INTERDISCIPLINARY
APPROACH TO TEACHING PHYSICS TO STUDENTS MAJORING IN AGRARIAN ENGINEERING AND
AGRONOMY
Lesia Zbaravska
State Agrarian and Engineering University in Podilya, Ukraine
E-mail: olzbaravska@gmail.com
Olha Chaikovska
State Agrarian and Engineering University in Podilya, Ukraine
E-mail: olgachaokovskaya@ukr.net
Ruslana Semenyshena
State Agrarian and Engineering University in Podilya,
Ukraine
E-mail: Ruslanas@i.u
Viktor Duhanets
State Agrarian and Engineering University in Podilya, Ukraine
E-mail: victorduganets@gmail.com
Submission: 23/11/2018
Revision: 14/12/2018
Accept: 27/12/2018
ABSTRACT
This study reports on interdisciplinary approach to
teaching physics to the students majoring in agrarian and mechanical
engineering. Physics plays a crucial role in mastering major disciplines by
students of technical universities. Ukrainian higher education provides
primarily mono-disciplinary approach to teaching academic and major subjects,
so called teaching isolated disciplines. The interdisciplinary aspect of
teaching physics corresponds to the requirements of modern society to educate
competitive and qualified specialists in agricultural and engineering spheres.
The study aims at defining the essence of interdisciplinary links between
physics and major subjects, at specifying the peculiarities of job-focused
physics tasks, at demonstrating the necessity of implementation the
professional context in the process of studying. The paper investigates this
issue by analyzing, comparing,
systematizing the pedagogical literature.
The study is based on monitoring and pedagogical experiment
that proved the insufficient level of professional orientation of physics
course. Pedagogical
experiment was carried (out from 2014 to 2017).
The
students of State Agrarian and Engineering University in Podilya, Tavriyskiy
State Agrarian University majoring in Agrarian Engineering and Agronomy and the
students of Sumy National Agrarian University majoring in Agricultural
mechanization took part in the survey. The sample involved 150 students. The study demonstrated such advantages of
interdisciplinary approach to teaching physics through occupation-based task
scenarios as student engagement and highly qualified specialists, subject
interaction. The results of the experiment showed the insufficient level of
professional competence of physics course. The material in this article, he
patterns of physics course tasks accompanied by illustrations for students of
mechanical engineering and agrarian departments, in particular, can be used in
educational process.
Keywords: interdisciplinary
approach;
physics course;
mechanical engineering;
agriculture;
professional competence;
major subjects; higher education
1. INTRODUCTION
Preparing individuals for productive
contribution through developing creativity, erudition, moral and aesthetic sensitivity, motivation to self-study is an up-to-date
issue of higher technical
education in Ukraine. Our country is at early stage of developing
the European standards of education. Teaching through involving the
interdisciplinary approach to academic disciplines will benefit in the process
of studying.
To solve this issue many studies on
interdisciplinary education, its basic principles and role in teaching (BOLOTОV, 2003; HUTORSKOI, 2005), classification and functions of multidisciplinary links have
been done by Ukrainian (RYBІNS'KA, 2006) and foreign
researchers (LYALL, BRUCE, TAIT, MEAGHER, 2011; MARCU, 2007).
The studies were focused on
professional education of Master students in international affairs (TRETKO, 2013), border guard students (KUZ, 2015), teaching chemical engineering on an
interdisciplinary degree programme in biotechnology (FOLEY, 2016) and medical
physicists (MARCU, 2007; CARUANA et al., 2009) through
interdisciplinary approach. However, studies on interdisciplinary approach to
the issue of teaching physics to students majoring in agrarian engineering and
agronomy are still lacking.
The
research problem of the study is to consider the interdisciplinary links
between physics and major disciplines, to discuss the goals and characteristics
of profession-based tasks in physics. The specific objectives of the present
study are:
a)
To give the reasons for interdisciplinary
links between topics of general physics course and majors of Agrarian
Engineering department;
b)
To give examples of physics tasks for
students majoring in Agrarian Engineering and Agronomy.
c)
To prove the necessity of
interdisciplinary approach to teaching physics in technical universities.
2. DATA AND RESEARCH METHODOLOGY
To achieve the aim of the study and
implement the tasks set, the following research methods were used: theoretical
(comparison, analysis and systematization of pedagogical literature), empirical
(education process monitoring, pedagogical experiment to show the importance of
interdisciplinary approach to teaching physics and statistics method to assess
the results of the experiment).
The pedagogical experiment was carried out from 2014 to 2017. The students
of State Agrarian and Engineering University in Podilya, Tavriyskiy State
Agrarian University majoring in Agrarian Engineering and Agronomy and the
students of Sumy National Agrarian University majoring in Agricultural
mechanization took part in the survey. The sample involved 150 students.
