How can I teach transformer theory in an innovative and interesting manner in a class room; not a laboratory?
87578
P = EI (Power equals voltage E times current I)\n\nMany electrical properties can be explained as analogous to water flow.  For example, a transformer "transforms" high voltage and low current into low voltage and high current, keeping the power constant (except for minor losses) at full load.\n\nThis would be equivalent to a high pressure water pump supplying low water flow to the primary winding and taking out high water flow at low pressure from the secondary winding to drive a low pressure water turbine.\n\nYou could represent the transformer core as a hollow square of wood or even thick cardboard.  On one side wrap say ten turns of thin clear plastic tube around the core to represent the primary (first) winding.  On the other side wrap say five turns of larger diameter plastic tube around the core to represent the secondary (second) winding.  Fill the primary tubing with water and red food coloring to represent "hot" high voltage and the secondary tubing with water and blue food coloring to represent "cooler" low voltage.\n\nThe explanation of course is that the high voltage primary winding will have more windings of thin tube (similar to more thinner copper wire windings) because the current will be less than in the secondary winding.\n\nThere will be less windings for the secondary coil using larger tubing because the current will be higher at low pressure.\n\nSupply the secondary tube with a shut off valve (or clip) to represent the fact that there will be no current unless the circuit is open.  In the formula, if current is zero power is also zero (on both sides of the transformer).\n\nYou can represent the pump and turbine with pictures (or drawings) of same but it would not be impossible to rig an actual pump and turbine, just not necessary to "see" what is happening.\n\nThe turbine can use up more and more power until the maximum power of the primary winding is reached but not more.  The magnet of the core will be "saturated at full power."\n\nThe rest is explaining magnetic flux in the core and how it is produced by the primary winding and cuts through the wires of the secondary to produce voltage and current if there is a load.  Each winding of a coil adds to the effect.  A transformer with equal primary and secondary windings would have the same voltage and current under load.  I believe that the phase would shift 180 degrees because of lead/lag.   Good luck.
80568
I agree role play is a very effective way to teach...\n\nsome additional suggestions:\nHave each student play both sides of any "scene" and then open the discussion up to comments from the entire class.\n\nYou could have a list of things to be discussed and have the first student draw a topic... who ever "answers" can be the next to draw a topic.
180942
I'm sorry you have an uninspiring teacher.  Physics can be a fun, creative subject if you have someone who knows how to teach it.  A lot of special effects for films and commercials were developed by physicists before computer animation became common.
913032
Please listen in class when the teacher is explaining
55941
i am a retired teacher.ive learned aside from all this new fancy dan approaches best why to teach it is the way you gotit.remember its not important how much you cover but how well you cover what you do cover.also augment every lesson with a project or visual aid      hands on     pertenant to the subject being taught.with this methology you can teach any subject or grade level this basic methology will make you a great teacher.
668758
The site listed below has a complete online textbook that is absolutely free and contains a well written, lucid approach to teaching this subject. \n\nHighly recommended!!\n\nhttp://www.io.com/~hcexres/textbook/
651049
To learn practical electronics, all you have to do is follow a few golden rules. The most important being.... \n\nIf you have a brain the size of a planet, and the manual dexterity of a concert pianist we can start you immediately on assembling microcircuits. (In such a case, this lab is not for you!) If, however, you seem to have the mind of a gerbil and fingers permanently tied in knots we may be able to help you... \n\nFirstly, remember that practical electronics is a skill. (Just like being able to drink two pints of Export in fifteen seconds.) Some people seem to be born with a flair for it, but the rest of us can learn to do it given patience and practice. If you don't know already know how, you will need time to learn to solder, how to lay out circuits, how to read circuit diagrams, etc. The purpose of this course is to give you a chance to learn these things. \n\nAll of the circuits for this course should be soldered onto the boards we have provided. Do not use the “breadboard” (the slab of plastic with lots of holes) on top of the power supply. Although, at this point, you may regard this as gratuitous cruelty, this is only part of the reason. Breadboards are expensive, give poor contacts between components, and are riddled with stray inductances and capacitances which sometimes produce odd effects. Once you have learned how to do it, soldering is a quick and easy way to make dependable connections between electronic components. \n\nWhen you start a lab afternoon, switch on your soldering iron, oscilloscope and signal generator. Leave them on until the end of the afternoon. This ensures that you won't have to keep wasting time waiting for them to warm up. What's more, most electronic equipment wears out faster if you keep turning it on and off, so you're helping to save money on repairs. (O.K., so our electric bill will be higher, but at least it helps keep the lab warm in the winter!) \n\nThe electronics lab works a little differently to the general Physics one. This is because the experiments are designed to be cumulative — things you discover in early experiments are needed for later ones. You should therefore stick to the following general rules:— \n Write your name on the cover of your lab script. The right-hand pages of the script give you instructions about the experiments. Use the ‘blank’ left-hand pages to record you results, write answers to the questions in the text, etc. At the end of the set of lab afternoons this script will be collected and marked. No name, no mark!