I managed to make it to the 2012 ASE Conference for just one day, the Saturday. My plan is to blog it in three chunks for the sessions I attended, in order. We’ll see how it goes. These will be edited versions of my Evernote summaries of the sessions and my commentary (in italics), although I’ll link to other resources I’ve since found that I think are relevant. Apologies if I mix up any names or misquote any of the people involved. I really enjoyed the sessions and the social side, but will cover this in more detail in the third post.
In an electricity and magnetism public lecture, Oersted noticed compass movement during public demo – real public science.
I’m now thinking about reenacting this for the students, perhaps as a plenary after more ‘interactive’ work.
- Use webcam to make it visible.
- Mark north/south without magnet, make sure kids see change, note alteration.
- Show range of effect, compare strength of wire and earth magnetic fields.
- Equal strength when at 45degrees.
A demo has many possible purposes, but should always – like everything we do in a lab or classroom – lead to a better understanding of some of the ideas. It can be used as a stimulus for them to do investigative work. While explaining the demo, we can give differentiated possibilities. A useful mantra should be ‘hands-on, minds-on’.
For any demonstration, there are some things to consider:
- Preparation and practice, e.g. clamps and where you stand
- Prepare for failure, be ready with explanations
- Ensure kids focus on important aspects – what are we changing, what is happening
- Involve students in practical (holding equipment, readings, recording data)
- Contextualise (history, application, consequences, possibilities for the future)
- Predict, (explain), observe, explain. (I already used this myself but now I’ve added a prompt poster to my wall)
- Q&A are a standard way to check ‘takeaway’ understanding (why not ask students to ask their classmates a question?)
- Extend (possibly via Q&A)
- Give correct explanation, try not to give misconceptions (although this doesn’t mean you shouldn’t use appropriate levels of model)
- Good opportunity to repeat the demo, perhaps with more involvement or explanation from students (giving commentary?)
- Summarise (giving a summary as part of a L2L split plenary would work well)
- Safety – nobody died.
For this one in particular (link between magnetism and electricity) can show same principle with generators, generator handles, cheap wind up torches. A wind up torch vs cell/switch/bulb would nicely demonstrate different energy changes (classic misconception is that closing switch is KE) in energy circus.
Why not do demos?
- Safety (rarely for most – see guidance e.g. CLEAPPS)
- Technician time/materials cost
- Prefer to ‘learn by doing’? (NB see evidence for/against this)
All worth considering, but use them as prompts to improve quality rather than going straight for a video.
Why do as class practical?
- Small groups can be fun/hands on
- Practical skills
- Know/appreciate problems eg ‘messy data’
- Make (and justify) plans
- Experience non daytoday phenomena
Best reason to do demo (from Alom)
We can promote ‘awe and wonder’ by showing them something they could not have observed (or perhaps appreciated in isolation) – this is worthwhile. (eg induction with lenz law in copper tube – sleight of hand helps!). This will often involve an unexpected result, perhaps because we set up the situation with an unnoticed or unappreciated ‘tweak’ or ‘cheat’.
Alom: Nobody goes into science because the science was like ‘magic’ – but because they wanted to figure out magic. Emotional engagement is a good thing, and kids link enjoyment to both teacher and subject. This improves performance, recruitment and retention.
My plan is to turn the choices – reasons to use a demonstration vs a class practical – into a checklist or flowchart for a later blog post. If you’ve any particular ideas, I’d love to incorporate them so why not comment below?