Engineering with Electricity and Magnetism: A Guided-Inquiry Exercise for High-School Students to Enhance Understanding of Faraday’s and Lenz’s Laws
Notice bibliographique
Résumé
Abstract Engineering with Electricity and Magnetism: A Guided-Inquiry Exercise for High-School Students to Enhance Understanding of Faraday’s and Lenz’s LawsMany high-school students and teachers find the concepts of Faraday’s and Lenz’s laws to bedifficult to comprehend and often cannot see their relevance to our everyday lives. In manycases, these topics are omitted from the high-school curriculum or given a cursory coverage dueto the teachers’ lack of comfort with this material. However, these two laws are a criticalfoundation for many of the key technological innovations which have taken place over the past100 years, particularly in the area of electricity generation. As such, it is important that all high-school students develop a basic comprehension of these laws and how they can be used in anengineering context.As part of our high-school outreach effort we have developed a guided-inquiry exercise which isdesigned to enhance the understanding of these two fundamental laws. This hands-on exerciseenables high-school students to discover through their own efforts the essential ideas behindthese laws. At the same time, the students gain a greater appreciation for the role of engineers insociety by working through the steps to solve a simple design problem. This problem is basedaround the generation, storage, and use of renewable energy. For this exercise the students aregiven a kit which includes a flashlight that contains a coil and a magnet assembly. Thisassembly allows energy to be generated by shaking the flashlight, through the process ofelectromagnetic induction. The basic design problem which the students uncover through thesteps of the exercise is how to make use of this energy which is generated in this highly transientmanner.In order to share this exercise with as many students and teachers as possible we have begun topresent this as a workshop to high-school teachers at regional conferences of science teachers.The primary purpose of this paper is to fully describe this hands-on exercise and how the guided-inquiry method was implemented to highlight the most important concepts behind Faraday’s andLenz’s laws. We will also discuss the supplementary material that was prepared for the teachers,so that they would have the tools to highlight the engineering developments which have resultedfrom these laws. In addition, we will present some preliminary survey data that we havegathered from these conferences.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».