCE 20 p CmEnseignants iStage 2 14 V Pays Les smartphones odans V l’enseignement des Sciences 18 mois C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Le concept FRANCE Un protocole simple Les fiches sont conçues comme des «recettes de cuisine» avec un pas à pas pour tous les aspects C 02 techniques. Des fichesp conçues pour les enseignants. Des ouvertures m Etendre à d’autres discplines, d’autres 03 classes, d’autres écoles. Des pistes sont 01 données pour aller plus loin et étendre chaque projet. V Une liste d’applications Chaque fiche pédagogique contient la liste des applications V utilisables. Pour Android et iOS. o C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Trois thèmes C p FRANCE Vue mSmart Astronomer, Smart Measurements, How deep is your Blue. 01 Utilisation de la caméra et des capteurs de position. Ouie V 02 Utilisation du microphone. Etude spectrale, Pollution sonore, V Chant deso oiseauX, Effet doppler. Toucher 03 Mesurer le monde, Smart accelerometer, Sports et physique, Le champ magnétique terrestre. Utilisation des gyroscopes, de la caméra et des capteurs de postion. C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Le smartphone pour l’enseignant FRANCE Récupérer l’image du smartphone sur un ordinateur Une webcam ApowerMiror ppour iOS, Androïd, Mac et PC Cmobile mAirServer pour iOS, AppleTV… Pour les élèves : Filmer les expériences o Prendre des notes et faire travailler les élèves photographiques en cours ou sur la remédiation sur leV terrain lors d’une sortie o Consulter une version «Copier» le tableau pour le onumérique du cours Vcahier de texte numérique o Remplacer une calculatrice o Faire des mesures en Agrandir une expérience sciences avec les capteurs menée sur le bureau intégrés du professeur o Accéder à des données avec des applications dédiées o .... C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Avant d’utiliser les smartphones des élèves p FRANCE Contrat avec les C élèves et les parents. 01 Responsabilité en cas 03 de casse ! Le règlement intérieurm ! Transfert de iOS ou Android Si l’utilisation est interdite dans Penser au données. pensez à prévoir des l’établissement il faut modez avion Penser au applications pour les deuX convaincre le chef câble. principauX systèmes. d’établissement. Limiter les V Mot magique : utilisations expérimentation de données Penser internet oaux QR V 02 codes 04 Responsabiliser les élèves Faites des groupes Accordez-leur votre confiance avant de les Ne laissez pas de côté les élèves qui forcer en mode avion s’ils ne respectent n’ont pas de smartphone : faites des pas les règles. groupes de trois ou quatreC élèves. mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Echanger des données FRANCE Les services de cloud Partages directs Partages Moodle, DropBoX, AirDrop sur Mac Google drive... pTransfert Bluetooth entre C smartphones et avec un ordinateur m (très lent) Transfert par câble Avec un câble USB vers micro-USB, compatible E-Mail avec la plupart des Ne pas oublier le bon V smartphones android ovieuX «fichierV joint» ! C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS How deep is your blue FRANCE pUtilise C L’appareil " m Photo Mesure de la V V oConcentration # Rapide et simple $C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Préparer les solutions Cm p FRANCE V oV C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS 22 Farbchemie mit dem Smartphone 3 | 1 | 2 Teil B: Die Schüler erstellen die Skala 3 | 1 | 4 Teil D: Die Schüler werten ihre Ergebnisse aus 3 In drei 100-cm -Kolben etwa 5, 10 und 15 g Cu(NO3)2·3H2O Zuerst die Masse der Skala (m1, m2 und m3) in die entspre- lösen, die genauen Massen m1, m2 und m3 notieren und mit chenden Massen reinen Kupfers umwandeln. Für die drei Wer- Wasser auf 100 cm3 verdünnen. Den Kolben schließen und te aus der