3. RESULTS AND DISCUSSION
The issue of professional competence
determines both the depth of knowledge in the sphere of certain professional
activities and the ability to use your qualification, professional
skills and experience in a real-case scenario. It characterizes the
personal and social potential of a specialist, his abilities to apply optimal
and suitable working strategies.
The process of future specialists’ study should be focused on professional context. To
develop the strategies for maximizing the career orientation through studying
we must analyze the connection between general physics course and major
disciplines.
One of the main characteristics of
higher education process in Ukraine is that subjects on specialty are studied
much later (during the 3-d and 4-th years of studying). Consequently, the
students have no motivation to study academic disciplines during the first year
at university. As a result, fundamental, general technical and general theoretical
knowledge is not applied during a long period of time. Therefore, we deal with
the delivery of passive information to the students.
Interdisciplinary approach has huge potential. It helps to avoid isolated
learning skills and frequent gaps in student’s education.
Physics is science with its roots in
many subjects. For example, such technical discipline as Theoretical Mechanics
is based, primarily, on the laws of
Kinematics and Particle Dynamics, which are taught in the course of physics.
Such subjects as Hydraulics and Water Supply, Heat Engineering and Heating and
Soil are based on Molecular Physics (properties of solids, liquids and gases,
ìsoprocess, transfer phenomenon, etc.).
The Material Science course is
studied on the basis of already taught topics of physics course, let’s take,
for example, Rotation of a rigid body around the fixed axis (torque, moment of
inertia, the law of dynamics for rotary motion, etc.) and Forces of Elasticity
(deformation, relative and absolute elongation).
Electricity and Magnetism unit of
physics course is the base of Electrical Technology. Moreover, professional and
practical training disciplines are also connected with certain units and topics
of physics course. Accordingly, the study of such academic disciplines as Technology of Agricultural Production and Agricultural Machinery is
impossible without feedback on Kinematics,
Dynamics and Elastic Forces.
Moreover, we may use both the assistant potential of interdisciplinary links
between physics and Introduction to the course, Material
Engineering, Engineering Mechanics, and
advanced type of interdisciplinary links between physics and Electrical
engineering, Agricultural machinery, Mechanical and Technological properties of
agricultural materials, Electric power installation for agrarian and industrial
complex, Earth Sciences, Agricultural Meteorology.
To
make the most effective use of these professionally oriented examples we should
use them according to students’ major. Table 1 presents the
way the topic Rotary motion can be explained to students of different
specialties in technical universities.
Table 1: Rotary motion in
terms of different majors
|
Graphic presentation of the topic |
Majors |
||
|
1. Agrarian Engineering |
2. Space Technology |
3. Food Engineering |
|
|
|
1.
Kinematics
of rotary motion of mathematic place |
||
|
М.T.
– material particle R
– radius of rotation ω – rotary
velocity V
– angular velocity. |
1 -
seed cup 2 -
barrel; 3 - seeds Rк-
radius of barrel;
ωк- speed rotation of
the barrel; Vн- angular velocity of the seed |
1.2 1 - Earth satellite; 2 - the Earth Rорб-
satellite orbital radius Rз-
radius of the Earth’s orbit ωс-- rotary velocity of satellite Vс-
angular velocity of satellite |
1.3 1 - roll mills; 2 - grain; 3 - flour ωв-
rotary velocity of roll mills Rв- radius of roll mills Vв- angular velocity of grain at roll mills |
|
2. Dynamics of rotary motion |
|||
|
Мч – material particle ω- angular velosity of material particle R-
radius of rotation G-–
material particle weight F-
align force that effects
the material particle |
2.1 1 - seeder unit;2 - seeds 3 - barrel G -
seed weight; Fц.н.-
align force that effects grain;
Fт-
friction force ωк- rotational velocity of barrel Rк-radius of barrel |
2.2 1 -
Earth satellite 2- the
Earth Gс-
satellite weight;
Fц.с-
align force that effects
satellite; Fо.а- atmosphere drag force |
2.3 1 - ammunition pouch; 2 - grain; 3 - roll mills; 4- flour Gз-
grain weight; Fцз-
centrifugal force that effects
grain Fт-fractional force;
ωв- rotary velocity;
Rв-
radius of roll mills |
Table 1 represents one of the techniques
the topic rotary motion can be taught to students majoring in agrarian
engineering, space technologies and food engineering. Consequently, kinematics
and dynamics of rotary motion is explained with the help of seed cup, Earth
satellite and roll mills schemes.
Later
such physics-based knowledge will help the students to calculate the power
movement parameters of key parts, details and devices. Carefully planned
interdisciplinary curriculum and students’ realization of benefits from
interdisciplinary studying will help, on the one hand, to motivate the students
and to train a competitive specialist. On the other hand, interdisciplinary
approach to studying physics will assist shortening the time and financial
expenses of the university.
