Computerization, Real-Time Analysis, and Critical Thinking

本科物理实验室的教/学环境抑制了对实验、数据和物理的批判性思维，因为缺乏时间在实验室期间对数据进行详细的分析。这种情况可以通过使用实验室中的微型计算机和数据采集硬件和软件来大大纠正，以加快数据收集的速度。电子表格程序和图形化程序包允许实时数据操作，从而提高了对数据质量的信心，并深入了解数据所描绘的物理特性。学生或教师编写的程序提供了特殊的分析工具。这种新的环境对物理研究人员来说很常见，现在可以成为物理学生的领域。功能强大的台式计算机价格适中，可以为每两名学生安装一个带有数据采集硬件和软件的工作站。有了这些工具，并指导他们建设性地使用，学生们可以调查由实验的批判性分析引发的“如果”问题。对实验物理真正方法论的更大欣赏可以出现和发展。

The teaching/learning environment in undergraduate physics laboratories inhibits critical thinking about the experiment, the data, and the physics by a lack of time to do detailed analysis of the data during the laboratory period. This situation can be corrected significantly by the use of microcomputers in the laboratory with data acquisition hardware and software to speed data collection. A spread sheet program and a graphical package allow real-time data manipulation leading toward increased confidence in the quality of the data and into insights into the physics the data portray. Student or instructor written programs provide special analysis tools.This new environment, common to the physics researcher, now can be the domain of the physics student. Modest prices for powerful desk-top computers makes it possible to install one work station for every two students with data acquisition hardware and software. Given these tools and guided in their constructive use, students can investigate the "what if" questions prompted by a critical analysis of the experiment. A greater appreciation of the real methodologies of experimental physics can emerge and develop.