EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
53
METHODOLOGY FOR USING VIRTUAL LABORATORIES IN THE GENERAL SECONDARY
EDUCATION PROCESS (BASED ON THE 9TH GRADE PHYSICS TEXTBOOK)
S.T. Usmonova
3rd Year Doctoral Student, Navoiy State Pedagogical Institute, Uzbekistan
AB O U T ART I CL E
Key words:
Virtual Laboratories, Secondary
Education Process.
Received:
06.11.2024
Accepted
: 11.11.2024
Published
: 16.11.2024
Abstract:
The Presidential Decree No. PF-134 of
the Republic of Uzbekistan on the approval of the
National Program for the Development of School
Education for 2022-2026 outlines several key
tasks aimed at enhancing educational resources.
Among these, it emphasizes the creation of
textbooks, workbooks, and educational manuals
for upper-grade students by September 1, 2024.
Additionally, it mandates the implementation of
specialized electronic systems (such as S-testing,
Onlinedu, digital textbooks, etc.) for assessment
and teaching, as well as the development of 10
mobile electronic resources and 100 multimedia
products for new generation textbooks [1].
INTRODUCTION
The Presidential Decree No. PF-134 of the Republic of Uzbekistan on the approval of the National
Program for the Development of School Education for 2022-2026 outlines several key tasks aimed at
enhancing educational resources. Among these, it emphasizes the creation of textbooks, workbooks,
and educational manuals for upper-grade students by September 1, 2024. Additionally, it mandates the
implementation of specialized electronic systems (such as S-testing, Onlinedu, digital textbooks, etc.)
for assessment and teaching, as well as the development of 10 mobile electronic resources and 100
multimedia products for new generation textbooks [1].
One of the crucial aspects of this decree is the digitization of the education system, which includes
enriching interactive virtual learning platforms (like SmartLand, Edumarket, etc.) with content aimed
at developing students' knowledge and skills through educational games. Furthermore, it assigns the
VOLUME04 ISSUE11
https://doi.org/10.55640/eijmrms-04-11-10
Pages: 53-59
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
54
task of preparing scientific-popular short animated video clips (Edukids) for students in general
secondary education institutions.
Currently, laboratory equipment for nearly all general secondary schools in our Republic is being
supplied by "Elxolding" Limited Liability Company. However, challenges have arisen in conducting
laboratory exercises with these tools. Over time and with repeated use, this equipment often becomes
unusable, creating difficulties for teachers in conducting laboratory sessions and subsequently
hindering the development of students' experimental competencies.
In light of this, during an era where information is increasingly digitized, cloud technologies can be
utilized to foster students' experimental competencies. To this end, laboratory activities outlined in the
9th-grade physics textbook can be organized in two distinct ways within general secondary education
institutions.
METHODOLOGY FOR USING VIRTUAL LABORATORIES IN THE GENERAL SECONDARY
EDUCATION PROCESS
Firstly, laboratory activities can be conducted with the participation of the teacher during the lesson;
secondly, these activities can be assigned to students as tasks without the teacher's direct involvement.
By implementing both scenarios, we can effectively develop students' experimental competencies.
METHODOLOGY
What is a "virtual laboratory"? According to V.V. Truxin, a virtual laboratory is a collection of software
and hardware that enables the execution of experiments without direct interaction with actual setups
or in their absence [3,4]. In the first case, we deal with laboratory configurations that are accessible
remotely, which include software and hardware tools for managing real laboratories, as well as
communication tools for digitizing the collected data. In the second case, all processes are modeled
using computer simulations [3].
Akhmedov posits that before allowing students to conduct laboratory work, they should first complete
theoretical topic-
related tests. After the teacher assesses the student’s preparedness through this
testing process, permission is granted to proceed with the laboratory work. This approach not only
ensures that students do not take laboratory tasks lightly and treat the necessary equipment with
utmost care but also enhances their sense of responsibility towards laboratory work. Such measures,
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
55
once acknowledged by the teacher regarding the theoretical preparedness level, contribute to
improving the overall quality indicators of education [2].
RESULTS
Laboratory activities assist school students in analyzing theoretical knowledge and gaining a
comprehensive understanding of physical laws. Laboratory work is an integral component of studying
physics and other natural sciences. Furthermore, the use of virtual laboratories, animations, and
simulators in lessons proves to be highly promising. Therefore, integrating virtual laboratory activities
into the physics curriculum for ninth-grade students in general secondary education institutions will
enhance the effectiveness of teaching.
In elucidating the methodology for utilizing virtual laboratories, we will outline the procedure for
conducting the laboratory work on the topic “Comparing Heat Quantities in Mixing Water at Different
Temperatures,” as presented in the ninth
-grade physics textbook.
