RESULTS OF ASSESSING COMPLEXITY OF FORMULAS IN SCHOOL PHYSICS COURSE

The article is devoted to the problem of assessing the complexity of the main formulas of the school physics course. A content analysis of standard school textbooks was conducted, all formulas related to the sections were written out: mechanics, molecular physics and thermodynamics, electrodynamics, optics, physics of the microworld, special theory of relativity. In each section, topics and corresponding methods for solving problems were highlighted. To assess the semantic complexity, the formulas were encoded with a verbal code and presented in the text file Formuli.txt. The complexity of concepts denoting physical quantities was assessed separately; their list is placed in the file Slovar.txt. Using a special computer program, the semantic complexities of formulas (or corresponding theoretical provisions) were determined, and the information collapse coefficient was calculated for each. In this case, the difference between definition formulas and formulas expressing functional dependencies was taken into account. This allowed us to identify the most complex formulas and methods for solving physics problems.