Preface *
Abstract *
List of acronyms *
1. Introduction *
1.1. Didactical background *
1.2. Research background *
1.3. Research problem and framework *
2. Perceptional experimentality in physics education *
2.1. Empirical conceptualization *
2.1.1. Dualism in empirical science *
2.1.2. Scientific and technological processes *
2.1.3. Concept formation and logic *
2.2. The conceptual structure of physics *
2.2.1. Hierarchical levels of concepts *
2.2.2. Quantities as processes *
2.3. Structured physics education *
2.3.1. Theory in physics teaching *
2.3.2. Basic types of approach *
2.3.3. Proceeding in the hierarchy of concepts *
2.3.4. Perceptional approach *
2.3.4.1. Meanings are created first *
2.3.4.2. Processes of empirical science in education *
2.3.4.3. Implications of the hierarchy of quantities *
2.4. Comparison of the perceptional approach with some other approaches and ideas about physics education *
2.4.1. Arons *
2.4.2. Redish’s principles *
2.4.3. Driver’s critique of empiricism; SCIS *
2.4.4. The learning cycle approach *
2.4.5. The modeling method *
2.5. The rationale of taking the perceptional approach as the didactical basis *
3. Microcomputer-based laboratory tools *
3.1. Definitions *
3.2. Arguments for and against using MBL tools *
4. Principles of operation of MBL systems *
4.1. General *
4.2. Operating principles of a computer and data I/O *
4.3. The principle of computer assisted measuring *
5. MBL system hardware *
5.1. Digital sensors *
5.2. Analog sensors, analog to digital conversion *
5.3. Sensor characteristics *
5.4. On measuring values of some quantities and sensor types *
5.4.1. Time *
5.4.2. Frequency *
5.4.3. Position, displacement, distance *
5.4.3.1. General *
5.4.3.2. On ultrasonic sensors *
5.4.4. Velocity sensors *
5.4.5. Acceleration sensors *
5.4.6. Measuring velocity and acceleration with position sensors *
5.4.7. Angle and rotation *
5.4.8. Temperature *
5.4.9. Voltage, current, resistance, conductance *
5.4.10. Magnetic flux density *
5.4.11. Force *
5.4.12. Pressure *
5.4.13. Sound *
5.4.14. Light intensity *
5.4.15. Intensity of ionizing radiation *
5.5. Noise and interference *
5.5.1. Sources of external noise and interference *
5.5.2. Coupling mechanisms for the interference *
5.5.3. Methods for reducing effects of noise and interference *
5.6. Signal conditioning elements *
5.6.1. Deflection bridges *
5.6.2. Amplifiers *
5.7. Conditioning of digital signals *
5.8. Data acquisition units *
5.8.1. Data acquisition unit types *
5.8.2. Interface circuits *
5.8.2.1. AD converters *
5.8.2.2. Digital inputs *
5.8.2.3. Counter/timers *
5.8.2.4. Control outputs *
5.9. Computer buses *
5.9.1. Expansion buses *
5.9.1.1. Expansion buses specific for PC-compatible computers *
5.9.1.2. Expansion bus specific for the Macintosh: NuBus *
5.9.1.3. PCI *
5.9.1.4. PCMCIA *
5.9.1.5. Performance comparison of expansion buses *
5.9.1.6. Characteristics of data acquisition units connected to an expansion bus *
5.9.1.7. Educational MBL systems with expansion bus interfaces *
5.9.2. Peripheral buses *
5.9.2.1. RS-232-C and other serial bus standards *
5.9.2.2. Centronics port and its enhancements *
5.9.2.3. SCSI *
5.9.2.4. Game port *
5.9.2.5. Educational MBL systems that use a peripheral bus *
5.9.3. Instrument buses *
5.9.3.1. IEEE 488 *
5.9.3.2. Other instrument buses *
5.9.3.3. The use of instrument buses in educational MBL systems *
6. The main functions of MBL software *
6.1. Instrument drivers *
6.2. Computation, data processing and presentation *
6.2.1. Numerical computation *
6.2.2. Graphical presentation *
6.2.3. Electronic spreadsheet *
7. The implications of computer system software *
7.1. Operating system *
7.1.1. General *
7.1.2. Process management *
7.1.3. Input/output *
7.2. User interface *
7.3. Information exchange between applications *
7.4. Main operating systems for MBL applications *
7.4.1. MS-DOS *
7.4.2. Microsoft Windows *
7.4.2.1. Windows 3.X *
7.4.2.2. Windows 95 *
7.4.2.3. Windows NT *
7.4.2.4. Windows 98, the future of Windows *
7.4.3. MacOS *
7.4.4. Linux *
8. The building of MBL application software *
8.1. Modularity is required *
8.2. Modular programming concepts *
8.2.1. Object-oriented programming *
8.2.2. Component-based programming *
8.2.3. Visual programming *
9. The requirements for a MBL system as set by the perceptional approach *
9.1. Research for finding the requirements *
9.2. Requirements for hardware *
9.3. Requirements for software *
9.4. The draft of an ideal MBL system *
9.5. Requirements proposed by others *
9.5.1. MacIsaac *
9.5.2. Scaife *
9.5.3. The Bremer Interface System *
9.5.4. An ideal MBL system proposed by the Physics Courseware Evaluation Project *
9.5.5. Standardization project in the UK *
