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I like "whats in the box?" with record of steps I once tried aplastic box with 4 exposed terminals and inside connected. Went well.
circuit?
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
----of them.
I once got the class to set it up and then did the exercise in front
sequiturs.
Derek
Derek Chirnside
http://lits.gen.nz - +64 21 511 303
Sent from mobile which may (or may not) explain typos and non
wrote:
On 14/08/2012, at 7:33 AM, "Rauber, Joel" <Joel.Rauber@SDSTATE.EDU>
making inferences.
Eleusis
http://en.wikipedia.org/wiki/Eleusis_%28card_game%29
A simulation of science played with a deck of cards and is all about
|-----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
line.|direct physical contact. But framing this so they can determine a
|worthwhile quantity of information with minimal direction is a fine
|
|
|
| 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
arbitrary number.|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
pointless.|Plus since it is a measure you already know... it just feels
|_______________________________________________
|
|
|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
Phys-l@phys-l.org
http://www.phys-l.org/mailman/listinfo/phys-l
Forum for Physics Educators
Phys-l@phys-l.org
http://www.phys-l.org/mailman/listinfo/phys-l