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Use of Interactive Technology to Promote Active Learning in Physics Priscilla W. Laws

ALOP 2007 Workshop in S ão Paulo , Brazil. Use of Interactive Technology to Promote Active Learning in Physics Priscilla W. Laws Research Professor of Physics Dickinson College, USA. Activity Based Physics.

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Use of Interactive Technology to Promote Active Learning in Physics Priscilla W. Laws

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  1. ALOP 2007 Workshop in São Paulo, Brazil Use of Interactive Technologyto Promote Active Learning in Physics Priscilla W. Laws Research Professor of Physics Dickinson College, USA

  2. Activity Based Physics Combining Physics Education Research (PER) with computer tools to enhance learning in introductory courses

  3. ABP Group* • Maxine Willis • John Garrett • David Jackson • Scott Franklin • Kerry Browne • Bob Teese • Pat Cooney • Karen Cummings • Priscilla Laws • David Sokoloff • E.F. Redish • Ron Thornton • * Supported off and on since 1986 by : • National Science Foundation (USA) • U.S. Department of Education (FIPSE) • The Charles A. Dana Foundation

  4. ABP Group Activities • Curriculum development • Apparatus Design • Computer Hardware & Software Design • Physics Education Research • Dissemination

  5. Activity Based Learning Environment • Students construct knowledge from their own observations and peer discussions • Students are challenged to compare predictions (based on their beliefs) to their own observations • Students change their beliefs when confronted by differences between their initial beliefs and their own observations and experiments • Instructor is a guide rather than an authority

  6. Using Computers

  7. Computer-Assisted Data Acquisition Hardware (CADA) Interface to USB Port on Computer Motion Detector Temperature Sensor Force Sensor * Vernier Software & Technology (www.vernier.com) ** PASCO scientific (www. pasco.com)

  8. Computer-Assisted Data Acquisition Software Collect Data from one or more sensors in “real time” • Position • Sound waves • Temperature • Magnetic Field • Pressure • Current and Voltage • And many more Interface to USB Port on Computer • Insert a video and analyze positions on each frame Motion Detector Temperature Sensor Force Sensor * Vernier Software & Technology (www.vernier.com) ** PASCO scientific (www. pasco.com)

  9. An Example of CADA The Ultrasonic Motion Detector

  10. Computer Assisted Data Acquisition & Analysis Tools (CADAA) • Learning Kinematics with an ultrasonic Motion Detector first by walking and then by observing the motions of low friction carts with attached fans

  11. Computer Assisted Data Acquisition & Analysis Tools (CADAA) • Learning Kinematics with an ultrasonic Motion Detector first by walking and then by observing the motions of low friction carts with attached fans • Open Kinematics.cmbl file

  12. Video Capture & Analysis Software Capture Software: LoggerPro or VideoPoint Capture

  13. Demonstration of LoggerPro Video Tools 1. Capture 2. Analysis Open Movie Capture and Analysis

  14. Why Newton’s Laws Are Hard to Teach • the 1st law is unbelievable • the 2nd law is incomprehensible • the 3rd law is mere religious incantation • –Jon Ogborn

  15. How Students Use Computer Tools to Understand Newton’s Law

  16. Newton’s First Law

  17. Computer Software • Use the LoggerPro Software with either: • A motion detector or • Video capture and analysis Box on carpet Cart on Track

  18. Verifying Newton’s 1st Law by Inductive Reason and Experiments

  19. Newton’s Second Law

  20. Relate Force and Acceleration by Using a Motion Detector & Force Sensor

  21. Wireless Force & Acceleration Sensor

  22. Computer Assisted Data Acquisition & Analysis Tools (CADAA) • Newton’s Second Law using a Force Sensor & Motion Detector (or Accelerometer) Open Fvs.A.cmbl

  23. Newton’s Third Law

  24. Computer Assisted Data Acquisition & Analysis Tools (CADAA) Verify Newton’s Third Law using Remote Force Sensors • Open Car-Truck_Synch2.mov • Open Run2_CarTruckData&Photos.cmbl

  25. Our Philosophy of Computer Use • Flexible tools to explore and model the real world through direct investigation • Transferable computer skills • Not used as a tutorial device • Simulations only used if real experience is inaccessible

  26. Evaluating Student Learning

  27. Conceptual Evaluations • The Force Motion Concept Evaluation (FMCE) • The Heat and Temperature Concept Evaluation (HTCE) • The Light and Optics Concept Evaluation (LOCE) • The Electric Circuits Concept Evaluation (ECCE) • The Mathematical Modeling Concept Evaluation (MMCE) • The Vector Evaluation Test (VET) http://physics.dickinson.edu/~wp_web/wp_resources/wp_assessment.html

  28. The Force & Motion Conceptual Evaluation (FMCE) Results of Pre & Post Testing using Activity Based Physics Curricula

  29. Traditional Instruction FMCE Results University of Oregon ‘89- ‘ 90 N = 240 students

  30. RealTime Physics FMCE ResultsUniversity of Oregon

  31. Very New Products 1. LabQuest (Vernier Software & Technology 2. Classroom Spectrometry 3. The $100 USD Computer: One Laptop Per Child (OLPC)

  32. Vernier Software & Technologywww.vernier.com • A hand held device • Screen can be seen outdoors • Compatable with 30 or more Vernier Sensors • Data can be collected and analyzed immediately • Has 6 sensor inputs

  33. Screen can be seen outdoors • Use as interface with a computer • Transfer Data to a computer or memory stick

  34. Beer’s Law: Absorbance vs. Concentration for NiSO4

  35. OLPC Under Development byFormer MIT Media Lab Faculty

  36. Specifications • LCD and Black & White displays at 200dpi (900x1200) • Microphone & 3 USB Connectors • Video Camera • Wireless communication • Runs 6 v. Battery (NiMH)

  37. Graphic Interface

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