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.
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sadly unpublished (Physics Education Research has NO archival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. 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.