Transcript pbl2002-scen103 - University of Delaware

Technology in a PBL
Science Course for
Non-Science Majors
George Watson
University of Delaware
[email protected]
PBL2002: A Pathway to Better Learning
Baltimore, MD
June 17, 2002
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware
http://www.physics.udel.edu/~watson/scen103/
The course:
SCEN103 in Spring 2000 was an Honors
colloquium designed to introduce first-year
students to some of the science behind high
technology.
Designed to promote scientific and computer
literacy and awareness, SCEN103 gives students
an opportunity to leverage their interests in
everyday devices and high-tech objects into a
study of fundamental science concepts.
Live demonstrations, in-class group explorations
of technology applications, and daily work with
the Internet are essential elements of SCEN103.
link
A key feature of the writing-intensive work for this colloquium was
the student’s setup and development of a personal website.
Working in small groups, students also created websites devoted
to science and technology topics.
This year’s colloquium was designed as a pilot Pathways Course
during the discussion of General Education Reform at UD.
Much of the learning in Spring 2000 SCEN103 was done with
problem-based learning.
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Broad Course Objectives:
Analyze simple electrical circuits to assess their function and
effectiveness.
State and describe fundamental scientific principles
underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science
and technology to everyday life.
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Interpret graphical data and construct graphs to communicate ideas.
Communicate technical ideas orally and in writing.
Evaluate the information content of Internet resources.
Use graphical and other multimedia elements effectively in a
webpage.
Create an informative and organized website devoted to presenting a
topic of technical interest from various perspectives.
Access timely, relevant, and authoritative information for problem
solving.
Construct technical information into a logical framework for decision
making.
Establish a frame of mind where quantitative reasoning is embraced.
Work effectively in a group to solve complex problems.
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Problem-Based Learning in SCEN103
SCEN103 relies heavily on PBL with students working
collaboratively in groups to solve real-world problems.
Students learn to apply simple scientific concepts, find and
evaluate scientific and technical information, and communicate
ideas about science and technology to others.
Discussions led by the course instructor, plus supplementary
lectures, help to give a context and conceptual framework to the
problems.
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Why PBL in SCEN103?
The rate of generation of new information in the scientific and
technical sectors is truly staggering.
Information becomes outdated rapidly and is updated constantly; much
of what will be needed to know in the workplace following graduation
has not been generated yet!
Thus identifying when new information is needed, where to find it,
how to analyze it, and how to communicate it effectively are essential
skills to learn in college.
An important result of PBL is that while problems are used to identify
what to learn, the process of learning "how to learn" is also developed.
This method of instruction has been chosen to help develop skills
important for success both in the students’ undergraduate education and
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in their professional life following graduation.
What is effective learning in SCEN103?
Effective learning is much more than memorizing information to
answer questions on examinations.
Learning is a process that culminates in the ability:
to ask the right questions and frame good problems,
to acquire information and evaluate sources of information,
to critically investigate and solve problems,
to make choices among many alternatives,
to explain concepts to others (both orally and in writing), and
to generalize to new situations.
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Problem-Based Learning helps develop these abilities!
A Problem-Based Learning Approach
to Simple Electrical Circuits
Incorporating PBL problems,
Other collaborative exercises, and
Hands-on laboratory exercises.
Link to list of activities and assignments for SCEN103 Spring 2000
Link to schedule of classes for SCEN103 Spring 2000
PBL #1
Crossed Circuits
Two roommates argue about perceived use of electrical energy.
Who should pay more towards the utility bill?
Energy = power x time
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Lab #1
Hairdryers: How much power?
Students bring in their hairdryers and test all settings. A relationship
is discovered among the three circuit quantities while checking the
manufacturers’ claims.
Power = current x voltage
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PBL #2
A San Francisco Treat
Electrical wiring plans are formulated for a building conversion
using floorplans from a “This Old House” project.
Parallel circuits
Household wiring
Power ratings of appliances
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Exercise #1
Electrical Energy Use in the World?
Student groups use the CIA’s online World Fact Book to accumulate
regional electrical energy use and investigate sources of discrepancies.
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Globalization for Pathways Course objective
PBL #3
More Power!
Mark and Tim Allen rewire a toaster for more power by using
hairdryer parts.
Resistance and Ohm’s law
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Lab #2
Resistivity and
Play-Doh
Students roll out cylinders of various diameters and find a
relationship among resistance and geometric factors.
Resistance of a cylinder (wire)
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PBL #4
Spring Break
Adventure
Students investigate the circuit concepts behind the operation of
two familiar battery testers.
Synthesis of cylinder resistance,
Ohm’s law, and
Electrical power
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Lab #3
Batteries and
Bulbs
Students work from the simplest possible circuit to the
challenging circuit on the left and its companion on the right.
Series and parallel combinations
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Exercise #3
Penetration rates of major consumer products in U.S. households
Historical aspects of electrical use
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PBL #5
Lights Out!
Students attempt to design a flashlight from a 6V lantern bulb
and two AAA cells that will last for five hours.
Batteries and internal resistance
Energy capacity
Circuit Design
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Computer Simulations
A wide variety of educational games exist that represent a PBL
approach to learning <www.legacyinteractive.com> :
emergency room
virtual hospital
archaeological dig
halls of justice
www.trauma.org
www.vh.org
dig.anthro.niu.edu
www.objection.com
Interactive Java applets and Flash animations are also an excellent
way to bring the power of technology to the PBL classroom.
One of my own is a Flash Circuit Simulator that emulates a
laboratory for studying the properties of electric circuits.
Motivation for This Project
Faster, cheaper ‘what if?’ changes.
Anywhere, anytime accessibility to ‘lab’.
Wireless technology for collaborative learning.
When hands-on experiences in a physical laboratory are
not available, computer simulations are often the next
best option.
For some topics, computer simulations can provide an
environment for active learning that is just as
rewarding as the traditional laboratory.
Implementation of This Project
JavaScript and Java applets are often employed
to implement computer simulations for
learning that can be accessed over the web.
Often overlooked are other software solutions
that run from suitably configured web
browsers -- Macromedia Flash is one such
approach.
We have created a simple circuit simulator
written in Flash that provides an interactive
experience for introductory students of
electricity.
Features of the Circuit Simulator
The current version provides
a prototyping workspace
drag-and-drop selection of resistors and batteries
multimeters that can be configured to display
current and/or voltage for each circuit element
wire cutters and wire to complete and
reconfigure circuits to carry out simulated
experiments.
a written and audio introduction to its use.
As initially presented to the students
Running a circuit simulation…
Demonstration
http://www.udel.edu/present/showcase/watson/
Wireless Laptop Carts
Technology in a PBL
Science Course for
Non-Science Majors
George Watson
University of Delaware
[email protected]
PBL2002: A Pathway to Better Learning
Baltimore, MD
June 17, 2002