Development of a computer-based tutorial on the photoelectric effect

American Journal of Physics

Volumn 64, Issue 11, 1996, Pages 1370-1379

  Steinberg, Richard N ^a,c   Oberem, Graham E ^b,c   McDermott, Lillian C ^c  

^a Bldg 142   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030517932     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.18360     Document Type: Article

References (39)

1. For an example that is described in detail, see A. B. Arons, A Guide to Introductory Physics Teaching (Wiley, New York, 1990), pp. 245-250. Students are guided through the sequence of inductive reasoning that leads from Lenard's experimental observations to invention of the photon model, which they apply to account for the observed phenomena. This experience with the scientific process helps students recognize that models of the physical world are constructed by the human intellect to account for the phenomena and that it is not the models that determine the phenomena.
2. There are other possible explanations for the photoelectric effect that are less broadly applicable to other experiments and certainly less accessible to students encountering the material for the first time. For a discussion of a semiclassical explanation, see M. O. Scully and M. Sargent III, "The concept of the photon," Phys. Today 25 (3), 38-47 (1972) and P. Koczyk, P. Wiewiór, and C. Radzewicz, "Photon counting statistics - Undergraduate experiment," Am. J. Phys. 64, 240-245 (1996).
3. There are other possible explanations for the photoelectric effect that are less broadly applicable to other experiments and certainly less accessible to students encountering the material for the first time. For a discussion of a semiclassical explanation, see M. O. Scully and M. Sargent III, "The concept of the photon," Phys. Today 25 (3), 38-47 (1972) and P. Koczyk, P. Wiewiór, and C. Radzewicz, "Photon counting statistics -Undergraduate experiment," Am. J. Phys. 64, 240-245 (1996).
4. L. C. McDermott, P. S. Shaffer, and the Physics Education Group at the University of Washington, Tutorials in Introductory Physics (University of Washington, Seattle, WA, 1991-present). This set of instructional materials is intended to supplement the lectures and textbook of a standard physics course. The development of the tutorials is guided by research on the conceptual and reasoning difficulties that students encounter in studying physics.
5. For specific examples, see L. C. McDermott and P. S. Shaffer, "Research as a guide for curriculum development: an example from introductory electricity, Part I: Investigation of student understanding," Am. J. Phys. 60, 994-1003 (1992); P. S. Shaffer and L. C. McDermott, "Research as a guide for curriculum development: an example from introductory electricity, Part II: Design of instructional strategies," Am. J. Phys. 60, 1003-1013 (1992); L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994).
6. For specific examples, see L. C. McDermott and P. S. Shaffer, "Research as a guide for curriculum development: an example from introductory electricity, Part I: Investigation of student understanding," Am. J. Phys. 60, 994-1003 (1992); P. S. Shaffer and L. C. McDermott, "Research as a guide for curriculum development: an example from introductory electricity, Part II: Design of instructional strategies," Am. J. Phys. 60, 1003-1013 (1992); L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994).
7. For specific examples, see L. C. McDermott and P. S. Shaffer, "Research as a guide for curriculum development: an example from introductory electricity, Part I: Investigation of student understanding," Am. J. Phys. 60, 994-1003 (1992); P. S. Shaffer and L. C. McDermott, "Research as a guide for curriculum development: an example from introductory electricity, Part II: Design of instructional strategies," Am. J. Phys. 60, 1003-1013 (1992); L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994).
8. For a description of the tutorials see, in addition to Refs. 3 and 4, L. C. McDermott, "Bridging the gap between teaching and learning: The role of research," in Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), College Park, MD, 31 July-3 August 1996, edited by E. F. Redish and J. Rigden (American Institute of Physics, Woodbury, NY, 1997). For an example of a tutorial, see L. C. McDermott, P. S. Shaffer, S. Vokos, and P. Heron, "Sample class on Tutorials in Introductory Physics," in the same proceedings. See also E. F. Redish, J. M. Saul, and R. N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," to be published in Am. J. Phys.
