All schools teach a subject of physics or equivalent. They will also learn about new technologies, but on separate subjects (eg information technology, information technology). In most partner schools, physics is taught in a classical way, without the use of advanced technologies. It does not correspond to the great progress that has been made in the last 20 years. We can say that we live in digital societies, although some people still have a problem with it and do not take advantage of new opportunities to make life easier. We expect that the combination of physics and new technologies will result in a synergy effect, we will achieve more than if we separately carried out a classic physical project or a classic project of new technologies. Thanks to this, students and teachers learn the practical applications of theoretical physics, they will feel the sense of learning this subject. Thanks to participation in the project, they will understand the world better and function better in it. Modern technology allows to teach physics in a more attractive way. Information technology and solutions such as Arduino, sensors, open source software can in a cheap and effective way improve the quality of teaching physics. In most cases, physics teachers educated a few or a dozen years ago did not have a chance to learn about technologies that we want to use in this project microcontrollers, wireless sensors, generating a simple application on the phone (Android / IOS) to perform measurements in experiments, sending this information for an internet server or student's phone or interactive whiteboard. During the implementation of the project, we will have to use even publications that were issued in the previous year and are currently only available in English. Teachers from European countries participating in this project will share their experiences in teaching methods that encourage students to think creatively and apply problem-solving skills. And here we also expect the synergy effect, together we will achieve more than if we were implementing the projects separately. Students of the project will be able to learn about the content that goes beyond the curriculum. Youth exchanges and teacher training will contribute to building the knowledge of project participants. In each meeting you will also be able to learn more about the contribution of each country to the development of physics (visits to technology museums, theme parks, science centres. We expect a large effect on the teaching of physics and the work of partner schools, and after the implementation of the dissemination plan also for other students and teachers in various European countries. We hope that our activities will contribute to increasing the percentage of students achieving educational success. We also want to show that using new technologies in physics lessons does not have to be expensive or difficult. We hope that the didactic materials developed will bring the intended effect. We also hope that it will be a great opportunity to awaken creativity and use in students, and perhaps to discover talents that could remain undiscovered in the classic approach. We believe that there are not many Erasmus + projects that set such ambitious goals related to new technologies and physics, and the topics we are dealing with are of great importance for the development of the European economy. Europe needs people who are graduating from technical studies. Technical education gives you great opportunities. Unfortunately, many students consider physics or new technologies to be too big a challenge, they do not choose difficult directions because they think they can not do it. Our intention is also to deepen our knowledge and apply it in practice. We hope that even after the end of the project, we will have great materials and ready-made methods to conduct extra-curricular activities for students interested in physics and new technologies. We would like to use many commonly developed content on regular classes but also for example in the form of a complementary subject.
Modern technology makes it possible to teach physics in a more attractive way. As part of the project, measurement devices of their own design, using sensors and microcontrollers, were created. The experience gained allows for attractive and effective conducting of experiments, and can improve the quality of teaching. Teachers from five European countries shared their experience with teaching methods that encourage students to think creatively and apply problem-solving skills. Students and teachers learned about new technologies based on Raspberry Pi Pico, Arduino and Esp32 microcontrollers. The participants learned about interesting examples of using the Phyphox application in practice for conducting experiments. Participants also used equipment provided by Vernier, Pasco and Texas Instruments. Simultaneously with learning about physics, participants had the opportunity to develop ICT competences. Students and teachers acquired many new skills that in the future can also be used in other natural sciences, robotics and computer science. In addition to classical physics implemented with the use of new technologies, students had the opportunity to learn about the methods of measuring environmental parameters: air quality, smog level, water quality, noise measurement. In the manufactured end products, the participants showed how to successfully replace the laboratory equipment offered by the world's giants in many situations. Participants developed methods for cheap and effective equipment for physics laboratories. This is not without significance for many European schools. Proprietary solutions created as part of the project are a very good alternative to commercial solutions not only because of much lower costs. An additional achievement is the ability to understand the measurement process through the analysis of open Python / C ++ code, the satisfaction of creating your own software in an easy way (MicroPython), and the development of IT competences. The participants monitored the emerging new technologies on an ongoing basis and adjusted their plans to the emerging new opportunities. A great discovery was the appearance of the Raspberry Pi Pico microcontroller, the use of which made it much easier for participants to carry out previously planned experiments. The developed materials and the experience gained have already resulted in the inclusion of the discussed content into regular lessons and the development of a program of optional classes, which increased the attractiveness of the classes. A measurable result is a very rich set of instructions for conducting experiments, an Ebook, which contains several dozen experimental implementations. This was the result of both numerous workshops conducted with students in the country, as well as foreign workshops and training. An unexpected result is the use of 3D printing techniques, which allowed for easier operation of the created systems for conducting experiments, it also allowed for interested teachers from outside the project to print elements for creating their own laboratory equipment: e.g. for making measurement systems in the field, own design of optical gates, own ultrasonic distance sensors or even a thermal imaging camera. The synergy resulted in added value. We are sure that working separately would never give as many positive results as exchanging experiences and learning from each other. The opportunity to get to know other countries and their culture was certainly of great importance. The practical use of foreign language skills was also very important. I am convinced that the positive experiences gained by students during the project implementation may have an impact on the choice of fields of study related to physics and new technologies. A unique opportunity was for visiting European exhibitions related to physics, science centers, university laboratories, a seismic station or one of the largest power plants in Europe.