TY - JOUR
AU1 - Singerman, Joseph
AB -  Not among the simple things to get across to high school physics students, and especially to general science students, is the principle of the D.C. motor. Several methods are employed in teaching this topic. Some teachers combine teacherdemonstration work with individual laboratory work. Sometimes the latter is omitted. In connection both with the demonstration and with the laboratory work, a bi-pole armature motor is particularly well suited to the task, and such a motor is almost always used. A device like the motor remains, I am convinced, a more or less abstract affair in the minds of many students, even after a laboratory experience with one. Teaching the motor principle is a fair piece of work for the teacher, and sometimes a distasteful experience on the part of the recipients. The writer has witnessed expressions of pride and delight in the occasional student who brings in a crude motor of his own design and construction. There is no question that this youngster learned not only the motor principle, but much more, both mechanically and psychologically. The teacher proudly displays the object of joy, feeling a keen satisfaction in having aroused in one youngster enough interest and enthusiasm to 
TI - LEARNING THE ELECTRIC MOTOR
JF - School Science and Mathematics
DO - 10.1111/j.1949-8594.1932.tb12736.x
DA - 1932-10-01
UR - https://www.deepdyve.com/lp/wiley/learning-the-electric-motor-f0xw4nrVDd
SP - 810
VL - 32
IS - 7
DP - DeepDyve
ER -