\n\n\n Read the lab script. Obvious really, why do so many people ignore all these pearls of wisdom? The script gives all the basic instructions and asks some questions and even some of the answers! You will be marked for writing down correct answers to these questions in your write-up.\n\n\n When in doubt - ASK. The electronics demonstrators are there to help you. If you don't understand the lab script, or if your circuit isn't working correctly (or if you aren't even sure what “correctly” is), just ask. You don't lose any marks for asking, but you will if don't ask and end up getting the experiment wrong! If you can't see a free demonstrator you can ask another student. This is particularly useful if they seem to be getting along faster than you (doesn't everyone?). It may reveal that they are just as puzzled as you. On the other hand, they may give you some help. (Answering your questions may also slow them up a bit, and stop them from getting embarrassingly too far ahead of you!) Mind you, a demonstrator might have given you the right answer...\n\n\n Write up your report in the script. Make it clear just what you have done, what the numbers you are writing down mean, and what the answers to any questions are. There is no need for extra bits of paper stuck into the book. If you can't get it all in, you're writing too much. You don't need to re-write the printed instruc
810187
I am not sure but I would guess that the polyester will hold up a little better than the paper through all of the movement of the windings. Adding to that, the mineral oil used for cooling the transformer may deteriorate the paper as well.\n\nAll of the above is speculation based on what I have observed
629257
while I can not quote a theorist - they live in La la land - having not stepped a foot in a REAL classroom...but I know from teaching in special education...\n\nDo not yell!\nuse positive reinforcement techniques...like "I caught you being good (being smart, being kind, being well behaved...) then chart that on the chalk board - so other kids can see.\n\nmaybe reward the few kids that respond to this with a frozen Popsicle or fudge bar
217850
I'd try PBS or A&E. A&E will often have "In the Classroom" programs. Hope that helped.
841050
Make it more exciting and fun but make it where student can learn but be amazed at the same time make things fun
371773
You can't force anyone to do anything.  What you need to do is make the work interesting and relevant to them.  Try using realworld kind of examples, get them thinking about something that concerns them and tie it in to the lesson. Check out Reality- Based Teaching website, I can't remeber the URL but just google it it should come up
734023
It sounds like you need a multi-meter which is handy for all your electric household needs. You can measure current with most of these and they can be found in hardware stores like Ace in most cases and possible even at places like Wal-Mart. They are not uncommon items. If you want you might be able to go online and search for a amp meter most likely from a physics teacher website. I'm sure your nearest hardware store will carry coil but if not, Radioshack is an option. Problem with Radioshack that I have had is too much money for too little quantity (this is in general and not specific to the coils) if you have time, you can browse the internet for teacher selling sites but you may have to pay for shipping which might also run up the cost. The magnets really depend on what scale you are talking about. Hobby Stores will definitely carry small craft magnets but if you need really strong magnets your best bet is once again a teacher website. I hope that I have been at least some use to you, and best of luck on your experiment/project.
201780
Unless the professor has special equipment offered then you probably aren't going to get very good sound quality. However, if you sit in the right place you should be able to get a legible quality through the idea you suggested. Just move your seats around some until you find a good spot. Also, make sure you ask your professor about recording their class, some of them could have very helpful things that they themselves use.
350131
Your desk should be out of the way...you're not going to be sitting in it during instruction, anyway. Set up students to allow ease of communication during class discussion, based on what you want for that discussion...peer partners, small-group teams, or whole-class. Make sure both standard and "when you're done" materials/center activities are placed for easy access. Create a variety of hands-on, audio, and other extra activities for centers (usable at any age level...just modify content and visual presentation). Find out student interests and find/develop activities that use those interests as a theme tying back into the skills and content area knowledge you're teaching.
810937
I am not in your area, unfortunately.  However, you could contact a college or university closest to you and ask to speak with someone in the Education department.  Someone may be able to spread the word to Education majors-which would be prefered seeing as they will be dealing with those sort of things, and they are being trained how to do it.
965325
read a book called "teaching with love and logic" or something like that...it's a good book that my mom read (she's a teacher). it teaches you how to teach a class, or student, that is disobedient and noisy.