Re: [Phys-l] ADVICE ON LAB EQUIPMENT

[Vern Lindberg <vwlsps@rit.edu>]

I don't have my AJP handy , but the group is at Colorado-Boulder,  
http://www.colorado.edu/physics/EducationIssues/

I was very impressed at the care with which they tested the  
alternative of hand's on versus simulation.

Vern Lindberg

"The Physics Education Technology project at the University of  
Colorado has developed a suite of physics simulations that take  
advantage of the opportunities of computer technology while  
addressing some of the limitations of these tools. The suite includes  
over 50 research-based simulations that span the curriculum of  
introductory physics as well as sample topics from advanced physics  
and chemistry All simulations are free, and can be run over the  
internet or downloaded for off-line use. The simulations are designed  
to be highly interactive, engaging, and open learning environments  
that provide animated feedback to the user. The simulations are  
physically accurate, and provide highly visual, dynamic  
representations of physics principles. Simultaneously, the  
simulations seek to build explicit bridges between students’ everyday  
understanding of the world and the underlying physical principles,  
often by making the physical models (such as current flow or electric  
field lines) explicit."

On Dec 4, 2006, at 10:44 PM, mrmeyer@mtu.edu wrote:

> John -
>
> Can you give a more specific AJP citation for that?  It would be very
> helpful to me...
>
> Thanks!
>
> Mike Meyer
> Lab Coordinator
> MTU Physics Dept.
> mrmeyer@mtu.edu
>
>
> > Then there is the alternative of using simulations.  There is  
> > published
> > evidence in AJP that simulations actually help students understand  
> > the
> > physical situations better than using real lab equipment.  They  
> > found that
> > students who trained on simulated circuits could build real circuits
> > faster
> > than students who trained on the real thing.
> >
> > If you already have the computers simulations are cheap and do not  
> > need
> > ear
> > plugs.  Whether or not these results hold up for other curricula  
> > has not
> > been published.  I suspect that interacting with real equipment  
> > might be
> > somewhat beneficial to very advanced students, but detrimental to  
> > lower
> > level students.  The inability to discriminate between noise and data
> > retards the performance of lower level students.  So simulations can
> > remove
> > a distraction that blocks performance of some students.  They also  
> > can
> > show
> > data that can not be easily acquired in the lab.
> >
> > John M. Clement
> > Houston, TX
> >
> >
> > > I'd vote for the carts with metal tracks.  We use the Pasco product.
> > > For
> > > conservation of momentum, carefull students will get a %Error of  
> > > less
> > > than
> > > 5%.  I think the vernier tracks can be expanded to be used as an  
> > > optics
> > > bench.  However, I think Pasco sells some less expensive carts  
> > > (as well
> > > as
> > > some more expensive carts).
> > >
> > > With Air tracks you would need an additional power source and ear- 
> > > plugs.
> > >
> > > Paul Lulai
> > > Physics Teacher & Online Learning Coordinator
> > > St. Anthony Village Senior High
> > > Saint Anthony Village, MN
> > > 55418
> > > (w) 612-706-1144
> > > (fax) 612-706-1020
> > > plulai@stanthony.k12.mn.us
> >
> >
> > _______________________________________________
> > Forum for Physics Educators
> > Phys-l@carnot.physics.buffalo.edu
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>
>
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