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Rationale College-level physics classes are the first large-scale exposure to the process of scientific conceptualization for many students. Fortunately, their first foray into physics presents them with the topic of mechanics. Focusing primarily on motion and its causes, this is an extremely visual branch of physics, which allows students to more easily connect graphical and algebraic representations to what they can see. Newly-acquired data collection and analysis technology have been used to help make the connection between physical theory and motion in the laboratory. However, students typically still perform poorly when asked to describe and explain real-world motion. A greater understanding of real-world motion is most effectively gained by analyzing real-world objects as they move. The computer portability offered by HP tablets give students the opportunity to experience this connection to the world outside of the Physics classroom.
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Implementation (pedagogy) For many college students, physics exists only in textbooks and on blackboards in physics classrooms. My goal is to help my students make the connection between the concepts integral to physics and the world around them. To do this effectively, they must be free to make observations and collect useful data outside of the classroom. Often, such data can most easily be obtained with the assistance of computers. Until recently, desktop PCs tethered DCCC physics students to their lab benches. HP tablets have allowed these students to cut the electrical cord and freed them to more fully explore the physical world around them.
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Apparatus for data collection on an elevator
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Implementation (technology) Vernier Software and Technology's LoggerPro software package along with LabPro computer interfaces and sensors are used extensively to collect motion data and video, generate graphs, and perform analysis. All of the available technology is potentially portable and, with the addition of HP tablets, can now be used in the field. For example, a three-dimensional accelerometer interfaced to an HP tablet is used by University Physics students to collect data related to the motion of their automobile. This data augments specs found on the web and used to solve homework problems related to their automobile and their commute to the school. a force plate and accelerometer interfaced to an HP tablet allows data collection while riding in an elevator. Students can watch as their ''weight'' changes in real time, while the computer stores this data in graphical form for additional analysis.
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Impact on Teaching Recently, I have taught College and University Physics I classes at DCCC lecture-free using an activity-based format. In this environment, students learn science by doing what scientists do (ie. making predictions, performing experiments, formulating theories, and deriving mathematical relationships), as opposed to having the material presented to them orally by an instructor. This format has been successfully implemented at several other educational institutions.
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Impact on Student Learning The Force and Motion Conceptual Evaluation test is used to measure student gains in knowledge in College and University Physics I courses. In a traditional Physics I course, gains of less than 20% are typical. In the first semester of HP tablet use, gains were 24% in College Physics courses and 48% in University Physics courses. College Physics gains were likely lower due to the introduction of a new textbook and new order of presentation in those classes and should improve with time. Gains over 50% should be achievable in classes a year from now.
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Dr. Sagle with College Physics students
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Here, Dr. Sagle and College Physics students Gary Colfer, Laurissa Callloway, and Isma Rehmat examine data collected outside of the classroom using an ultrasonic motion detector. You'll learn more experimenting than by listening to me talk about experimenting, he tells them.
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Quick Facts Dept: Math, Science, and Engineering Courses Impacted (to date): College Physics I and University Physics I # Students Impacted (to date): 72/semester # Faculty Involved (to date): 1 This project is funded in part by an HP Technology for Teaching grant.
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References Thornton, R.K., and Sokoloff, D.R. (1998) "Assessing student learning of Newton's laws: The Force and Motion Conceptual Evaluation," American Journal of Physics 66 (4), 228-351
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