Belmont Academy and Lanark Grammar School Partnerships

1. Belmont Academy and Lanark Grammar School Partnerships Ross McMahon1, Gerry Paterson2 and Catriona Bryce3, • Belmont Academy, Ayr, Scotland • Lanark Grammar School, Lanark, Scotland • Department of Electronics and Electrical Engineering, University of Glasgow, Scotland Why Engineering? Motivation, engagement and pupil response In the past, when natural disasters like hurricanes or earthquakes struck an area, vital telecommunication systems could be down for weeks. However, modern fibre optic telecoms systems can be fixed in a fraction of that time. The main factor in this improvement is that engineers can easily locate, exactly where problems are in the cable, using physics coupled with high level instrumentation. By using the same principles as the fault-finding employed by the service engineers, and working with an altered version of the experiment from Lanark Grammar School, we got pupils to find the speed of light by experiment, using fibre optics and the 60Mhz Agilent Technologies DSO3062A Digital Oscilloscope. In trying to bring engineering into the physics curriculum, we used an experiment that can be used in the Advanced Higher Investigation, or as a demonstration at other levels (e.g. Telecoms in S3 SG Physics). We feel this experiment helps to build an appreciation of the relevance of science and engineering in everyday life, by showing real world applications. • Two pupils at Belmont Academy did the experiment as part of their AH Physics Investigation, one titled “Properties of Light”, the other, “Constants of Nature”. • Both Investigations received high marks (20/25 and 22/25 respectively). • The pupils had to work individually to set up, test and take results from the experiment. They relished the chance to work with “a nice bit of kit, for a change”, and took the challenge seriously. • They had to overcome any problems on their own, but the two pupils doing the experiment both found it interesting, straightforward, accurate and reliable. The pupils at Lanark Grammar School explained that they had to use fairly basic maths and more demanding physics knowledge. Doing this for the investigation meant that they got ahead of the class in respect of this. The practical use was very helpful in clarifying the theory. Description of engineering experience Experimental work: Instead of finding the distance down the optic fibre that the light travels as Telecoms engineers do, we used the same principle to find the speed of the light wave in the optic fibre. We used the Lascells speed of light equipment with the 60Mhz Agilent Technologies DSO3062A Digital Oscilloscope. A square wave pulse was sent from the transmitter down a 20 m length of optic fibre, and picked up by the receiver . Both the transmitted square wave and the received wave (by this time, decidedly rounded) are displayed on screen, allowing us to use the scope to measure the time difference between both the leading and trailing edges, which are averaged. This is repeated for the 5m length of fibre, then using the speed, distance & time formula, we can get a value for the speed of light in the optic fibre. Knowing the refractive index of the fibre allows us to calculate the speed of light in air. Skills developed, links to Curriculum for Excellence and the four capacities • Skills developed • In completing the activity, the pupils learned instrumentation skills and applied previous knowledge, each working individually and to a deadline. • The pupils then had to reflect on the activity to find sources of uncertainty, and had to problem solve to express the uncertainties. • Finally the pupils had to present their work clearly as part of an Advanced Higher Investigation. • Curriculum for Excellence • We linked the experience to Curriculum for Excellence because we felt that in doing the activity, the pupils had developed in each of the four capacities: • Successful learners: by applying previous knowledge in a more advanced way, by learning how to operate the Oscilloscope, and successfully dealing with uncertainties. • Confident individuals: by working individually to a high standard, and by expressing their results and their reflections upon the experiment. • Responsible citizens: by working to a deadline, by working safely with regard to themselves and others, by taking care with expensive equipment(!) • Effective contributors: by working individually to a high standard and producing a successful Investigation report. Engineering the Future aims to develop a sustainable model of activities that enhance the learning experiences of pupils, develops their knowledge and understanding of contemporary engineering and smoothes the transition into engineering from school to university.