9. For a description of the tutorials see, in addition to Refs. 3 and 4, L. C. McDermott, "Bridging the gap between teaching and learning: The role of research," in Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), College Park, MD, 31 July-3 August 1996, edited by E. F. Redish and J. Rigden (American Institute of Physics, Woodbury, NY, 1997). For an example of a tutorial, see L. C. McDermott, P. S. Shaffer, S. Vokos, and P. Heron, "Sample class on Tutorials in Introductory Physics," in the same proceedings. See also E. F. Redish, J. M. Saul, and R. N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," to be published in Am. J. Phys.
10. For a description of the tutorials see, in addition to Refs. 3 and 4, L. C. McDermott, "Bridging the gap between teaching and learning: The role of research," in Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), College Park, MD, 31 July-3 August 1996, edited by E. F. Redish and J. Rigden (American Institute of Physics, Woodbury, NY, 1997). For an example of a tutorial, see L. C. McDermott, P. S. Shaffer, S. Vokos, and P. Heron, "Sample class on Tutorials in Introductory Physics," in the same proceedings. See also E. F. Redish, J. M. Saul, and R. N. Steinberg, "On the effectiveness of active-engagement microcomputer-based laboratories," to be published in Am. J. Phys.
11. We were familiar with the set of books/software simulations recently produced by the Consortium for Upper Level Software (CUPS). The photoelectric effect is not included in the module Modern Physics Simulations, by D. Brandt, J. Hiller, and M. Moloney (Wiley, New York, 1995).
12. Another instructional program on the photoelectric effect is Photons and Quantisation, by A. Cheetham, J. Rayner, and S. Bennett. This program is part of a series entitled Understanding the Unobservable: An Introduction to Quantum Phenomena for Engineers and Scientists (University of Canberra, Belconnen, Australia, 1994).
13. Other computer programs developed by our group have served this double purpose. Two examples are: D. E. Trowbridge, Graphs and Tracks (Physics Academic Software. American Institute of Physics, College Park, MD, 1989) and G. E. Oberem, Freebody (Physics Academic Software, American Institute of Physics, College Park, MD, 1996).
14. Other computer programs developed by our group have served this double purpose. Two examples are: D. E. Trowbridge, Graphs and Tracks (Physics Academic Software. American Institute of Physics, College Park, MD, 1989) and G. E. Oberem, Freebody (Physics Academic Software, American Institute of Physics, College Park, MD, 1996).
15. For a discussion of the use of the computer as a research tool and as an instructional aid, see L. C. McDermott, "Research and computer-based instruction: Opportunity for interaction," Am. J. Phys. 58, 452-462 (1990) and D. J. Grayson and L. C. McDermott, "Use of the computer for research on student thinking in physics," Am. J. Phys. 64, 557-565 (1996).
16. For a discussion of the use of the computer as a research tool and as an instructional aid, see L. C. McDermott, "Research and computer-based instruction: Opportunity for interaction," Am. J. Phys. 58, 452-462 (1990) and D. J. Grayson and L. C. McDermott, "Use of the computer for research on student thinking in physics," Am. J. Phys. 64, 557-565 (1996).
17. For a general discussion of the approach of the Physics Education Group to curriculum development, see L. C. McDermott, "What we teach and what is learned - Closing the gap," Am. J. Phys. 59, 301-315 (1991). See also Ref. 4.
18. Photoelectric Tutor is in the process of being prepared by G. E. Oberem and R. N. Steinberg for distribution by Physics Academic Software, American Institute of Physics, College Park, MD. The description of the program in this paper and the screen dumps shown in the figures are based on the version that students used during the investigation. The program has subsequently been modified to take into account results from research and feedback from colleagues.
19. K. Wosilait, B. S. Ambrose, R. N. Steinberg, and L. C. McDermott, "Identifying and addressing student difficulties with formal representations in introductory optics," AAPT Announcer 23 (2), 57 (1993);
20. R. N. Steinberg, B. S. Ambrose, P. S. Shaffer, and L. C. McDermott, "Investigating student difficulties in understanding physical optics," AAPT Announcer 24 (4), 86 (1994);
