The students work their way through several sections of material that address common misconceptions held by high school students about electricity. The first sign that something good was happening was that one group of students challenged me about the basic ideas I had asked them to accept. I always warn them not to do experiments outside the instructions unless they clear them with me first some would destroy the equipment. Students learn to color code circuits to help understand what is happening. Pasco scientific teachers resource guide t 57 student version homework questions section 2 1 in the circuits shown all bulbs are identical and have high resistance figure 1a figure 1b a draw arrowtails and starbursts on the bulbs in figure 1a. The program does a great job in general of presenting ideas in an orderly way.
If that turns out not to be true, them all that follows may not be true. We also design and manufacture high quality lab equipment for physics and engineering and offer complete curriculum textbooks, eBooks and integrated lab technology for Physics and Chemistry. Since the compasses under each wire in a circuit connecting two similar bulbs in series to a battery pack all deflect in the same direction and by the same amount, students are expected to conclude that the charge moving in wires current travels in a single direction, not different directions in different wires. The same thing would have happened with a fork, which was clearly not charged. It shows an attempt to encircle portions of the circuit that have the same potential.
Try them yourself with your students! It is a little embarrassing to admit I was so unsophisticated in my thinking. Sections may be printed individually as needed. An important part of this learning is the inclusion of a 25,000 microfarad capacitor in some circuits. No prior knowledge of electricity is required, making the curriculum accessible to students in all levels of high school physics. I have posted 6 short videos that show these demonstrations.
The program asks them to rebuild their mental model based on the evidence they see as they build circuits. A pair of students called me over to discuss an unusual observation in Section 3. Department of Education's Program Effectiveness Panel. That moving charges did affect the compass. So I needed to find an object that could be charged but was not metal.
Let me know if you think they are useful! I charged up a piece of foam by friction, and ran past a compass. Like color coding it makes the understanding of the circuit more simple. The complete curriculum was developed by a team of college and high school physics teachers under a National Science Foundation grant. Register today to ensure your spot. . Some have no idea where these things come from, where the power plant and water towers are.
Originally Posted: 1-16-13 Today I showed students the video that I posted yesterday. I wish I had recognized the powerful nature of this type of analysis years ago when a student showed this to me. Learn tips, tricks, and applications. Registration is starting for our spring online trainings with the first one taking place on February 6th. Our software team is constantly working to add new features, support for new products and make overall improvements that make your software more flexible, more powerful, and easier to use.
Pasco scientific teachers resource guide t 63 student version homework questions section 2 1 examine the diagram of a circuit below and redraw it as a schematic diagram using appropriate symbols for each part of the circuit support your answer with observations made in the laboratory. That the faster the charge moved all else being equal the greater the effect on the compass. The bulbs lit again briefly. The students were able to see: 1. It is a very exciting time. See video: The second challenge, drift speed, sent me to the internet to see how this velocity was measured.
Ebook Description : Sep 16 2018 ebook pasco scientific student answers section 2 by roald dahl pasco scientific teachers resource guide t 63 student version homework questions section 2 1 examine the diagram of a circuit below and redraw it as a schematic diagram using appropriate symbols for each. The videos are not intended to replace the actual lab work done by students in class. Students work in pairs, often consulting the other pair of students at their table. To help students who are absent catch up. Your helpful comments are always welcome. Connections between the electron, the atom and mobile charge in circuits are also explored.
Update to this post: 1-23-13 This picture below is associated with one of the comments below. The discussion went very well. To allow students who have completed lab work to review what happened while they are studying or completing homework. Ask the students what they know about their utilities; gas, water, electricity. If you have any suggestions for how I can convince students that charge moves this slowly in metal wire, let me know. I was hoping that the compass would stay put if I held the foam stationary near it and deflect in some way if the foam were moved under the compass. Even if you can't attend live, we'll send you a recording.