Laboratory Work
: Comparing Heat Quantities in Mixing Water at Different Temperatures
(http://nuclearphys-edu.uz/html5/33/index.html)
Objective of the Work
: To verify the heat balance equation by comparing the heat quantities
exchanged between hot and cold water and interpreting the results.
Required Equipment and Materials: Calorimeter, two water containers, three thermometers, electric
heater, power supply.
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
56
Picture 1
1. Place the container with hot water on the electric stove and calculate its mass using the appropriate
formula.
2. Record the initial temperature of the hot water in the container.
3. Activate the electric stove and wait for the water to heat up to the desired temperature.
4. To obtain the temperature of the hot water, you can stop the heating by turning off the electric stove.
5. Pour the heated water into the calorimeter.
6. Using a measuring cylinder, prepare a specified volume of cold water and calculate its mass using the
appropriate formula.
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
57
7. Record the initial temperature of the cold water in the measuring cylinder.
8. Pour the cold water into the calorimeter containing the hot water and measure the equilibrium
temperature of the mixture.
9. You can obtain the desired temperature of the mixture by pressing the "Stop" button.
10. Calculate the amount of heat transferred from the hot water to the mixture using the appropriate
formula, considering the specific heat capacity of water.
11. Calculate the amount of heat absorbed by the cold water in the mixture using the appropriate
formula.
12. Vary the masses of both hot and cold water, and repeat steps 1 and 10 three times in accordance
with this procedure.
13. Record all measurements and calculations in Table 1 below.
Laboratory results
Table 1
№
𝑐,
𝐽/𝑘𝑔 ∙ 𝐾
𝑚
1
,
kg
𝑡
1
,
℃
𝑡,
℃
𝑄
1
,
J
𝑚
2
,
kg
𝑡
2
,
℃
𝑄
2
,
J
1
4
2
0
0
0,1
50
35
6300
0,1
20
6300
2
0,2
45
35
8400
0,2
25
8400
3
0,3
50
35
18900
0.3
20
18900
14. To restart the experiment, click the “Refresh” b
utton.
15. To assess your understanding, click the “Test” button and evaluate your performance regarding the
laboratory work.
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
58
16. Draw a conclusion based on your findings.
Control Questions
1. Compare the values of heat quantities obtained from measurements and calculations. Why is it
necessary to fulfill this condition?
Comparing the values of heat quantities derived from measurements and calculations is essential for
verifying the accuracy and reliability of experimental results. If this condition is not met, it may lead to
erroneous conclusions.
2. Why can we use the temperature difference measured on the Celsius scale instead of the absolute
temperature difference in the heat quantity formula?
The temperature difference measured on the Celsius scale can be used instead of the absolute
temperature difference because the difference remains consistent regardless of the scale. This
simplification facilitates calculations while still yielding valid results.
3. What is meant by the heat balance equation?
The heat balance equation refers to a mathematical expression that accounts for all heat entering and
leaving a system, adhering to the law of conservation of energy.
4. How does heat transfer from hot water to cold water?
Heat transfers from hot water to cold water through conduction, convection, or radiation. These
processes ensure that thermal energy flows from areas of higher temperature to areas of lower
temperature.
CONCLUSION
In conclusion, utilizing virtual laboratories can enhance students' comprehension levels by
approximately 10%, while also reducing the time required to complete laboratory tasks by 10-30%.
After obtaining results, identifying errors, and drafting reports, students can cross-check their findings
with those of their instructor. If mistakes are identified, they can re-evaluate their results or review
their methods to correct any discrepancies. This practice fosters independent analysis, self-
improvement, and the ability to draw valid conclusions from errors.
REFERENCES
EUROPEAN INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH
AND MANAGEMENT STUDIES
ISSN: 2750-8587
VOLUME04 ISSUE11
59
1.
Decree No. PF-134 of the President of the Republic of Uzbekistan on the approval of the National
Program for the Development of School Education for 2022-2026.
2.
A.A. Ahmedov. "Innovative Technologies in Conducting Modern Laboratory Exercises in Physics."
SamSU Scientific Bulletin, 2016, Issue 1, Pages 168-171.
3.
Q.T. Khaliqov, Sh. Qarshiboyev, O.A. Sulaymanov, T.X. Egamberdiyev. "Advantages of Using Online
Virtual Laboratories in Physics Education." Integration of Science and Education, 2023, Issue 1.
https://journals.uzfi.uz/
4.
R.K. Scheckler, "Virtual Labs: A Substitute for Traditional Labs?" The International Journal of
Developmental Biology, Vol. 47, pp 231-236, 2003.
5.
P. Habibullayev, A. Boydadayev, A. Bahromov, K. Suyarov, J. Usarov, M. Yuldasheva. "Physics"
Textbook, Tashkent, 2019.
