Journal 4

Topic: DC Circuits

Observation Experiment:

The students could use the current probe and the differential voltage probe to measure current through and voltage across a resistor. Then design an experiment to find the relationship between voltage and current. They can learn how to measure current and voltage using the equipment and then analyze and interpret the graphs on logger pro. This could be good if the students have a lot of difficulty with graphing and time does not permit them to explore and learn how to use something like Excel to create graphs with error bars.

Testing Experiment:

Then they can do the same thing for a light bulb. Is there a way to put error bars in the graphs on logger pro? YES! Hopefully it’ll show that the error bars do not cross the linear fit “prediction” line and make a judgment about the hypothesis. This would be good for error analysis and more experience interpreting graphs.

Testing Experiment:

Previous knowledge: Power

Given the hypothesis: “In a circuit with two resistors, the one with the larger resistance will dissipate the greater amount of power.” Design an experiment to test this hypothesis. Then they can find out current remains the same for series circuits and/or voltage remains the same for parallel circuits. They can conclude that the hypothesis has been disproved with a parallel circuit.

 

I also found the PhET DC circuit simulation very helpful. Seeing the movement of the electrons really helped them make sense out of the circuit. What values can you manipulate? What is current? What does current and voltage have to do with resistance? There were other questions but those are the ones I can remember. It feels like you’re just playing! (I spend a lot of time playing with them also and sometimes I incorporate it into my lessons.) 

Journal 3

Since the unit that i am preparing for is on DC circuits, I wanted to check out the circuit simulations Ohm’s Law, Parallel Circuit, and Series Circuit. I think this can be used by the students for a quick observation experiment and find relationships between current, voltage, and resistance. 

• Language: If you run the Ohm’s Law simulation first, there is no resistance labeled. Rather it is labeled collision-rate-with nuclei so the students can see the relationship between current and collision rate with nuclei. Then later in the Parallel Circuit simulation it connects the physics language “resistance” to the concept of collision rate. I like that the language is not used at first so that the students have a more concrete understanding of resistance and how it is related to current.
• Representation: I like that there’s a graph shown for the simulation for the students to interpret and analyze.
• Isolating Variables to Develop Mathematical Expression: I also like that the relationship between current and voltage can be isolated from the relationship between current and resistance. This way the students can develop mathematical expressions. 
• Suggestions for teacher: I like that it gives suggestions for things to try so that the teacher can have a better idea of how to use the simulation. 

Journal 2

http://scratchpad.wikia.com/wiki/Physics_Project

Journal 1

• Describe an experience you have had (as teacher or learner) in which a technology was used effectively for the purpose of increasing INNOVATION. What was the technology? How was it used? What made it effective?
  • I have been a student in several classes that used a PRS or clicker technology. 
  • It enabled me to do the following:
    • Participate in a large lecture hall environment. 
  • This technology was effective for the purpose of innovation for the following reason(s):
    • It allowed for engagement of the learner in a lecture hall, which is very important in the learning process and is often difficult to do in this environment.
• Describe an experience you have had (as teacher or learner) in which a technology was used effectively for the purpose of increasing EFFICIENCY. What was the technology? How was it used? What made it effective?
  • I have been a student in several classes that used Sakai, WebCT, or Wiki. 
    • It enabled me to do the following:
      • access all the information needed for the course (i.e. contact information, notes, syllabus, assignments, announcements, supplementary information and media such as simulations, and discussions) at any place and time.
      • immediately post questions and comments to discuss topics with my classmates, professor, and TA.
      • submit assignments online.
• • • I believe this same technology was effective for the purpose of efficiency for the following reasons
      • Since information was available at all times, we spent less time being confused and more time being prepared.
      • Since we were able to discuss these topics outside of the classroom, we were better able to use the class time provided. 
      • Submission of assignments online eliminated the paper printing process which saves on time and resources.
• Describe an experience you have had (as teacher or learner) in which a technology was used effectively for the purpose of increasing COMMUNITY. What was the technology? How was it used? What made it effective?Consider the examples you described. Can you identify general characteristics that made this “good technology”?
  • I believe this same technology was effective for the purpose of increasing community for the following reasons:
    • Unlike the classroom which is time constrained, the discussion board allowed for a more open and comfortable setting for discussions.
    • The obstacle of poor acoustics of a classroom was eliminated and so everyone’s comments and questions are clearly understood by all. The online discussion board has the advantage of an archive and so the information discussed can be accessed at all times. 

   

• Describe a situation in which you saw technology used POORLY! What could have been done to address the situation better?
  • In a course I recently took, the same technology was available. However, it was used poorly for the following reasons:
    • The instructor rarely posted classroom information (announcements, syllabus, feedback). Actually the only information posted was the instructor’s contact information and a long list of readings. The technology was not used for the purpose of increasing efficiency.
    • The information posted was unorganized and so the technology was not used to increase efficiency.
    • Although the assignments were all typed, paper copies were submitted in class and so the technology was not used efficiently.
    • Outside classroom discussions were not encouraged and so the technology was not used effectively for the purpose of increasing community. Because of the nature of the course, most of the learning occurred during group discussions and so a discussion board could have really been a great opportunity for learning. 
  • The following could have been done to address the situation better: 
    • The students could have suggested the capabilities of the technology and their advantages. 
    • The instructor could have learned about the capabilities of the technology prior to the start of the course and/or during the course and use it. 
• Consider the examples you described. Can you identify general characteristics that made this “good technology”?
  • Good technology is innovative and effectively increases efficiency and community.