An empirical study on a learning path on wave physics focused on energy

Vera Montalbano, Simone Di Renzone, Serena Frati

Department of Physics, University of Siena, Siena, Italy

Introduction
Everything can vibrate. Wave phenomena are everywhere. There are oscillations and waves in springs, ropes, water. Sound and light are waves. Even more important in physics is the wave phenomenon of quantum mechanics. When and how can it make sense to use the same word, wave, for all these disparate phenomena? What is it that they all have in common? A first answer lies in the mathematics of wave phenomena. Periodic behaviour of any kind, one might argue, leads to similar mathematics. There is a more physical answer to the questions. If it is possible to recognize deep similarities in different physical phenomenology, then it is likely that we can describe them by mean of the same mathematical tools. We proposed and are testing a learning path in wave physics addressed to talented students. Some disciplinary knots were identified and laboratory activities were developed in order to help understanding in learning processes [1]. Testing these activities in an optional laboratory with high school student can be considered the first step in order to develop a designed-based research learning path [2]. All activities are realized in an optional extracurricular laboratory within National Plan for Science Degree.

National Plan for Science Degree

In recent decades it has been detected in Italy a decrease in enrollment in basic sciences, i.e. Mathematics, Physics and Chemistry. Italy is active since 2005 with a large and detailed plan to remedy this problem funded by the Ministry of Education and Scientific Research [3]

PLS (Piano Lauree Scientifiche, i.e. National Plan for Science Degree).
Strategy and methodologies Orienting to Science Degree by means of training Laboratory as a method not as a place Student must become the main character of learning Joint planning by teachers and university
PLS area of University of Siena PLS laboratories Laboratories which approach the discipline and develop vocations Self-assessment laboratories for improving the standard required by graduate courses Deepening laboratory for motivated and talented students

Learning paths on waves

Deepening laboratories for motivated and talented students realized by Department of Physics, University of Siena (V. M., S. Di Renzone*, S. Frati*) Liceo Scientifico Aldi Grosseto (G. Gargani)

methodological issues

Laboratories are realized by inquiry, i.e. students explore waves behaviour in qualitative way, guess what can happen and suddenly test their hypothesis. Complementary experience compared to what was done in class We focused our attention on topics in which the main difficulties in learning usually appear [1] (disciplinary knots according to the Model of Educational Reconstruction [4]) : Waves as function of several variables: this usually is an hidden trouble. Even brilliant students can use for long times functions of one and several variables without any real understanding of deep difference. Energy transport in order to distinguish waves from other periodic phenomena Superposition principle is a fundamental concept and can clarify many phenomena in wave physics. Analogy in waves phenomena: difficulties in this area are very common and reported [5]). Resonance: despite it is a relevant phenomenon which runs through almost every branch of physics, many students have never studied it.

PLS laboratories:

Waves and energy (3 stud.)

Sound and surroundings (4 stud.)

Optional laboratories, extracurricular learning paths, all activities realized at Department of Physics We are meeting students for 3 hours almost every month and planning to continue for last 3 years of high school (15-18 hours each year) Students ended their learning path on waves in class before laboratories start. Moreover, their class made an instruction trip to our department and performed a standard laboratory experience on diffraction and interference with light (e.g. in figure). Students works together or in similar activities, sometimes with different purposes, for the first 10 labs. They present an annual report to their physics teacher for assessment. By checking the resulting data in the first year, it arose some learning difficulties especially in activities related to the laboratory [1]. *teachers enrolled in Master In Educational Innovation in Physics and Orienting - University of Udine

Shive Wave Machine

We chose to start by a series of activities performed by student by using a Shive wave machine [6]. This device, developed by Dr John Shive at Bell Labs in 50, consists of a set of equally-spaced horizontal rods attached to a square wire spine. Displacing a rod on one of the ends will cause a wave to propagate across the machine. Torsion waves of the core wire translate into transverse waves. University of Siena Measures were obtained by using a camcorder and extracted from the captured images dependence on space-time of waves impulsive and periodic waves wavelength and frequency energy transfer speed of propagation superposition principle reflection and transmission

Resonance
In order to introduce students to resonant systems, we start with a mechanical system, a magnet suspended from a spring which can be forced by induction by an electromagnet. Students studied this system focusing on energy. Electromagnetic induction can easily transform mechanical energy into electrical energy. Moving magnet induce a EMF in the solenoid that can move electrical charges. Enveloping the outside of the electromagnet with aluminum is possible to observe the damping due to eddy currents Pendulum and dumping: copper plates were placed on the electromagnet for studying damping vs thickness of the metal.

Pulse starting from short rods

Can induction transform electrical energy in mechanical energy? Students discover that this is not always possible. If they try to modulate an electromagnet, only in few cases the energy transfer is massive. They changed frequencies in the system on the left and observed that only for one frequency there is a massive oscillation of the mechanical system. They measure the period of the oscillating system without electromagnet and compare the frequency with the one measured before.

