Introductory Physics through Inquirybased Labs

1
Introductory Physics through Inquiry-based Labs

• Brian Batell
• Bradley Peanut McCoy
• Acknowledgements Tom Walsh
• Pete Border
• Bob Pepin
• Sean Albiston
• Brian Andersson

2
Inquiry What and Why?
Distinctives Students set agenda - Grading
deemphasized - Integrated subjects - Teacher
coaches instead of lecturing Goals of Inquiry
Make learning relevant - Flexible
curriculum Examples - Montessori method -
Science!
3
Inquiry in Algebra
Counting 3 groups 4 sheep/group 12 sheep
4
Inquiry in Algebra
Counting 4 groups 3 sheep/group 12 sheep
4 3 3 4 Commutativity
5
Inquiry in Algebra
Counting 3 groups 3 sheep/group 1 group 3
sheep/group 12 sheep
33 13 (13)3 Associativity
6
Standard Science Labs
Organization - Experiment prepared for
students - Guided calculation using textbook
principles - Instructions for acquiring and
analyzing data provided - Closed-ended
conclusion Goals - Reinforce lecture
concepts - Practice problem solving - Show that
physics works
7
Standard Trajectory Lab
Goal The purpose of this experiment is to
measure the initial velocity of a projectile,
then calculate the distance it will travel when
fired at an angle.    Guided Calculation 1. 2.
3.
8
Standard Trajectory Lab
Sample Instruction Fire the gun a few times,
noting the place the projectile hits the ground.
Be sure to check the angle of the gun after each
shot. Place a wooden catch box at this location
fire a few more shots to check its position (it's
helpful to use a piece of tape to mark the front
position of the box). Measure the distance along
the floor from a position directly below the
release point of the projectile (the side of the
gun is marked with a small cross) to the front
edge of the box. Call this distance D.
9
Course Structure
Who? Freshmen IT Honors students at U of M
Physics 15 Math 8 Chem/Bio 27 Engineering 50
Years of study Physics 2.2 Advanced
Math 2.6 Programming 1.2
When? Lecture 4 hours/week Recitation 1
hour/week Lab 2 hours/week
How? 4 Phases Conception Design/Exploration An
alysis Presentation
10
Conception Phase
We were given basically a topic and with a group
developed an experiment to investigate something
meaningful and exciting.
Goal 1 Increase students responsibility for
their learning Goal 2 Interest students in
physical phenomena and promote student interest
in science in general. Goal 3 Add intrinsic
value to the knowledge they gain Goal 4 Expose
students to advanced topics related to material
in lecture
11
Conception Phase in Practice
Example Air Drag Goals of experiment See how
wind affects trajectory Determine if C changes
with wind Proposals required to Let TA assess
feasibility Ensure consensus on project
choice Establish goals for students
12
Design/Exploration Phase
We have a lot more freedom to do experiments we
want to do, not one that has been written for us.
That means we get practice designing experiments
and figuring out what to do when things go wrong.
Goal 5 Encourage students to design experiments
Goal 6 Reinforce concepts through
experience Goal 7 Build students intuition
13
Design/Exploration Phase in Practice
1st Attempt Throw ball into wind - Hard to
control - How to collect data? 2nd Attempt Use
a launcher and a fan - Initial velocity and wind
speed are controlled - Trajectory analyzed using
video analysis software - Wind speed measured
with anemometer
14
Analysis Phase
Most of the understanding comes in analyzing and
making sense of what was often less than perfect
data taken during the lab.
Goal 8 Encourage students to devise original
methods of analysis Goal 9 Develop problem
solving skills Goal 10 Teach students to model
and simulate physical systems Goal 11 Prepare
students for research
15
Analysis Phase in Practice
1st method Model of wind speed as a function of
distance - used anemometer find b 2nd
method Numerical simulation -Eulers method on
Excel 3rd method Graphing data
16
(No Transcript)
17
Presentation Phase
They force one to have an intimate knowledge of
all areas of the experiment and also to convey
that knowledge in a form understandable by peers.
Goal 12 Improve scientific communication
skills Goal 13 Identify support for
interpretation of results
How? Lab report (4 pages) In-class presentation
(15 min) Students required to ask questions
18
Presentation Phase in Practice
Example of student conclusions

• Verified that the ping-pong ball follows general
  form predicted by Air Drag Equation
• Calculated the C value for the ping-pong ball
• Discovered that the C value does not change when
  a wind factor is added.

Examples of student questions How do you know
the wind speed is linear? How accurate is
C? Are your equations right?
19
Example 2 Oscillations
Concept Standing sound waves in air Goals
Simulate motion of molecules in tube - Look for
standing wave patterns - Is tube radius
important? Difficulties - Writing computer
code - How to recognize resonance?
20
Example 2 Oscillations
Simplified Design Dense gas, small box
Build box
Collision check
Randomize gas
Move molecules
Collision algorithm
21
Example 2 Oscillations
Simplified Design Dense gas, small box
Build box
Collision check
Randomize gas
Move molecules
Move end wall
Gas collision algorithm
Wall collision algorithm
Calculate density
22
Example 2 Oscillations
Simplified Design Dense gas, small box
Build box
Collision check
Randomize gas
Move molecules
Move end wall
Gas collision algorithm
Wall collision algorithm
Calculate energy
Calculate density
23
Example 2 Oscillations
Analysis Density of molecules
Conclusion No pattern, even when averaging
24
Example 2 Oscillations
Analysis Resonance
Conclusion Distinct peak frequency
25
Example 2 Oscillations
Analysis Varying tube radius
Conclusion No effect, in agreement with theory
26
Other Examples

• Collisions
• Momentum and angular momentum of
  hovercrafts
• Correlation between elasticity and surface area

Oscillations - Normal modes of double pendulum -
Finding viscosity using damped oscillations

• Gravity
• Orbits around LaGrange points
• Simulation of a trip to Mars

Electronics - FM transmitter - Digital clock
27
Questions and Concerns
Can lesser students thrive under this
system? Overlap with lecture material? Quality
of TAs? Overhead in equipment? Quantity of
material covered? Do the experiments always
work?
28
Our Assessment
Conception Phase
Was a successful outcome to a project largely
your responsibility (52), largely the TAs
responsibility (1), or both (47)? 56 say they
were most motivated by curiosity. 82 say they
are more interested in science after this lab.
Design/Exploration Phase
91 say their first attempt failed sometimes or
very often. 89 say they are confident in their
ability to design an effective experiment.
29
Our Assessment
Analysis Phase
90 say they performed a theoretical calculation
sometimes or very often. 79 say feel that their
problem solving skills improved in lab.