Timing a Light Pulse in the Introductory Physics Lab

Autor/inn/en	Walkup, John R.; Key, Roger A.; Talbot, Patrick R. M.
Titel	Timing a Light Pulse in the Introductory Physics Lab
Quelle	In: Physics Education, 54 (2019) 4, Artikel 045007 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Physics; Introductory Courses; Science Instruction; Laboratory Experiments; Decision Making; Light; Time; Schemata (Cognition); Teaching Methods; Intervals; Laboratory Procedures; Statistical Analysis; Undergraduate Students; California (Fresno) + Suchen Sie Ihr Suchwort? Physik; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laboratory work; Laborarbeit; Decision-making; Entscheidungsfindung; Licht; Zeit; Cognition; Schema; Kognition; Teaching method; Lehrmethode; Unterrichtsmethode; Laboruntersuchung; Statistische Analyse
Abstract	A lab activity for teaching physics students the fundamentals of statistical analysis during the first few weeks of instruction is described. This activity involves students timing a pulse of light generated by an Arduino device of fixed duration with individual timers (e.g. stopwatch, iPhone timer). To select the most precise timing methods and to calibrate their timings to account for bias, students first time a known duration of an ordinary classroom clock. Because students are not informed of the true pulse duration until after they turn in their lab reports, they must express the estimated duration of the light pulse in terms of confidence intervals. This activity arises from the need for students to leverage the power of statistics to (1) optimize lab procedures through data-driven decision-making, (2) correct for bias through calibration, and (3) gauge the quality of their work in terms of confidence rather than correctness. The authors conclude that this three-step process aligns lab procedures closer to industry practices and elevates cognition and engagement among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01