# DATA ACQUISITION EXPERIMENTS - A NEW PARADIGM

DATA ACQUISITION
EXPERIMENTS - A NEW
PHYSICS IN HIGH
SCHOOL
Mihaela Garabet 1,2, Ion Neacsu1, Cristina Miron2
1
Theoretical High School “Grigore Moisil”- Bucharest
2 Faculty of Physics, University of Bucharest
Bucharest/Romania
mihaela.garabet@gmail.com
The experiment in studying Physics
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The experiment is a method of exploring the reality
directly, used largely in teaching Physics by observation
provoked and guided by certain hypotheses which are
to be verified by experiments.
The experiment is the didactic method which puts
students in the situation of provoking intentionally a
process or a physical phenomenon, or of modifying the
normal conditions in which these are to take place by
introducing new variables so that all of these are to be
studied further.
Types of Experiments:
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The Demonstrative Experiment
Qualitative
Quantitative
The Applicative Experiment
The Experiment destined to building practical abilities
The Research Experiment
The Frontal Experiment
The Group Experiment
The Individual Experiment
The Simulating Experiment
Data acquisition systems
Data acquisition means the sampling and the scanning of the
real world in order to register data that can be manipulated
by a computer. The components of data acquisition systems
include appropriate sensors that convert any analogical
signal to an electrical signal, then conditioning the electrical
signal which can then be acquired by data acquisition
hardware.
DAQ system created for registering
the found of a tuning fork.
e-portfolio’s short description
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The e-collection of experimental lessons is hosted on the portal
of our school. It can be accessed at: http://portal.moisil.ro,
Real and virtual in Physics and
Science Lessons
The registered signal in monitoring the pendulum oscillations
with the graphical representation for relevance
Monitoring the motion of a toy-car
Educational Objectives
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understanding of the sound propagation
explaining the phenomenon of the
propagation of the sounds
representing the experimental data.
calculating the sound speed in the air
making wise decisions in order to preserve the
Nature.
RESULTS - Acomplishment
No.
Educational
Objectiv
e
Number of correct
Class 1
Class 2
(witness)
Ratio
Accomplishment
Class
1
Class 2
(wit
nes
s)
Class 1
Class 2
(witne
ss)
1
Obj1
21/27
20/30
77%
67%
yes
yes
2
Obj2
16/27
19/30
70%
63%
yes
yes
3
Obj3
23/27
20/30
85%
67%
yes
yes
4
Obj4
25/27
17/30
92%
56%
yes
yes
5
Obj5
24/27
25/30
88%
83%
yes
yes
References
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C. Chiaverina, M. Vollmer, “Learning physics from the experiments”,
Discussion Workshop Report: http://www.girep2005.fmf.unilj.si/dwreport/dwb.pdf
The Ministry of Education and Research, The National Council for
Curriculum, “Curriculum for the high school - Physics”, Bucharest, 2006
M. Chirico, F. Giudici, A. Sappia, A. M. Scapolla, “The Real Experiment
eXecution approach to Networking courseware”, IEEE Transactions on
Education, IEEE Education Society, vol. 40, nr. 4, 1997,
http://www.ewh.ieee.org/soc/es/Nov1997/15/REXPAPER.HTM
Miller, K. A. &amp; Glod, A., “3-D virtual classroom technology”, Paper
presented at Society for Information Technology &amp; Teacher Education 13th
International Conference. Nashville, March 18-23, 2002.
Ireson, G., Hucknall, P., Kinchin, J., Parker, K., Reading, J., Wallington, R. &amp;
Williams, G., “Multimedia CD-ROMs: what do they offer to enhance physics
teaching?” Physics Education, Vol. 36, March, 2001, pp. 155-167.
D. Sokoloff and R. Thornton. “Using interactive lecture demonstrations to
create an active learning environment”, The Physics Teacher, 35, 340-346,
1997, A.P. Fagen, C. Crouch, J. P. Callan, &amp; E. Mazur. “Demonstrations:
More Than Just Entertainment”. AAPT Announcer, 31, 126-127, 2001.
http://www.ni.com
http://www.vernier.com
http://portal.moisil.ro
Thank You!