Re: RC circuit and oscilloscopes

[Arlyn DeBruyckere <arlynd@HUTCH.K12.MN.US>]

I do a similar lab with M&M's using the "M" side for heads.  If it is done
outside of a lab room (regular classroom) the students can eat them when they are
done.  There are usually a few M&M's without a "M" side so those never "decay"
and the colors (especially yellow) require a little more observation skills, I
often remind students not to discriminate in recording data in any way - just
because the effect may be a little more difficult to observe doesn't give you a
reason not to observe it.  One can also use Skittles but the "S" seems to be on
them better so students don't have to deal with the experience of things not
"working out right".  I require them to describe what they did in their
conclusions about the ones without the "M's".  There are usually a few different
solutions.  I also require 3 trials (do them all again) to get an idea that
things are not exactly the same every time but if large numbers are used (I then
do a class total to get a larger sample) results are more consistent.  Then I
remind them about the numbers of electrons, atoms or whatever we are considering
for decay in even a small sample (very large - more than they would usually be
able to count in a few years).

Robert Carlson wrote:

> <snip>  Then prior to the RC lab, the students did
> a lab using pennies.  Place a large number of pennies in a can.  Shake them
> and toss them on a table.  Remove the heads.  Repeat until all the pennies
> are gone.  Plot the remaining pennies versus the number of tosses and find
> the functional relationship. <snip>

--
Arlyn DeBruyckere
Hutchinson High School