PHYSICAL EXPERIMENT IN DIGITAL REALITY: CHALLENGES OF PRACTICAL ONLINE LEARNING

Abstract

The transition to distance learning in Ukraine – driven by the COVID-19 pandemic, military aggression, mass emigration, and infrastructure disruptions – has created major challenges for physics education, particularly in laboratory training. Traditional physics labs require specialized equipment, which is often inaccessible in remote settings, thus limiting students' opportunities for hands-on experimental experience. Virtual labs and simulations offer a partial solution but face limitations, such as the inability to fully replicate real conditions and the need for interdisciplinary development.

This article presents an adapted approach to remote laboratory work, using the experiment “Weiss Molecular Field” as an example. Originally performed with a pendulum magnetometer, the revised version engages students in calculating and plotting the temperature dependence of spontaneous magnetization in nickel using the Weiss molecular field theory. Students compare theoretical predictions for quantum numbers J = 1/2, 1, and ∞ with experimental data from the literature. Calculations are performed using MS Excel and the GRG optimization method. The results show qualitative agreement with experimental curves, particularly for J = 1/2, which supports the interpretation that electron spins are the primary magnetic carriers in nickel. At low temperatures, Bloch’s spin-wave theory better matches experimental results than the Weiss model, while near the Curie temperature, deviations from theory are observed.

This adapted lab demonstrates that analytical and computational tasks can effectively substitute for direct experimentation in distance learning. The approach develops skills in theoretical analysis, data comparison, and scientific computing. Video tutorials, Excel templates, and interactive visualizations support transparent assessment and active engagement. Surveys revealed a 12% increase in average performance compared to in-person lab versions, along with improved motivation and deeper conceptual understanding. This method is a viable alternative for physics education in resource-limited contexts and can be extended to other lab-intensive disciplines. It also lays the groundwork for a digital lab curriculum that ensures educational continuity during crises.