It is
impossible to provide interdisciplinary approach to teaching physics without
incorporation of realistic, work-based task scenarios in the course of physics.
Professionally oriented tasks of physics course are aimed at:
·
shortening the distance between theory and practice on
the basis of interdisciplinary links between physics and subjects of
professional and practical training, making the students face the same kinds of
challenges they can meet at work;
·
developing different kinds of brainwork,
·
experiencing personal student progress on the basis of
gradual complication of tasks, so-called «easy-to-difficult» strategy.
Surveys
among students showed higher efficiency when it comes to connection of physics
with major disciplines. The students are able to make calculations of kinematic
and dynamic characteristics of agricultural machinery and mechanisms. The
crucial value of professionally based tasks is that they provide deep
understanding of physical quality of the processes that take place in
agricultural machinery, mechanisms and devices.
Let
us look at the tasks the students of State Agrarian and Engineering University
majoring in «Processes, Machinery Equipment of Agricultural Production» do (ZBARAVSKA; BENDERA; SLOBODYAN, 2010):
·
Fodder distributor (FDT-10) goes at rate
of 0.87 km an hour. The average motion speed of fodder according to the floor
is 0.77 m a second. Determine the speed of transporter fixed at fodder
distributor, if its movement is perpendicular to the speed of fodder
distributor. Graph 1 illustrates the task description concept.
Graph 1:
Scheme of fodder distributer movement
Such
kinds of tasks are both perfect feedback on general physics laws and motivation
for students. Tasks that create conflict situations have huge potential. The
process of finding the answer activates thinking, attention and enjoyment. It
has been found that it is desirable to use common and frequently used
industrial and mechanical engineering terms and meanings, taking into account
the fact that we deal with the first year students.
We have adopted the following tasks
in physics with professional development scenarios. Here we have examples of
tasks in «Frictional force».
·
Why are the treadles and control pedals of
agricultural machinery raised-tread?
Why are the working surfaces of plowshare and earth-board, cultivator and
share blades glib? Why do
they glint in the sun after a long period of exploitation?
·
What kind of
friction is used in grain harvester in terms of power transmission between
sheaves and belt?
·
Why is it impossible
to let dust and solid particles get into lubricant grease and diesel oil?
·
Why does the
depth of raised pattern of tractor and harvester tires chop down after a period
of long-term operation?
·
To create the tasks for Mechanical and Engineering department a
teacher, to our mind, should also consider the information about:
a)
different branches of local and regional production;
b)
the perspectives of their development;
c)
ecological problems the production can cause.
Such
accent has been made to focus on the importance of preparing specialists for
local industry and on the danger of labor outflows.
The
same topics of physics course are taught to the students majoring in Agronomy.
However, the tasks are designed in conformity with the needs of agricultural
industry. For example:
·
What way do bur beggar, pin clover, narrow-leaved
senecio use the frictional force?
Graph
2: Narrow-leaved
senecio, bur
beggar, pin
clover
To
get the answer to this question the students should use interdisciplinary links
between physics and botany. The seeds of dandelion, narrow-leaved senecio have
hooks easily dispersed by wind. Fuzz of narrow-leaved senecio hook sticks to
animals and people.
Therefore,
they cover long distances. The secret is that seeds use the forces of
intermolecular interaction. Bur beggar uses the frictional forces to be
transported at long distances. Its fruits are cuneated, flattened and have two
or three lacerate bristle at wide end. They are dispersed both by people,
animals and with the help of water. Their bristles cling to bottom at low water
and later the fruit runs to seed.
The
frictional force between bristle and soil or fur resists the separation of the
seed. Pin clover fruit has a so-called tail it screws in the soil with. In dry
weather the tail curls, in rainy weather uncurls, and goes deeper into the
soil. Fuzz on the surface of the fruit prevents it from moving upwards.
To make the most effective use of field-oriented tasks in
mechanical engineering and agronomy contexts we advise to advantage of visual
support. Using the visual aids
in professional content is beneficial. Pictures, paper handouts (complete and
incomplete), artifacts or prompts (machine elements and mechanisms, herbarium).
An experienced teacher should remember that industrial content should not
dominate. The crucial value of physics in agriculture and industrial issues must
be shown and the students must realize that physics is necessary for
specialists of agrarian sphere.
The
gradual complication of task content is supported by the structure of
educational process. We consider lectures to be the approximate stage of learning
and practical classes to be the training stage of learning. Consequently, the
aim of lecture course tasks is to provide orientation of theoretical material
to the students, to illustrate items with the help of agricultural objects, to
determine physical regularities in the functioning of agricultural objects.
Besides, the lecture course provides the orientation on basic directions of
professional activities through demonstration the strategies of completing the
given tasks.
