METHODOLOGICAL FEATURES OF TEACHING THE FUNDAMENTALS OF QUANTUM STATISTICS IN THE COURSE OF THEORETICAL PHYSICS

Abstract

The article highlights the methodological features of teaching the basics of quantum statistics in the theoretical physics course of a pedagogical university, which is of great importance in the fundamental professional training of future physics teachers. Taking into account modern educational realities and the distance learning format, attention is focused on the need to implement such methodological approaches in teaching the course that would ensure systematic active cognitive activity of students, acquisition of professional competence, and contribute to their personal and professional growth. Based on the analysis of modern domestic educational and methodological sources from the theoretical physics course, an author's approach to teaching the basic provisions of quantum statistics is proposed in accordance with the principles of fundamentality and professional orientation; logical structuring, content compactness and mathematical laconicism of the educational material. In a concise version, the main issues of quantum statistics that traditionally cause difficulties for students are highlighted in a qualitative form, in particular: features of the application of the Gibbs statistical method to quantum systems, Fermi-Dirac and Bose-Einstein distributions, the gas degeneracy criterion, thermodynamic potentials and equations of state of a quantum gas, ideal Bose and Fermi gases at low temperatures, degenerate electron gas in a metal. The emphasis is on the main aspects of students' mastery of quantum theories of heat capacity of gases, solids and equilibrium electromagnetic radiation as important stages in the development of physical science at the beginning of the 20th century, which led to the emergence and formation of a new quantum-field picture of the world. The effectiveness of the proposed author's approach in teaching the relevant topic of the theoretical physics course is confirmed by the level of cognitive activity and the results of final assessments (or exams) of students.