Microcomputer-Based Laboratories (MBL) and the Implementation of a Specific MBL Tool Called the Xplorer GLX by PASCOBradley W. Rausch, Dept. of Physics, SUNY-Buffalo State College, 1300 Elmwood Ave, Buffalo, NY 14222 [email protected]: Microcomputer-Based Laboratories, MBL, Xplorer, GLX, PascoAbstract: Microcomputer-Based Laboratory (MBL) tools allow students to collect and analyze data in real time. The coupling of MBL with the appropriate curriculum and environment has been shown to increase the gains of conceptual understandings of kinematics. There are positive aspects of implementing MBL in the classroom and a lot of research why its implementation supports a reformed physics classroom. A new MBL tool called the Xplorer GLX by PASCO was implemented into mechanics laboratory exercises of an introductory physics course to determine if the cost, usability, portability, reliability, ease of use, and updateability of the system are on par with Vernier Logger Proor if there are any features (or lack thereof) which set it aside from Vernier Logger Pro. Itwas found that the portability of the GLX system was its defining feature, and that other aspects such as input and output, sensor reliability, graphing, ease of use, and quality of graph were similar to other systems.The ResearchIntroductionThere are digital devices that allow a user to collect data by using various probes that detect changing experimental conditions, such as position, velocity, acceleration, temperature, pH, etc. The data is stored in the device and can be displayed in various representations, allowing the user to analyze the data while the data is being collected or at a later time. The system of using such devices for school instruction can be considereda Microcomputer-Based Laboratory (MBL), or sometimes referred to as a “datalogger,” and makes use of a computer or a graphing calculator, the latter allowing for portability. There are some devices whose primary functions are to collect, store, and display the data, such as the Xplorer GLX by PASCO, and can provide a portable, less expensive, and less complicated experience than most computer or calculator based interfaces. There are many advantages of using MBL in the physics classroom, all of which can lead the students to a deeper conceptual understanding in kinematics for a typical high school or college level physics curriculum. Not only are the students not burdened with the mundane chores of collecting and graphing the data themselves, but the immediacy of thegraph generated by the computer has been shown to increase gains of conceptual understanding of certain material. Moreover, MBL can promote motivation for the students, give them an opportunity to have ownership over their learning and the flow of the class, and it can help students overcome difficulties with graphing and promote critical thinking skills. Lastly, MBL can be used to create an active learningenvironment, even in a lecture style classroom, such as in an Interactive Lecture Demonstration.Using MBL in the science laboratory can simplify many of the aspects that go into a well designed and pedagogical-rich lesson. Because the computer can instantly capture data and generate graphs, students are not burdened with the mundane chores of collecting andgraphing data by hand. This allows for the students to focus on how the experiment is designed and on trends and relationships amongst the variables (Choo, 2006). Having thegraph generated and continuously maintained by the computer allows students to use their short-term memory to make predictions about the graph and come up with possible explanations on why the graph looks the way it does (Lapp, 2000). Furthermore, by alleviating the “information-processing demands” on the students, it allows them to betterlink the graphs to the real world event that took place to produce that graph (Lapp, 1999, p.8). Students can concentrate more on the phenomena and relationships at hand (MacIsaac, 1996). The fact that the graph can be generated immediately plays a role in allowing students to better link the graph to the actual event (Lapp, 2001). When the graph is produced immediately, the students can generate links between the graph and the physical phenomenon very quickly (Choo, 2006). This could help facilitate in the understanding of the concepts presented in the experiment. Heather Brasell’s work in studying the effects of real-time laboratory graphing suggests that “the immediacy of graph productionis probably the most important feature of MBL activities” (Lapp, 2000, p. 505). The immediate feedback of MBL tools was found by Thornton (1987) to help students correcttheir understandings by making the abstract more concrete (Hale, 2000). Furthermore, students can study the consequences of changing experimental conditions within a single laboratory period because the data is measured and displayed so quickly (Thornton, 1990). Providing opportunities to students to discover more relationships amongst variables can provide a deeper understanding of the concepts at work in the experiment. With implementation of MBL practices in the classroom, students become actively involved in their learning (Thornton, 1990). Use of MBL creates views in students wherethey recognize themselves not as passive participants, but that their views influence the progression of the class, and, ultimately, their learning (Thomas, 2004). From here, the students assume more responsibility and control in their science experiments and will be able to reflect on the reasons why the experiment may have not gone as planned, leading to more learning from such investigations (Choo, 2006). The implementation of MBL may also promote student interest and motivation. MBL devices are high-tech, novel, and interesting, which can provide a “hook” in catching the interest of students. Strong motivating factors, such as instant data logging and analysis, will promote and make it easier for students to repeat experiments, ultimately collecting more data (Choo, 2006). Furthermore, the generated interest promotes social interaction among the students and with the teacher (Choo, 2006). It is through discourse that students may develop deeper understandings of the concepts at hand and bring misconceptions to the forefront.Several areas of graphing difficulties have been identified. Students have difficulties in connecting graphs with
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