The
students majoring in Agrarian Engineering were given the definition of term «tracing» while studying
Kinematics. What
is important, the movement pattern of details, machine parts, and agricultural
production in scientific and experimental, calculating and designing, constructional
and technological contexts was highlighted. The following
tasks on identification of friction index of different surfaces and materials,
movement pattern of reel board according to relation between car speed and
board speed are used. The first example is of vital importance in designing a
kind of agricultural machinery, the second one is connected with quality of
harvesting.
The
theoretical material can be illustrated not only with the help technical
schemes. It is not about abstract information about particle movement, but the
detail of reverse wrapping drum of the harvester. (Graph 3).
Graph
3:
Computer model of harvester reel movement
The
students were given tasks that are more difficult at practical classes. These tasks
were focused on the influence of ratio of car speed to reel bat speed on reel
operation, kinematic and dynamic characteristics of crank mechanisms and
connecting rod gear, determining the rotational inertia of piston rod.
The
field-based
tasks we developed demand different level of brainwork. They benefit in
maximizing the cognitive activities of students, because specialized tasks are
supposed to be primarily connected with the productive activities. Practical
classes and laboratory trainings focused on research student work in special
laboratories fit with appropriate equipment.
Student
researches on influence of harmonic vibration of car parts, on unit operation
or research on calculation of friction index, slope angle of the surface and
speed of grain transportation in harvester loading bunker were successful and
effective. Production tasks are aimed at the formation of technical competence.
The pedagogical experiment was
carried out from 2014 to 2017. The students of State Agrarian and Engineering
University in Podilya, Tavriyskiy State Agrarian University majoring in
Agrarian Engineering and Agronomy and the students of Sumy National Agrarian
University majoring in Agricultural mechanization took part in the survey. The
sample involved 150 students.
The level of theoretical knowledge
in physics and its practical application in terms of traditional approach to
teaching physics was determined with the help of 12 test forms. The first year
students were given the tasks in Physical basis of Mechanics: elements of
kinematics, dynamics, laws of conservation of momentum and energy. While the
second year students were tested in Electrics and Magnetism: electrostatics,
direct current, magnetic field, statistic field in material substance,
quasi-stationary magnetic field.
First
six test forms were simulation tasks. For example, the students were asked to
represent the laws of impulse conservation, energy and moment, Rowland law,
Gauss electrostatic law.
Next six test forms were aimed at determining the work-based
objects where the physical laws are applied. The students had to number
agricultural objects and technologies where laws of dynamics,
conservation, elements if kinematics
and Rowland law were used. Besides, there were more
complicated tasks on identifying physical laws that provide tiller operation,
on determining the influence of humus quantity on soil heat conduction.
The results of the tests carried out by the students are
given in Table 2.
Table 2: Test results (percentage of correct answers)
|
Tests |
Number of the task |
Correct
student answers, % |
|
|
The first year students |
The
second year students |
||
|
1st-6th
test formsvarants |
1 |
21% |
22% |
|
2 |
17% |
18% |
|
|
3 |
9% |
10% |
|
|
7th-12th
test formsvariant |
1 |
14% |
15% |
|
2 |
7% |
9% |
|
|
3 |
5% |
6% |
|
The
results obtained show that both the first and second year students succeed in
making the simulation tasks connected with simple reflection of physics course
issues (47% and 50%). While the progress in doing the tasks based on
concrete objects of future professional activity is worse (26% and 30%). The
experiment showed insufficient training in physics issue connected with future
profession of agrarian engineer. Therefore, the assignments section of physics
course should contain profession problem sets.
4. CONCLUSIONS AND RECOMMENDATIONS
Physics
education in Ukraine has not undergone any reforms but they are needed.
Interdisciplinary approach to teaching physics in technical universities
promotes academic excellence in higher education. In addition, it provides many
benefits in comparison with traditional pedagogy that concentrated primarily on
one discipline.
Physics
has vivid links with engineering and agricultural disciplines. We suggest that
teaching physics through professional context has a lot of advantages. Students
are highly motivated as physics is rooted in life experience and professional
context. Interdisciplinary organization of curriculum on the basis of assistant
and advanced types of links between disciplines will advantage in providing not
isolated knowledge in context-related disciplines, shortening the term and
expenses on studying, getting higher level of professional qualification.
Interdisciplinary
approach to studying physics in universities cannot be applied without
carefully organized system of career-based tasks. All the task patterns in
physics course presented in the study are designed to concern professional
issues taking into account the peculiarities of local production, to develop
different kinds of brainwork, to provide student experiencing of personal
progress.
The
implementation of graded professional education in Ukraine stipulates further
researchers on strategies for professional orientation of fundamental
disciplines. It will make the differentiation of the context and functions of
certain stages in professional training, the coordination of pedagogical
activities, the elimination of doubling the training content, the cutting down
on inefficient time consumption, the provision of deep career-based knowledge
and skills.
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