Pulse starting from long rods

For example, by coupling core wires of two Shive wave machine with different rod lengths, an impulsive wave can be reflected and transmitted through the discontinuity. Students can measure from captured images all wave amplitudes and speeds and verify that energy is conserved.

Similarities in Physics
Shive Wave Machine Pros easy student interaction superposition principle measure , T, v energy considerations simple study of waves stationary and resonance Shive Wave Machine was developed in order to point out similar features of waves as they propagate, reflect, superpose, resonate, etc. [6]. Analogies are displayed among the behaviors of waves on mechanical, acoustical, electrical, optical, electromagnetical systems. Students were invited to consider different wave phenomena and find speed, frequency an wavelength range Mechanical waves: ripple tank, vibrating string, vibrating membrane, .... Pressure waves: sound, ultrasound, .... Electromagnetic waves: radio waves, microwaves, light, infrared, ultraviolet, X rays, gamma rays, ......
Snells law for waves on a liquid surface Sound refraction

The driving force in the experimental setup is supplied by a solenoid. To allow its modulation, a mosfet transistor acts as an electronic switch. A function generator applies a square wave of given frequency to the mosfet gate, resulting in a modulation of the DC current provided by the power supply to the solenoid. The solenoid forces the magnet to oscillate at the same frequency of the square wave: changing the frequency is it possible to study the resonant condition of the magnet-spring system.

Salt feels sound

By using a speaker connected to a function generator, a resonant system can be obtained by placing a metal plate over it. When sound is resonant with one frequency of the plate, salt start jumping leaving from the vibrating surface and cumulating in fixed zones. The figures formed by salt (Chladni figures) depend on the shape of plate, material, thickness and boundary conditions (existence of constrained points). In this case is very easy to recognize resonance.

Cons - one-dimensional wave - no study of diffraction and interference

Then, they had the task of recognizing beats, reflection, refraction, interference, diffraction, Doppler effect.

The RLC circuit was taken in account too.

Work in progress
This year, the final task was to analyse different natural phenomena in order of choosing the most suitable for energy transfer. These laboratories seemed to be very successful, but sometimes students showed some learning difficult, in collecting properly and in using correctly the experimental data in order to describe physical systems, because they are little accustomed to face open situations. Students are very smart in using new device or in simple lab task such as measure a period, but they are showing a certain naivety in dealing with open problems . Next year it will be faced the problem of tuning a resonant system in order to maximize the energy transferred from the natural phenomenon chosen by students. In the meantime, we are realizing a system that can be used for looking for resonances by using the Shive wave machine, in order to improve tools on analogy.

References
[1] S. Di Renzone, S. Frati, V. Montalbano, Disciplinary knots and learning problems in waves physics, Twelfth International Symposium Frontiers of Fundamental Physics (FFP12), Udine 21-23 , November 2011, arXiv:1201.3008v1 [physics.ed-ph], 2012 physics.ed[2] R.R. Hake, Design-Based Research in Physics Education Research: A Review, in Kelly, Lesh, & Baek eds., Handbook of Design Research Methods in Mathematics, Science, and Technology Education, Erlbaum 2008, 493. [3] V. Montalbano, Fostering Student Enrollment in Basic Sciences: the Case of Southern Tuscany, in Proceedings of The 3rd International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2012, ed. N. Callaos et al, 279 (2012). arXiv:1206.4261v1 [physics.ed-ph], 2012, PLS Website, www.progettolaureescientifiche.eu, accessed 2012 June (in Italian) www.progettolaureescientifiche.eu [4] R. Duit, Science Education Research Internationally: Conceptions, Research Methods, Domain of Research, EJMSTE, 3, 3-15 (2007); R. Duit, M. Komerek, J. Wilbers, Studies on Educational Reconstruction of Chaos Theory, Research in Science Education, 27 (3), 339-357 (1997). [5] N. S. Podolefsky, N. D. Finkelstein, Salience of Representations and Analogies in Physics, AIP Conf. Proc. 951, pp. 164, 2007 PHYSICS EDUCATION RESEARCH CONFERENCE , (2007); N. S. Podolefsky, N. D. Finkelstein Analogical scaffolding and the learning of abstract ideas in physics: An example from eletromagnetic waves, Phys. Rev. ST Phys. Educ. Res. 3, 010109 (2007) [6] J. N. Shive, Similarities of Wave Behavior (1959), http://techchannel.att.com/play-video.cfm/2011/3/7/AT&T-Archives-Similarities-of-Wave-Behavior, accessed 2012 June; J. N. Shive, R. L. http://techchannel.att.com/play- video.cfm/2011/3/7/AT&T- Archives- Similarities-of-Wave- Behavior Weber, Similarities in Physics, Wiley-Interscience Publication, New York 1982.