To obtain the coordinates of the Earth's pole almost all series of systematic latitude observations that continued for more than two years have been utilized. They are listed in Table I which comprises 92 series of observation at 72 observatories.Computation was made by the following stages. As initial data we used normal values of latitude φ1, φ2, ……. φn, i.e. the means of instantaneous latitudes over successive intervals of time. These values were smoothed using Whittaker's numerical method which is capable of giving the most probable curve of latitude variation. The smoothed values φ′ satisfy the following condition where hi is a measure of precision, λ2 an arbitrary number by means of which the degree of smoothing is set, and Δ3 designates the third difference of φ′. Whittaker's method was applied in different modifications according to whether or not the normal values of φ′i had an equal weight and were given at equidistant moments of time.For the origin of the system of coordinates we adopted the mean pole of the epoch of observation. Because of this the data given in Table II represent only the periodic part of the polar motion in the region of frequency from 0.77 to 2 cycles per year. In this connection the sequence of φ′ was subjected to filtration in order to eliminate variation of the mean latitude.Coordinates of the pole were computed in two approximations. First, it was assumed that all the series are of the same accuracy and so they were taken with an equal weight.The polar coordinates obtained on this assumption are denoted by x1, y1 and shown in the second and third columns of Table II. The divergences of the smoothed values φ′i from the latitudes computed with x1, y1 were denoted by zκi where the index κ designates the number of a series. Then for the second approximation each series of observation was taken with the weight inversely proportional to the mean value of for this series. The polar coordinates obtained in the second approximation are denoted by x2, y2 and given in the last two columns of Table II.The full paper with the tables will be published by the Ukrainian Academy of Sciences as a separate book.
This article deals with problematics of laboratory learning in the state of total lockdown of educational institutions which was caused by COVID-19 pandemic. Schools in the Czech Republic have been operating in a special regime for more than a year, when most students and pupils cannot directly participate in school teaching, which results in significant changes in the way teaching is organized. There is a significant application of various forms of e-learning and schools use the concept of blended learning, however, practical teaching in laboratories and workshops was particularly hard hit. When replacing student experimental work in laboratories, teaching with the help of virtual laboratories is the strongest. Due to the general irreplaceability of real physical experience of pupils, various combined forms of teaching are used, where only a part of pupils work in the school, so as to minimize the risk of spreading the infection, but these pupils take turns in laboratories. Furthermore, some teachers try to design students' home experiments, in the implementation of which the principles of design-based learning and project-based learning are strongly applied. In this article, substitute teaching of laboratories in subjects such as physics, chemistry or electrical engineering in schools is mapped and evaluated, special emphasis is placed on high schools with curriculum focused towards technics and engineering. It is in these schools that the approach to teaching known as design-based learning is very well applied and the students of some selected schools were able to work on home experiments. It was this form of substitute teaching that proved to be the most effective.
Most students and pupils are still educated in classes based on frontal teaching. Analyses of effectiveness of teaching methods show clearly that learning based on frontal approach is not so effective as approach based on the combination of problem based learning and project based learning. In this paper are discussed problems connected to the pendulum, different types of experiments for both: high school students and younger pupils. These experiments are practical part of problems solved by students and allow them obtain skills to solve specific types of problems and at the same time they will learn some new information from physics. The student projects are based on idea that most effective method for teaching sciences is independent work of students, which are self-inventing natural phenomenon or laws. That in this case students will be able to acquire a deeper knowledge through active exploration of real-world challenges and problems. The problems and experiments realized by students are technically undemanding experiments financially unpretentious. Experience shows that pupils under the age of 15 are able to discover themselves and thus an abstract thing as a method of determining the moment of inertia of a complex body.
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