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Pedagogical Strategies for Teaching about Alexander Graham Bell’s Metal Detector

Explore innovative pedagogical strategies for teaching Alexander Graham Bell's metal detector experiment, focusing on enhancing student understanding of electricity and magnetism. Break students from closed-minded assumptions, collaborate on math/physics concepts, utilize tutorials and hands-on applications. Address difficulties in terminology, math skills, and conceptual shifts. Lesson plan includes properties of electric circuits, induction, Kirchhoff's laws, and practical experiments. Implement lessons, gather feedback, and adapt as needed. References and acknowledgements included.

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Pedagogical Strategies for Teaching about Alexander Graham Bell’s Metal Detector

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  1. Pedagogical Strategies for Teaching about Alexander Graham Bell’s Metal Detector Ebone ` B. Pierce Dr. Sytil Murphy & Dr. Dean Zollman August 6, 2010

  2. President James Garfield

  3. Alexander Bell’s Proposal

  4. Alexander Bell’s Metal Detector

  5. Modern Day Bell’s Experiment

  6. Student’s Learning of Electricity and Magnetism Difficulties improvements Try to be consistent and logical1 Break students from closed minded assumptions 2 Math/physics professors should work together on students views of different math problems3 Using tutorials and hands on applications4 • Terminology and Definitions in physics courses and textbooks1 • Difficulty for students to change their initial ideas2 • Math skills3 • Always using a book for aid4

  7. First Draft Lesson Plan • Some Properties of Electric Circuits • Basic electricity relationships • Difference between real and simulated circuit • Build circuits from drawings • Use multimeter to read circuits • Electricity and Magnetism • Circuits • Induction • E & M Together

  8. Lesson Continued Introduction to Kirchhoff’s Laws Wheatstone Bridge

  9. Lesson Continued Bridge with Inductors Teddy Bear Experiment L L ~ L L

  10. Future Work • Implement lessons with physics students • Get their feedback from the experiment and modify lesson as necessary • Find or develop other lesson plans and materials to conduct an experiment on electricity and magnetism

  11. REFERENCES 1. Thomas D. Rossing. “Magnetic forces and fields: A note on terminology, definitions, and pedagogy.” American Physics Journal 28, November, 1994: 957-958. 2. David P. Maloney, Thomas L. O’Kuma, Curtis J. Hieggelke, Alan Van Heuvelen. “Surveying students’ conceptual knowledge of electricity and magnetism.” American Physics Journal 26, October, 2000: 12-23. 3. Heidi V. Mauka and Dan Hingley. “Students’ understanding of induced current: Using tutorials in introductory physics to teach electricity and magnetism.” American Physics Journal 16, September, 2005: 1164-1171. 4. Timothy Stelzer, Gary Gladding, Jose P. Mestre, David T. Brookes. “Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content.” American Physics Journal 28, October, 2008: 184-190. 5. Alexander Graham Bell. “An Induction Balance.” American Journal of Science Jan-Jun, 1883 :22-63.

  12. ACKNOWLEDGEMENTS • Kansas State University • Physics Education Research Group • National Science Foundation PHY-0851599 • Dr. Sytil Murphy • Dr. Dean Zollman • Dr. Larry Weaver • Dr. Kristan Corwin • Entire Physics Department at KSU

  13. QUESTIONS?

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