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Re: Looking for a good lab for angular momentum conservation



Please excuse this cross-post, in the interest of intergroup synergy
, to discussion groups with archives at:

AP-Physics <http://lyris.ets.org/cgi-bin/lyris.pl?enter=ap-physics>,
Physhare <http://lists.psu.edu/archives/physhare.html>,
Phys-L <http://lists.nau.edu/archives/phys-l.html>,
PhysLrnR <http://listserv.boisestate.edu/archives/physlrnr.html>.

In his AP-Physics post of 22 Oct 2002 08:42:55-0600, Mark Paricio wrote:

"I'm looking for ideas for a lab or lab activity on conservation of
angular momentum that students can get their hands on. . . . I'll
take qualitative lab ideas or, preferably, quantitative lab ideas. I
think my students would conceptualize better if they could see it."

I think Mark and others interested in a minds-on and hands-on
qualitative angular momentum lab might consider Socratic Dialogue
Inducing (SDI) Lab #5 "Angular Momentum," online in pdf form at
<http://www.physics.indiana.edu/~sdi>.

For articles on SDI Labs, see the references below.

Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
<rrhake@earthlink.net>
<http://www.physics.indiana.edu/~hake>
<http://www.physics.indiana.edu/~sdi>


REFERENCES RELEVANT TO SDI LABS (26 October 2002)
Hake, R.R. 1987. "Promoting student crossover to the Newtonian
world." Am J. Phys. 55(10): 878-884.

Hake, R.R. 1991. "My Conversion To The Arons-Advocated Method Of
Science Education," Teaching Education" 3(2), 109-111 (1991); online
as ref. 8 at <http://www.physics.indiana.edu/~hake>.

Hake, R.R. 1992. "Socratic pedagogy in the introductory physics lab."
Phys. Teach. 30: 546-552; updated version (4/27/98) online as ref. 3
at <http://physics.indiana.edu/~sdi/>.

Hake, R.R. 1998a. "Interactive-engagement vs traditional methods: A
six-thousand-student survey of mechanics test data for introductory
physics courses," Am. J. Phys. 66, 64-74 (1998); online as ref. 5a at
<http://www.physics.indiana.edu/~sdi/>.

Hake, R.R. 1998b. "Interactive-engagement methods in introductory
mechanics courses," on the Web as ref. 5b at
<http://www.physics.indiana.edu/~sdi/> and SUBMITTED on 6/19/98 to
the "Physics Education Research Supplement to AJP"(PERS). In this
sadly unpublished (Physics Education Research has NO archival
jouranal!) crucial companion paper to Hake (1998a): average pre/post
test scores, standard deviations, instructional methods, materials
used, institutions, and instructors for each of the survey courses of
Hake (1998a) are tabulated and referenced. In addition the paper
includes: (a) case histories for the seven IE courses of Hake (1998a)
whose effectiveness as gauged by pre-to-post test gains was close to
those of T courses, (b) advice for implementing IE methods, and (c)
suggestions for further research..

Hake, R.R. 2002a. "Socratic Dialogue Inducing Labs for Introductory
Physics"; online at <http://www.physics.indiana.edu/~sdi>.

Hake, R.R. 2002b. "SDI Labs," at the Harvard Galileo site
<http://galileo.harvard.edu/>. This is a leading resource for online
teaching materials.

Hake, R.R. 2002c. "Lessons from the physics education reform effort."
Conservation Ecology 5(2): 28; online at
<http://www.consecol.org/vol5/iss2/art28>. "Conservation Ecology," is
a FREE "peer-reviewed journal of integrative science and fundamental
policy research" with about 11,000 subscribers in about 108 countries.

Heller, K.J. 1999. Introductory physics reform in the traditional
format: an intellectual framework, AIP Forum on Education Newsletter,
Summer: pp. 7-9; online at
<http://webs.csu.edu/~bisb2/FEdnl/heller.htm>. As indicated in Hake
(2002c) (see that online article for the references), Ken Heller
classifies SDI labs as "DT + CA", where "DT" stands for
"Developmental Theory," originating with Piaget (Inhelder & Piaget
1958, Gardner 1985, Inhelder et al. 1987, Phillips & Soltis 1998);
and "CA" stands for "Cognitive Apprenticeship" (Collins et al. 1989,
Brown et al. 1989). Unfortunately, SDI Labs, despite their relative
effectiveness (Hake 1998b) as shown by rigorous pre/post testing,
have been generally ignored by physics teachers and the Physics
Education Research community.

Tobias, S. & R.R. Hake. 1988. "Professors as physics students: what
can they teach us? Am. J. Phys. 56(9): 786-794.

This posting is the position of the writer, not that of SUNY-BSC, NAU or the AAPT.