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# Re: [Phys-L] Inference Lab Design

I like "whats in the box?" with record of steps I once tried a plastic box with 4 exposed terminals and inside connected. Went well. Used variations for several years.

The best combo:

AB = resistor
BC Wire
CD 1.5V cell
All others. Nothing.

Instructions
Using a multimeter. Decide the circuit
Set up table for a series of measurements
----
What we did : What result? : conclusion
----
Draw the circuit
----
What is the minimum number of measurements to unambiguous determine circuit?
----
I once got the class to set it up and then did the exercise in front of them.

Derek

Derek Chirnside
http://lits.gen.nz - +64 21 511 303
Sent from mobile which may (or may not) explain typos and non sequiturs.

On 14/08/2012, at 7:33 AM, "Rauber, Joel" <Joel.Rauber@SDSTATE.EDU> wrote:

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
|
|
|
|_______________________________________________
|Forum for Physics Educators
|Phys-l@phys-l.org
|http://www.phys-l.org/mailman/listinfo/phys-l
_______________________________________________
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