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Re: Computer Interfaces in the Physics Lab

Besides teaching physics at a high school magnet program, I am also a "Pasco
Technology Educator." I wander about the state of Texas (and sometimes
beyond its borders) training teachers to use their newly purchased Pasco
computer interface systems.

Pasco used to have me help with conventions, "teaching" in their "classroom"
on the floor of the NSTA exhibits area. One of my favorite tricks during my
presentation was to go through all the steps connecting a temperature
sensor, adding a graph and table display, setting a stop condition, etc.
then pointing out that essentially all we had done was make a $1500
thermometer. The point was that in this case it would be much better to walk
into the storeroom and grab a thermometer than to bother with computer
interfacing. The temperature sensor offers few advantages over a regular
thermometer. It responds as slowly as a regular thermometer, has the same
effective range, and the same level of precision. I thought it was pretty
funny that we would brag about collecting temperature data at 10 Hz when it
took nearly 30 seconds for the sensor to respond to large temeprature
changes.

On the other hand, I used to do RC decay with a voltmeter and a stopwatch.
By picking suitably high values, we could get reasonable results. The
emphasis was on the type of function that described the decay. Now, I use
computer interfacing to measure many decays and we look at the linear
relationship between the time to decay to half voltage and R or C, in
addition to the exponential nature of the decay itself.

I think the people I train are a little surprised when I tell them I do not
use computer interfacing for every experiment we do.

Scott Rippetoe
Academy of Science and Technology
27330 Oak Ridge School Road
Conroe, Texas

----- Original Message -----
From: mike sloothaak set L DIG <mike.sloothaak@EXCITE.COM>
To: <PHYS-L@lists.nau.edu>
Sent: Friday, September 01, 2000 6:12 PM
Subject: Computer Interfaces in the Physics Lab


I'm support staff in a small college, just hired.

I am surprised (and frankly, a little concerned) about how introductory
physics labs are shifting towards computer based experiments. I have
always
tried to adhere to the KISS philosophy. For example, to show students
linear
relationship of a simple resistor (ohm's law), I want to use a DC power
supply, a resistor with pretty colored stripes (or a length of resistance
wire) a voltmeter and an ammeter, a pencil and graph paper.

But I am feeling pressured to use a complete PC, a PASCO 750 interface
with
its accompaning software, a power amplifier, a rheostat.... And of course
a
printer to give the students a copy of the graph the software makes.

I am concerned that physics educators are feeling pressure to computerize
for the sake of computerizing. When I ask my professors why we need the
computer to do "Ohm's Law", I do not get answers based on physics or
pedagogy, but rather on apperances. "Other schools are doing it this way",
or "the students expect to see computers in today's labs. They consider us
backwards if they are not there."

Now, I think computers have a place in these labs. Computers are
especially
useful to collect and analyze big repetitive data sets, and using a spread
sheet to analyze such data is good experience for students in a wide range
of fields. But I really DON'T see many other educational advantages. And
they often violate my KISS philosophy, which I feel is the cornerstone to
good science.

Students and instructors often spend more time getting the
software/interface up and running than doing physics, and often these
complex computer-based set-up force teacher and student to do the
experiment
the ONE way that the software expects. It is often difficult to EXPERIMENT
with the experiments.

I'd like to read the comments of others on this trend.





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