10. The Prototype system *
10.1. General concepts *
10.1.1. Openness *
10.1.2. Ready-made and self-made component use *
10.2. Prototype components *
10.2.1. Sensors *
10.2.1.1. Commercial sensors *
10.2.1.2. UI probe *
10.2.2. Data acquisition units *
10.2.2.1. Universal Lab Interface *
10.2.2.2. Digital multimeter TES 2730 *
10.2.2.3. The digital storage oscilloscope Hitachi VC-6045 *
10.2.2.4. The data acquisition and control board PCM-DAS16 *
10.2.3. Application programming tools *
10.2.3.1. Visual Engineering Environment *
10.2.3.2. Visual Basic *
10.3. Application requirements *
10.4. Application programs *
10.4.1. Library functions *
10.4.1.1. Instrument drivers *
10.4.1.2. General and ULI specific sensor functions *
10.4.1.3. Graphics server *
10.4.1.4. Data processing and management *
10.4.1.5. Miscellaneous utilities *
10.4.2. Graphically controlled data processing threads *
10.4.2.1. Difference and Linear Fit: clarifying invariances and limiting processes *
10.4.2.2. Integrate *
10.4.2.3. Coordinate *
10.4.2.4. Momentum and Impulse *
10.4.3. Other data processing modules *
10.4.3.1. Edit Array *
10.4.3.2. Calculator *
10.4.3.3. Arbitrary Graph *
10.4.3.4. Spectrum *
10.4.4. Dynamic real-time display subsystem *
10.4.5. Calibration of sensors *
10.4.6. ProtoULI *
10.4.6.1. Data acquisition threads *
10.4.6.2. User interface *
10.4.7. ProtoMeter *
10.4.8. ProtoCard *
10.4.9. ProtoScope *
10.5. Difficulties encountered in developing the Prototype *
10.6. Other projects using visual programming in educational MBL *
11. Test experiments *
11.1. Dynamics: basic concepts *
11.1.1. Curriculum *
11.1.2. Integration of computer-assisted experiments into the curriculum *
11.1.3. Implemented experiments *
11.1.4. Uniform motion *
11.1.4.1. Arrangements *
11.1.4.2. Experiments *
11.1.5. Non-uniform motion *
11.1.6. Inertial mass *
11.2. Acceleration and force *
11.2.1. Curriculum *
11.2.2. Integration of computer-assisted experiments into the curriculum *
11.2.3. Implemented experiments *
11.2.4. Uniformly accelerated motion *
11.2.4.1. Arrangements and experiments *
11.2.5. Quantification of force *
11.2.5.1. Arrangements *
11.2.5.2. Experiments *
11.2.6. The testing of microscopic N II *
11.2.6.1. Arrangements *
11.2.6.2. Experiments *
11.2.7. The impulse - linear momentum theorem *
11.2.7.1. Arrangements *
11.2.7.2. Experiments *
11.3. Oscillatory motion *
11.3.1. Curriculum *
11.3.2. Integration of computer-assisted experiments into the curriculum *
11.3.3. Implemented experiments *
11.3.4. The linear oscillator *
11.3.4.1. Arrangements *
11.3.4.2. Experiments *
11.3.5. The simple pendulum *
11.3.5.1. Arrangements *
11.3.5.2. Experiment *
11.4. Waves on a string *
11.4.1. Curriculum *
11.4.2. Integration of computer-assisted experiments into the curriculum *
11.4.3. Implemented experiments *
11.4.4. Frequency of a string as a function of length and tension *
11.4.4.1. Arrangements *
11.4.4.2. Experiments *
11.4.5. Spectrum of a plucked string *
11.4.5.1. Arrangements *
11.4.5.2. Experiments *
11.5. The Doppler effect *
11.5.1. Curriculum *
11.5.2. Integration of computer-assisted experiments into the curriculum *
11.5.3. Implemented experiment: buzzer on a rotating platform *
11.5.3.1. Background *
11.5.3.2. Arrangements *
11.5.3.3. Experiment *
11.5.3.4. Conclusions *
11.6. Capacitors *
11.6.1. Background *
11.6.1.1. Approach to the hierarchy of electric quantities *
11.6.1.2. Difficulties in practicing the idealized approach *
11.6.1.3. Alternative approach *
11.6.2. Curriculum *
11.6.3. Integration of computer-assisted experiments into the curriculum *
11.6.4. Implemented experiments *
11.6.5. Common arrangements *
11.6.6. The capacitor law *
11.6.7. Capacitor systems *
11.6.7.1. Common arrangements *
11.6.7.2. Capacitors in parallel *
11.6.7.3. Capacitors in series *
11.6.8. The time dependency of a charging current *
11.7. Resistance *
11.7.1. Curriculum *
11.7.2. Integration of computer-assisted experiments into the curriculum *
11.7.3. Implemented experiments *
11.7.4. Resistance of a metal wire *
11.7.4.1. Arrangements *
11.7.4.2. Experiments *
11.7.5. Components that do not obey the macroscopic Ohm’s Law *
11.7.5.1. Arrangements *
11.7.5.2. Experiments *
11.7.6. Impedance of a capacitor *
11.8. Other tests *
12. Conclusions *
12.1. General *
12.2. Meeting the formulated requirements set by the perceptional approach *
12.3. Matching with the characteristics of the outlined ‘ideal’ system *
13. Future development and research *
14. References *
Appendix 1: A test program that uses two ULIs simultaneously *
Appendix 2: Student-level documentation examples *
Appendix 3: Downloading and installing the Prototype programs and the VEE run-time environment *