  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.
