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Re: Computer Interfaces in the Physics Lab



One of the E&M labs I always do is one where students build voltmeters and
ammeters using a simple galvanometer. The trick to KISS here is to stay
with the most basic measuring instruments until the students have some real
sense of how they work. Note, the 'black box' problem is, I believe,
getting even worse in the Chemistry curricula of most College/University
programs.

Rick

----- Original Message -----
From: "David Bowman" <David_Bowman@GEORGETOWNCOLLEGE.EDU>
To: <PHYS-L@lists.nau.edu>
Sent: Saturday, September 02, 2000 7:22 AM
Subject: Re: Computer Interfaces in the Physics Lab


I too, think it is best to try to have as few black boxes as possible
between the physics and the students when it comes to introductory labs.
But as much as I tend to agree with the comments of Mike, Ken, Wes, &
Rick concerning the simple-is-best philosophy for learning elementary
physics concepts in the lab, and as much as I, too, chafe at the pressure
to automate everything in the labs, nevertheless, I should point out that
stopwatches, ammeters, and voltmeters are *themselves just as much* black
boxes to the students as are fancy computers, interfaces, sensors, and
software. This is even more the case now that these devices tend to have
those digital displays with quartz oscillators and MOSFET front ends
rather than the old analog mainsprings, clockworks, and D'Arsonval
movements. At least in the old days it was possible for the student to
understand in principle how the experimental apparatus worked, certainly
by the end of the course, if not actually when those apparatus pieces
were first introduced to them. Now the students have no hope of
understanding anything about how the apparatus works unless we work very
hard to keep our 30+ yr old museum piece equipment in working shape, and
even then it is a struggle for the students to really understand how that
old equipment works--but at least its conceivably possible.