INTRO PHYSICS LAB |
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Last modified October 30, 2007
Physics lecturer Mike Meyer has been introducing a variety of new techniques within the PH1100 and PH1200 labs. The technological and pedagogical innovations are designed to enhance the consistency of the lab experiences for students, helping them to get oriented in the labs and allowing for more timely feedback from both students and TAs. Mike has also spearheaded the new distance learning technologies for the benefit of both remote and on-campus physics students. These new approaches will be featured periodically, so check this site to learn new techniques for your course. 1. Video Introductions When students begin a new lab, they are either given an introduction by the TA, or they are shown a short video clip projected in the room. The video clips are hosted by Mike, who discusses the goals of the lab, some of the background, the techniques used, and tips for getting good results. Below is a 20-second sample from Lab 7 of PH1200 (Flash required). The video introductions allow for more consistency across the labs, which are taught by a team of graduate and undergraduate TAs. This type of orientation allows students to start quickly, stay on track, and finish in a timely manner. 2. PowerPoint in Labs Throughout the lab, students use their lab computers to reference a PowerPoint presentation designed by Mike Meyer. The presentation covers the basic theory of that lab, including text, equations, data tables, diagrams, and animations. The group can navigate and revisit the concepts at their own pace as they proceed through the experiments. In circuit lab, they even have access to a circuit simulator developed by the Physics Education Technology (PhET) group of the University of Colorado at Boulder. The simulator allows them to assemble a theoretical circuit simultaneously with the experimental one. Again, the unified screen presentation technique provides consistency across the labs and keeps the introductory physics lab students oriented.
3. Mixing It Up
The TAs also benefit from a mixed pairing. One undergraduate TA teams up with one graduate TA in overseeing each lab. This partnership builds on the strengths of both TAs. Lab students benefit both from the broader physics experience of the graduate students and also from the "beginner's mind" of the undergraduates who recently struggled with learning these concepts themselves.
In 1943 the world's first operational nuclear reactor was activated at Oak Ridge, TN. |
When students arrive at lab, they are shown a seating chart which places them with randomly-chosen lab partners. This method stimulates more active participation for each student, rather than allowing them to settle into a role within a fixed group. Students take measurements, record data, print graphs, do curve fits and calculations, and answer questions about their experimental observations. Learning to be productive while exposed to changing team dynamics is a critical professional skill.
