🚀 go-pugleaf

In article <950118192203_5621845@aol.com> Namkcihp@AOL.COM writes:
>Date: Thu, 19 Jan 1995 01:48:37 -0500
>From: Namkcihp@AOL.COM
>Subject: Teaching with computers

>I just returned from AAPT meeting in Orlando to find yet another great
>discussion. Jennifer and I wrote a piece for the AAAS on high school physics.
>Here is the computer section.

>* Computers/Calculators
> Scientific or graphing calculators are commonplace in most physics
>classrooms. Less common is adequate access to MacIntosh or MS DOS computers.
>While many schools have "math" or "writing" computer labs located in the
>school building, few schools have more than one computer available in the
>science classroom for student use. Hopefully, falling prices and state
>technology incentives will bring more computers into the physics classroom
>where they can be used by students every day for data collection and
>analysis, word processing, simulations and telecommunications.

>Data collection
> The use of microcomputer-based, laboratory activities using probes to
>collect and a computer  or calculator to display data in "real time" have
>been shown to be helpful in aiding student  understanding.

> Data analysis.
> Spreadsheets, used for years in business and industry, are a powerful tool
>to place in the  hands of students. Once graphing skills are mastered by
>hand, graphing programs can  provide insights into relationships and
>encourage further exploration of the data.

>Word processing / graphics
> Word processing and graphics programs help make student production of
>quality reports or  papers easy and efficient. Students who might be
>reluctant to keep a journal or lab notes in a  composition book, might
>readily use the computer for such record keeping and reflection.

>Simulation
> Simulation programs allow students to model the world, especially in
>situations that are too  complex or expensive for ordinary lab activities.
>However, while computer simulations  may enhance understanding, they should
>never take the place of a real experiment.  Building a simple circuit with
>wires, batteries and bulbs must come before building complex  circuits on the
>computer screen.

> Telecommunications
>  With the addition of a inexpensive modem and  the availability of  a phone
>line,  students
>  and teachers can expand their available resources beyond the school.  Now,
>the high school  physics classroom can have all the advantages  of the most
>powerful research facility  including the availability of electronic mail and
>access to Internet, supercomputers or  scientific research instruments in
>remote locations.

>What do you think?

I think this is a good assessment of ways technology can be used today. At my 
school we're doing just about everything you've listed here. We have the 
students collect and analyze data on the computer, use spreadsheets to study 
it more, use WP/graphics to produce lab reports. Simulations are useful when a 
lab isn't quite appropriate, but a lecture would be too, say, dull.  I'm quite 
delighted to have them available.

Our district will complete laying the line to have all schools in the district 
on the Net in about 15 months. I'm _really_ looking forward to the learning 
possibilities this will open up.

Matt Tuley
Physics Teacher
Arvada, CO


                                                                 \
 MATT TULEY         ---()---()---()---()---()---()---()---()--- >===
tuley@csn.org                                                    /