There is one area of pedagogy which all but requires the computer--that's
using spreadsheets to model more complex physical behavior. I do an early
lab with my Calculus level class where I first have them model a bowling
ball (I always have one in class) dropped from 100 km up and have them find
the time to the ground and the velocity at the ground. Then we add air
resistance and repeat the calculation (using a fixed density of air), and
then we model the atmosphere as linearly decreasing in density from the
ground to the 100 km level and do the calculations again. We can do all
this in a 2 hour period. The pedagogical goal (and what is stressed in the
discussions) is to see the relationship between working the problem this way
and what the Calculus is actually calculating. I find that despite 2-3
years of Calculus in HS and College, few students come into physics with a
real sense of what derivatives and integrals actually are or can do.
We follow up the above lab with one where we drop balls (including 3 g, 7 cm
foam balls) from all kinds of heights, up to about 14 meters [in our
library] and then model the falling balls (with air resistance) on the
spreadsheet to compare their model and the data. I've also used the
spreadsheet to have them model the Pasco Ballistic Launcher using spring
compression and angle to predict the range (ball falling to a lower height
than from which it is launched) and then having a contest based on the
predictions of their model. On can also do a quick spreadsheet model of
damped harmonic motion where the students have to work with the various
parameters to match a reference plot--this to have them see the relationship
between the variables and the shape of the y versus t curve.
In all of these cases, it would be difficult to impossible to do similar
exercises without the computer. In another sense, at least for science
majors, it is almost essential that they be taught with modern technology
since they will be expected to use that technology in their careers.
Avoiding such is similar to the education teachers who may teach about
alternative instructional styles but use only one throughout their courses.
Rick
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Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, Indiana
rtarara@saintmarys.edu
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Free Physics Educational Software (Win & Mac)
NEW: Standing Waves on a String--lab simulation
www.saintmarys.edu/~rtarara/software.html
Energy 2100--class project
www.saintmarys.edu/~rtarara/ENERGY_PROJECT/ENERGY2100.htm
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