Introductory Physics Laboratory Development

大多数大学物理课程的教师都会同意，实验室的目的是为学生提供一个机会，让他们抓住现象，看到概念的行动，学习使用设备，并发展实验物理工艺的经验。 传统的实验室，主要致力于采取和分析数据，通常给出一步一步的，或“食谱”的程序，主要是无效的，在实现这些目标。 该实验室是我们在迪尔伯恩大学教授入门物理课程的方式彻底改变的重要组成部分。 我们强调学生参与材料在讲座，协作组解决问题，概念，而不是计算。 在过去的两年中，我们已经成功地取代了实验室在两个学期的微积分为基础的序列的第一个学期，鼓励学生在实验室中与概念搏斗，解决现实生活中的问题。 这些实验室使用计算机收集各种传感器的数据。 它们还支持二维运动和模拟程序的数字视频分析。 我们现在建议从三个方面扩大这一改革。 首先，为学生创建更合适的实验室，这些学生主要是进入卫生专业的学生。 第二，完成第二学期电学、磁学和光学课程的实验室变更。 第三，开发基于计算机的培训模块，为学生提供计算机数据收集和分析程序操作方面的个性化指导。 所有的学生谁采取物理，无论是从工程，科学，或数学，将受益于这些变化。 大多数实验室发展项目都集中在给学生的经验，发展他们的概念理解。 我们开发的实验室练习也包括实验问题的解决方案，将通过演示文稿，出版物和研讨会进行传播。 *

Most instructors of college and university physics courses would agree that the purpose of the laboratory is to provide a chance for students to grapple with the phenomena, see the concepts in action, learn to use equipment, and develop experience with the craft of experimental physics. Traditional labs, mainly devoted to taking and analyzing data, usually giving step-by-step, or "cookbook" procedures, are mainly ineffectual in achieving these goals. The laboratory is an important part of a thorough change in the way we at the University of Michigan-Dearborn are teaching introductory physics courses. We emphasize student engagement with material in lecture, collaborative group problem solving, and concepts rather than calculations. Over the past two years we have successfully replaced labs in the first term of the two-term calculus-based sequence with ones that encourage students to grapple with concepts and to solve real-life problems in the lab. The labs use computers to collect data using a great variety of sensors. They also support digital video analysis of two-dimensional motion and simulation programs as appropriate. We now propose to extend this reform in three directions. First, to create more appropriate labs for students in the algebra-based course taken mainly by students going into the health professions. Second, to complete the changes in the labs accompanying the second term course on electricity, magnetism, and optics. Third, to develop computer-based training modules that will provide individualized instruction for students in the operation of computer data collection and analysis programs. All students who take physics, whether from engineering, the sciences, or mathematics, will benefit from these changes. Most laboratory development projects have concentrated on giving students experiences that develop their conceptual understanding. The laboratory exercises we develop that also include the solution of experiment problems will be disseminated through presenta tions, publications, and workshops. *