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Re: [Phys-L] Inference Lab Design

At what level is the "induction" lab?

The example below is part of the intermediate lab at UCSC. It includes a large variety of passive elements (and a 9V batt.), including the below. They are given NO instruction except to determine what's in the grey hammer tone boxes. Available include a 20? A regulated supply (for the four terminal #14? wire), a Keithley electrometer for the 100? meg R, very well matched X-Y o'scopes for the ac circuits and low freq. sig. gens, etc. etc. Note well, the equipment is in cabinets. I instructed the TAs to at no point to directly** tell the students what to use! Of course once one student "found out" all may know, tho we also pointed out greater learning would likely result if no telling. They did (do) work in groups of two or three. If one wants the manual for that I may be able to supply.

Note this lab was likely developed by the founding department instructors. ca. 1965)


**i.e. Catechizing (Socratizing) is OK if the student is desperate.

bc reminds readers he's using 12 year old memory, and has incipient Alzheimer's.


p.s. extract from D. Belanger's syllabus (Spring 2012)


"Instructions for the experiments: Enough information is given to do the experiments, but not everything is explained in complete detail. This is by design. You should be learning how to do experiments, not just follow instructions. If you run into trouble or have questions, your instructor and teaching assistants will be happy to help. You can also research points on your own and consult with your fellow students. These are all natural routes for successful research."


On 2012, Aug 13, , at 13:03, Derek Chirnside wrote:

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
_______________________________________________
Forum for Physics Educators
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