Training in Experimental Physics Through Demonstrations and Problems Book

The book is divided in two parts. PART ONE (Chapters 1 and 2) of the book presents a critical overview of training in experimental physics, which include the objectives and a brief history of physics laboratory training. It gives a classification of experimental activities and the importance and role of laboratory training. It explains what is meant by ‘procedural understanding' in physics and presents a model of science, based on the problem solving approach. It also offers suggestions for selection and development of ‘contents', instructional and evaluation strategies, and a course in experimental physics.

PART TWO (Chapters 3-12) gives the necessary details of a set of ten experimental problems and demonstrations. In this part, each chapter is devoted to an experimental problem and a related demonstration. Each chapter is divided in to two sections, the first section deals with the demonstration. It begins with a statement of the objective of the demonstration followed by a ‘teacher handout', which provides all the necessary details of the demonstration along with references. The second section of each chapter deals with the experimental problem. It is divided in to four sub-sections namely, student handout, model answer, salient features of the experimental problem and possible modifications in the experimental problem, and the setup.

The appendices offers a list of essentials for experimental physics, a set of sample questions on conceptual understanding and procedural understanding, a sample experimental test, necessary details of the design of the digital timer unit, and a comprehensive list of useful books for training in experimental physics.

Review of Training in Experimental Physics book in Electronics For you
Training in Experimental Physics Through Demonstrations and Problems: This book is the outcome of a research project carried out by the authors at the Homi- Bhabha Centre for Science Education. The project aimed at developing innovative content and appropriate pedagogic strategies for the physics laboratory at higher secondary and undergraduate levels.

Part I gives an overview of training in experimental physics, a classification of experimental activities, and the importance and role of laboratory training. It explains procedural understanding in physics and presents a model of science based on the problem-solving approach. Also offered are suggestions for selection and development of contents, instructional and evaluation strategies.

Part II covers experimental problems and demonstrations based on the concepts and their applications from mechanics, electricity, magnetism, electronics and optics. The teacher handout details the demonstrations, while the student handout details the experiment problems. Finally, the authors list a number of possible modifications in the experimental problems and setups. – EFY October 2009

About the Authors:

Rajesh B. Khaparde is currently an academic member of the Homi Bhabha Centre for Science Education (HBCSE), Tata Institute of Fundamental Research (TIFR), Mumbai, with which he has been associated with for the past thirteen years. After completing his M. Sc. in Physics from Nagpur University , he joined HBCSE as a Research Scholar. He received a Doctorate in Science Education from the University of Mumbai in the year 2002. At present he is In-charge of the Physics Olympiad and NIUS (Physics) Cell at HBCSE. He played an important role in developing laboratories for training in experimental physics at HBCSE, which are being used for the Physics Olympiad, NIUS and other programmes for students and teachers. He was a leader of the Indian team for the International Physics Olympiad in 2004 ( South Korea ) and 2005 ( Spain ). He has been actively involved in various training programmes organized for students and teachers all over India . His other research interests include development of laboratory courses and teacher enrichment programmes, study of students' conceptual and procedural understanding, development of novel low-cost measurement systems, optics and optical characterization.

H. C. Pradhan holds an M. Sc. from the University of Bombay and a Doctorate in theoretical physics from Massachusetts Institute of Technology. He has post-doctoral experience from McMaster University and the University of Wisconsin . At present he is Professor and Dean of HBCSE Faculty. He led HBCSE's efforts in establishing laboratories for training students for International Olympiads. He was the leader of the first ever Indian team that participated in the international science Olympiad (IPhO-1998). His other interests include research in physics and mathematics education, teacher training and popular science. He has authored more than 50 research papers and 25 books. A winner of the Maharashtra State Government Award on science writing, he has contributed more than 100 popular science articles to periodicals in Marathi. He is the Vice-President of Marathi Vidnyan Parishad and a Fellow of the Maharashtra Academy of Sciences. He is also associated with several universities and educational organizations, and regularly contributes to writing of text-books both in physics and mathematics for the NCERT.