Skala ein Diagramm der H-Werte als Funktion der gut mischen. Dies ergibt die Skala mit den Stufen 1, 2 und 3. Kupfermasse erstellen. Den H-Wert der Probe im Diagramm einzeichnen und die Kupfermasse in der unbekannten Kupf- Cu(NO3)2·3H2O lässt sich auch durch CuSO4·5H2O ersetzen erlösung bestimmen. (mit denselben Mengen) oder durch wasserfreies CuSO4 (in diesem Fall etwa 3,3 g, 6,6 g und 10 g verwenden). ͕͕ ABB.2 Beziehung zwischen dem H-Wert (°) und der 17 Kupfermasse (g). Die blauen Punkte sind die drei Punkte 3 | 1 | 3 Teil C: Die Schüler messen jeweils den H-Wert mit auf der Skala. Der rote Punkt ist die unbekannte Kupfer- dem Smartphone lösung. Den Kolben auf weißes Papier stellen und weißes Papier als 220 Hintergrund verwenden. Am Boden des Kolbens dessen ge- 4.01 ; 217 naue Position mit Linien markieren. Das Smartphone fest auf 215 dem Tisch installieren, so dass der Fokus der Kamera auf den 2.73 ; 210 größeren Teil des Kolbens gerichtet ist (der Sichtwinkel ist 210 Mesures avec un Smartphone horizontal). FRANCE 205 2.00 ; 202 nj͕ ABB.1 Schüler messen den H-Wert mit dem 200 Smartphone 1.34 ; 197 195 Color Grab (Android) 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 3 | 2 Protokoll für den Mathematikunterricht Der Lehrer muss die vier Lösungen im Voraus herstellen und die entsprechende Masse reinen Kupfers auf die Kolben schreiben. Er bereitet die Ausrüstung vor, die die Schüler p wahrscheinlich brauchen oder anfordern werden, um einen objektiven Test durchführen zu können. C ! 1. Die App installieren und die beste Art der Farbmessung austesten. Man sollte wissen, wie man die Messung un- terbricht und wie man den Blitz einsetzt. ! 2. Die drei Kolben enthalten verschiedene Massen Kupfer, diese stehen auf dem Etikett. Die Aufgabe besteht darin, m die H-Werte der Lösungen in den drei Kolben zu messen und ein Diagramm zu erstellen (siehe oben). Festzuhalten ist das Verhältnis zwischen dem H-Wert und der Kupfer- masse. Je mehr Kupfer, desto dunkler die Lösung. ! 3. Eine andere Gruppe (oder der Lehrer) stellt einen Kolben mit einer unbekannten Masse Kupfer bereit. ! 4. Messung des H-Werts der vierten Lösung mit genau derselben Methode wie zuvor. Mit Hilfe des Diagramms sollte die Kupfermasse im Kolben bestimmt werden können. Der Abstand zwischen dem Hintergrund und dem Kolben be- Vträgt etwa 4 cm, und zwischen Smartphone und Kolben etwa 3 | 3 Ofenes Protokoll 14 cm. Den H-Wert einfach (im HSV- oder HSL-Farbmodus) in Der Lehrer bittet die Schüler, die App zu installieren, zeigt ih- V o der App ablesen und notieren. Dies an allen Kolben wiederholen. nen, wie sie verwendet wird und bittet sie, einen objektiven C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Faire un graphique : déterminer la concentration Cm p FRANCE V oV C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Expérimenter avec d’autres solutions Cm p FRANCE V oV C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Mesure du champ magnétique : FRANCE Pendule avecp aimant C 2 l Tg$ T ==2 $ r mdonc l 2 V g o4 $ r V Aimant sur boucle métallique C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Mesurer la pression : variation avec l’altitude p FRANCE C Physic Toolbox m (Android) Le capteur de pression du smartphone (lorsqu’il est disponible) V Est assez sensible pour montrer la ovariation de pression avec l’altitude sur une hauteur V d’homme ! C mwww.scienceonstage.fr∑THEy EUROPEAN NETWORK FOR SCIENCE TEACHERS Mesure avec la pression : Mesurer une taille ! C p FRANCE Height and Pressure mMeasurement (Android) Mesure de la taille d’une V personneres A partir de la différence de pression entreo le sol et le haut de la tête ! V Introduction à l’incertitude de mesure et à l’obligation de faire une série de mesures en science.
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