Global Laboratories - Taiwan National Central University Science Education Center

1. Global Laboratories - Taiwan National Central University Science Education Center Mark Potter (SUNY Oswego) Dr. Fiona Ching-Chi Chu (National Central University) Introduction Objective From June 21st to August 7th I was given the opportunity to study at the Science Education Center – DEMO Lab. While there I worked on developing demonstrations for the concepts in physics of Charle’s Law and fluorescence. While there I also studied instructional methods, especially student-centered learning models. To develop demonstrations for the field of physics which could be used to help students in primary, secondary, and higher education levels better understand certain subject matters. These subjects ranged from mechanics and kinematics, thermodynamics and magnetics, right through modern physics and everything in between. Charle’s Law Student-Centered Learning Fluorescence Charle’s Law is the Ideal Gas Law that deals with the relationship between volume and temperature. It states that temperature and volume are directly proportional to each other, thus, if temperature increases the volume of a gas also increases (all else equal). Likewise, if the volume decreases the temperature will decrease. The demonstration created basically involved an enclosed container, an open container, and a tube to connect the two. The open container was filled with room temperature water (colored for easier observation) and the closed container was heated with boiling water (glass was used as the boiling water could warp plastic containers). The water was then emptied from the closed container and the tube attached to the end of the container with a tight seal. In the open container, the other side of the tube was inserted. As the air inside of the closed container cools, it causes the water to be sucked up the tube because of the relationship between the temperature and volume. Student-centered learning is an educational approach to teaching that focuses on the needs of the student above the needs of others involved in the educational process such as teachers and administration. Traditional learning is more teacher-centered in which the teacher plays the active role and students the passive role of listening to the teacher. Though student-centered learning usually requires significantly more effort on the instructional part of the teacher, it encourages students to be more active and responsible in their own learning processes and promotes communication between peers and students with teachers. This open communication provides better feedback to instructors as to progress of students and their understanding of the material. It also gives students choice in how they learn something, allowing them to choose a method that they will enjoy and thus benefit them more. Fluorescence is the phenomena of a substance giving off light that has also absorbed some form of light or electromagnetic radiation. This occurs at the atomic level where an atom absorbs the energy applied to it causing its electrons to excite and go to a further electron shell level. When the atom is no longer able to maintain this excited state and the electron returns to it’s grounded state, that energy is then emitted in the form of light. There are a number of materials that this naturally occurs with ranging from rare diamonds to common tonic water. It can also be seen often in natural occurrences such as the Aurora Borealis. The experiment I created was two fold. First was a box which applied ultra-violet light to a number of fluorescent liquids, common light could also be applied to the liquids to see the different ways the fluorescent liquid would react to the different energy. Under UV light, the bottles would glow. Since this experiment needs to be demonstrated in the dark for students to more easily see the phenomenon, the counterpart to this experiment which displays what is going on at the atomic level also had to be lit for students to see. This was a lit circular backboard showing the electron shells and a lit ball on a rubber attachment which as it was spun with increasing energy, the ball would stretch the attachment so it would appear at a further shell. Results Over the course of creating each demonstration, we would get feedback on our designs and methods twice per week at a lab wide meeting for all students and our advisor. These meetings would enable us to suggest ways of improving demonstrations of other people as well as get to exhibit how our own demonstrations worked. Once completed, a demonstration is recorded so it can be made available online for others to see and utilize for their own classes or learning. As a supplement to these demonstrations, I also made 3D digital renderings of my creations as well as computer simulations to demonstrate what may be going on at a level we can’t see. In the case of Charle’s Law, a simulation was created using Algodoo software to show the movement of molecules as the temperature increases and thus why volume increases. I was also given the opportunity to exhibit the Charle’s Law demonstration to a group of Taiwan students in grades 5 and 6. Conclusion References Acknowledgements The experience of working in a lab was extremely rewarding. The experience of getting to work in a lab in another country was even more so. Not only was this an opportunity to academically stimulate myself in an advanced setting, but it also allowed for cultural enrichment in getting to explore another culture, meet its people, and learn what everyday life is like there. O'Neill, G., & McMahon, T. (n.d.). Student-centered learning: what does it mean for students and lecturers?. All Ireland Society for Higher Education, Retrieved from http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html