Abstract
Abstract The process of constructing knowledge is typically taught to students by having them reproduce established results (e.g., homework problems). An alternative pedagogical strategy is to illustrate this process using an open problem, such as voltage decay in an RC circuit as described below. Analyzing data from this circuit in an undergraduate physics laboratory course reveals a discrepancy between the data and the exponential decay model found in textbooks. As students attempt to reconcile this discrepancy, the instructor can provide guidance in the process of validating data, modeling, and experimental design. This undergraduate laboratory exercise also provides an engaging transition from classroom learning to real world experience.
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