From LarryG3@aol.com Wed Jun 13 17:01:46 2001 Date: Mon, 11 Jun 2001 20:14:09 EDT From: LarryG3@aol.com To: olness@pascal.physics.smu.edu Subject: Rutherford feedback Dr. Olness, Things we learned during the Rutherford simulation. Although this may be a lower level activity there is a lot that can be taught using this idea. Many of the teachers enjoyed the activity. Larry - Have a pre-made chart of 360 degrees to place under the shield to help students measure incident and reflected angles. Possibly laminate for easy marking and reuse. Have a handout chart of the 360 degrees available for each student so that data can be taken as the simulation progresses. - Make the shield out of a material heavy enough for stability. - Have materials available to make a launcher, possibly an L channel. Use the same height launcher each time. - Optionally use carbon paper under butcher paper on the bottom to make a scatter diagram, might work with a heavy enough alpha particle. - Different methods for the inquiry were suggested including use a consistent launching angle, shoot from all sides, etc. - Use a bigger marble or bearing of sufficient mass to make it through the simulation - Use regular shapes at first, but have complex shapes for the more inquiring student. - Additional inquiring simulations include various black box scenarios. To give it a quantized flavor use film containers with BBs or pennies. Have pennies individually with some taped together for a 2 or 3 mass value. Let the students figure out the difference in film containers that contain different numbers of pennies. - For younger students place sand, coffee, rocks and other materials in coffee cans to get them started on the inquiry path. - For physics students use the coffee cans and place different electrical devices inside. Allow them to hook up different meters and decide what is in the circuit inside the can.