21. B. S. Ambrose, R. N. Steinberg, S. Vokos, and L. C. McDermott, "Investigating student understanding of physical optics and the wave properties of matter," AAPT Announcer 25 (2), 79 (1995).
22. P. A. Tipler, Modern Physics (Worth, New York, 1978), p. 107.
23. Among the factors that need to be considered in a real photoelectric experiment are the contact potential between electrodes of different metals, thermionic emission of electrons from the electrodes, and reverse current. An in-depth discussion of important factors that must be taken into account in interpreting an actual photoelectric experiment can be found in D. W. Preston and E. R. Dietz, The Art of Experimental Physics (Wiley, Inc., New York, 1991), pp. 166-180. This text is intended for an upper-division laboratory course.
24. The ability of the computer to interpret graphical input is a requirement for this type of program. Photoelectric Tutor is written in cT, which is especially suitable for this purpose. See B. A. Sherwood and D. M. Andersen, "cT creates prize-winning portable physics programs," Comput. Phys. 7 (2), 136-143 (1993). cT is distributed by Physics Academic Software, American Institute of Physics, College Park, MD.
25. In addition to D. E. Trowbridge, Graphs and Tracks in Ref. 8, see R. K. Thornton and D. R. Sokoloff, "Learning motion concepts using real-time microcomputer-based learning tools," Am. J. Phys. 58, 856-870 (1990).
26. In addition to D. E. Trowbridge, Graphs and Tracks in Ref. 8, see R. K. Thornton and D. R. Sokoloff, "Learning motion concepts using real-time microcomputer-based learning tools," Am. J. Phys. 58, 856-870 (1990).
27. See, for example, L. C. McDermott, M. L. Rosenquist, and E. H. van Zee, "Student difficulties in connecting graphs and physics: Examples from kinematics," Am. J. Phys. 55, 503-515 (1987).
28. For discussions of the pedagogical importance of translating back and forth between a physical situation (or, by extension, a model of that situation) and its graphical representation, see A. B. Arons, "Student Patterns of thinking and reasoning. Part Two," Phys. Teach. 22, 21 (1982) and M. L. Rosenquist and L. C. McDermott, "A conceptual approach to teaching kinematics," Am. J. Phys. 55, 407-415 (1987).
29. For discussions of the pedagogical importance of translating back and forth between a physical situation (or, by extension, a model of that situation) and its graphical representation, see A. B. Arons, "Student Patterns of thinking and reasoning. Part Two," Phys. Teach. 22, 21 (1982) and M. L. Rosenquist and L. C. McDermott, "A conceptual approach to teaching kinematics," Am. J. Phys. 55, 407-415 (1987).
30. The inability of many students to interpret what happens to the potential difference between the plates of a photoelectric tube as the resistance in the circuit is varied is discussed in A. B. Arons, A Guide to Introductory Physics Teaching (Wiley, New York, 1990), p. 246.
31. The presence of a contact potential due to the difference of material for the electrodes was not considered because this complication was not explicitly treated in the textbook nor emphasized in lecture. The issue was not raised in either the correct or incorrect responses given by the students as they worked through the program. In the current version of Photoelectric Tutor, students are asked to consider situations in which both electrodes are replaced with plates made of the same material.
32. The program does not address the quantitative relationship between the incident photons and the emitted electrons. Quantum efficiency is not usually included in an introductory lecture or textbook presentation of the photoelectric effect. The text cited in Ref. 14 describes how quantum efficiency can be measured in the laboratory.
33. See Ref. 20.
34. The problem from the examination in the Winter quarter was not sufficiently well developed to be informative.
35. The presence of a contact potential has been ignored in the statement and solution for this problem. As mentioned in Ref. 20, this complication was not explicitly treated in the textbook nor emphasized in lecture. The issue was not raised in any of the student responses.
36. The presence of a small reverse current is not a feature of the simplified model presented in a typical introductory course. (See Ref. 14.) In their responses, no students mentioned the reverse current.
37. In addition to Ref. 3, see L. C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry (Wiley, New York, 1996).
38. See Ref. 3.
39. See the computer programs cited in Ref. 8.