It happens all the time. It even happens to you. There is a new lab you want to try out—or maybe you are just modifying a previous physics lab. You are trying to make things better. But when the class meets—things fall apart (sometimes literally).
Yes. This is what happened to me this week. And yes—it’s OK.
But let’s look at the lab and go over the problems so that I can make it even better for the future.
Finding the electric field due to a point charge
This is a lab for the algebra-based physics course. It’s always tough because many of the first things they cover in the lecture class don’t have lab activities with things you can measure. Oh sure—there is that electrically charged clear tape lab, but it will be a while before they get to circuits.
So, my idea was to have the students use python to calculate the electric field due to a point charge. This would give them a safe and friendly introduction to python so that we could use it later to get the electric field due to other things (line a dipole or a line charge). It would be great.
Here is the basic structure of the lab (based on this trinket.io stuff that I wrote – https://rhettallain_gmail_com.trinket.io/intro-to-electric-and-magnetic-fields#/introduction/vector-review
You can look at that stuff, but basically I give a workshop style presentation and have the students do the following:
- Review vectors. Add two vectors on paper (not with python).
- Find the displacement vector – given the vector for a point, find the vector from that point to another point (the vector r).
- Find the unit vector and the magnitude of a vector (using python).
- Next, find the electric field due to a point charge for the simple case with a charge at the origin and the observation point on the x-axis. Do this on paper.
- Now do the same calculation with python.
- Find the electric field at some location due to a charge not at the origin (in python).
- Use python (or whatever) to make a graph of the electric field as a function of distance for a point charge. Graph paper is fine. If they wanted to, they could do the calculations by hand (or use python).
- Finally, give a quick overview of the sphere() and arrow() object in glowscript.
So, that was the plan.
Here are the problems students had during this lab.
- Computer problems. Yes—whenever using computers, someone is going to have a problem. In this case, it was partly my fault. There was one computer that was broken and some other ones weren’t updated. Honestly, the best option is for students to bring their own.
- I can see that there are some students that just sort of “shut down” when they see computer code. They automatically assume it’s too complicated to grok.
- Students working in big groups. I hate having 4 students use one computer. That’s just lame.
- Too much lecture. The first time I did this, I spent too much time going over vectors with not enough breaks for students to practice. I partially fixed this for the second section of lab.
- Some students were just lost on vectors.
- Yes, the unit vector is a tough concept.
- I’ve learned this before—but I guess I need to relearn. The visualization (sphere and arrow) are just too much for many students. That’s why I moved it to the end in my second section.
So, that’s it. I am going to rewrite the lab stuff on trinket.io. I am also going to change my material for the dipole stuff that they are doing next week. Hopefully it goes well. Let’s just see.