Implications of Data-logging on A.L. Physics Experiments: A Preliminary Study

Asia-Pacific Forum on Science Learning and Teaching, Volume 1, Issue 2, Article 5 (Dec., 2000)
Pun-hon NG and Yau-yuen YEUNG
Implications of Data-logging on A.L. Physics Experiments: A Preliminary Study

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Roles of Practical Activities in Hong Kong A.L. Physics Curriculum
One of the objectives of current A.L. Physics Syllabus is "develop skills relevant to the application of physics, such as experimental design, experimental techniques, problem solving, mathematical analysis, analytical and critical appraisal and communication" (CDC, 1992). The majority of experiments listed in the Syllabus are taken from the Nuffield Advanced Physics Course. The focus is put on

Techniques (e.g. correct use of apparatus such as vernier, stop-watch and meters etc.)

Graphical methods (e.g. transformation of formulae into linear graphs)

Procedures (e.g. measurements and calculation)

Order of accuracy (e.g. significant figures and error estimation)

Almost every practical activity aims at the verification of some physics laws or physical phenomena. Students are asked to follow the 'cookbook' worksheet to set up the apparatus and take measurement. Some calculations may be needed to manipulate the experimental data. A common practice is to present the data in graphical form from which useful parameters are extracted from the slope and the intercept(s) of the graph. The assessment is mainly based on the experimental procedures and the accuracy of the experimental data. Quite often, the graph is the end product of the whole practical activity.

However, the new Science Education Key Learning Area (KLA) shifts the rationale to "students should be engaged actively in designing and conducting experiments to explore science concepts and develop science investigation skills" (CDC, 2000). The focuses are not only on collecting quantitative and qualitative information with accuracy and generating reliable results, but also on

Planning and conducting science experiments for solving problems, and

Collecting information and drawing conclusion for decision-making

This paradigm shift of practical activities is still undergoing consultation. However, it is quite clear that the existing school apparatus and the ways of running a practical session are very difficult to achieve the new requirements. The apparatus available limits the scope of experimental works. For instance, the measurement of speed by the method of ticker-tape can only allow unidirectional motion. The calculation of speed from the separation of dots is tedious. Even worse, the results are sometimes not accurate and discouraging. Besides resources problem, time is also another constraint. Most of the time in current practice is spent on setting up of apparatus and plotting of graph. Not much time is left for the students to repeat the experiment with different settings and parameters, but scientific investigation needs opportunity for experiment repetition. Hence, apart from a change in curriculum, some means of support that can assist the improvement of carrying out experimental activities in terms of time, flexibility and accuracy should be provided.