Introductory Physics Laboratory Development

大多数学院和大学物理课程的讲师都会同意，实验室的目的是为学生提供一个机会，让他们了解现象，看到行动中的概念，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集和分析数据，通常会给出循序渐进的步骤，或者说是食谱程序，在实现这些目标方面主要是无效的。该实验室是我们密歇根大学迪尔伯恩分校物理入门课程教学方式彻底改变的重要组成部分。我们强调学生在课堂上接触材料、合作解决问题和概念，而不是计算。在过去的两年里，我们已经成功地用那些鼓励学生在实验室中解决概念和解决实际问题的实验，取代了两学期微积分序列中第一学期的实验。这些实验室使用计算机通过各种传感器收集数据。它们还支持适当的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向扩大这项改革。首先，为以代数为基础的课程的学生创建更合适的实验室，这些课程主要由进入卫生专业的学生学习。第二，完成第二学期电学、磁学和光学课程配套实验的变更。第三，开发以计算机为基础的培训模块，为学生提供操作计算机数据收集和分析程序的个性化指导。所有选修物理的学生，无论是工科、理科还是数学专业的学生，都将从这些变化中受益。大多数实验室开发项目都集中在给学生提供经验，发展他们的概念理解。我们开发的实验室练习也包括解决实验问题，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. *