|-----Original Message-----
|From: Phys-l [mailto:phys-l-bounces@phys-l.org] On Behalf Of Turner, Jacob
|Sent: Monday, August 13, 2012 2:45 PM
|To: Phys-L@Phys-L.org
|Subject: Re: [Phys-L] Inference Lab Design
|
|Quite interesting. I'll have to think for a bit to see if I can frame it properly to
|ensure that the lesson hits home, but this could work to not just get the idea
|across, but also provide some enjoyment.
|
| You also point out that I was setting myself up for failure by only thinking
|about approaches which require measurement, when that ability is one of the
|most limited for the students.
|
|Jacob Turner - (208)885-2730
|Director of Physics Laboratory Education University of Idaho
|
|
|-----Original Message-----
|From: Phys-l [mailto:phys-l-bounces@phys-l.org] On Behalf Of Rauber, Joel
|Sent: Monday, August 13, 2012 12:33 PM
|To: Phys-L@Phys-L.org
|Subject: Re: [Phys-L] Inference Lab Design
|
|Eleusis
|
|http://en.wikipedia.org/wiki/Eleusis_%28card_game%29
|
|A simulation of science played with a deck of cards and is all about making
|inferences.
|
||-----Original Message-----
||From: Phys-l [mailto:phys-l-bounces@phys-l.org] On Behalf Of Turner,
||Jacob
||Sent: Monday, August 13, 2012 2:21 PM
||To: phys-l@phys-l.org
||Subject: [Phys-L] Inference Lab Design
||
||I've been banging my head on how to design a lab which will impart a
||sense of using inference. I intend this for our lower level
||(non-calculus) freshman labs, so should be fitting for AP High School
||physics range as well I imagine.
||
||
||
|| General thoughts I have had are to place something in a box and have
||them tell me everything that they can about it without sight or direct
||physical contact. But framing this so they can determine a worthwhile
||quantity of information with minimal direction is a fine line.
||
||
||
|| Another thought was to allow them to make actual measurements of
||something with proper tools (so they know the right value, as long as
||they did things right) then require that they obtain the same
||information by some quantity of other methods, choosing the precise
||number to force them to get creative. This runs the risk of failing to
|
||think of some easy approaches, so groups who think of those ones get
||off easy, and groups who fail to think of something easy which you
||thought to be obvious flounder helplessly trying to fill the arbitrary
|number.
||Plus since it is a measure you already know... it just feels pointless.
||
||
||
||The primary obstacle is that this is intended for the first week in a
||first physics course for students who likely have many unfamiliar with
||any form of scientific thought. If I could use electronics, I have
||many more promising possibilities. But really I can only assume they
||know how to use a few basic
||tools: Balance, ruler, scale, graduated cylinders. And of course
||sight, sound, and tactile senses.
||
||
||
||Right now, I am giving it up as a nice ideal, but not practical.
||Anyone else have some ideas which can get students to think and start
||the semester out with some thought?
||
||
||
||Jacob Turner - (208)885-2730
||
||Director of Physics Laboratory Education
||
||University of Idaho
||
||
||
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