Computerization, Real-Time Analysis, and Critical Thinking

大学物理教学环境 实验室抑制了对实验的批判性思考， 的数据，并通过物理缺乏时间做详细说明 实验室期间的数据分析。这 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 和软件来加速数据收集。 一个电子表格程序 和一个图形化的软件包， 从而提高对数据质量的信心 以及对数据所描绘的物理现象的深入了解。 学生 或教师编写的程序提供特殊的分析 工具。这个新的环境，对物理学研究者来说很常见， 现在可以成为物理系学生的领域。 价格适中 对于强大的台式计算机， 每两个学生一个工作站，带数据采集 硬件与软件 提供这些工具，并指导他们 建设性的使用，学生可以调查“如果” 对实验的批判性分析所引发的问题。 更好地理解真实的方法论， 实验物理学才能出现和发展。

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.