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تسجيل مستخدم جديدIntroductory E & M Lab Manual for Virtual Teaching
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Introductory electricity and magnetism lab manual was designed to use with virtual Physics II class. The lab manual consists of experiments on electrostatics, electric potential and energy, current and resistance, DC circuits, electromagnetism, and AC circuits. Virtual experiments were based on simulations. Open educational resources (OER) were used for all experiments. Virtual experiments were designed to simulate in-person physical lab experiments. Special emphasis was given to computational data analysis with excel. Formatted excel sheets per each lab were given to students and step by step calculation in excel were explained during the synchronous class. Learning management system (LMS) was used to fully web enhance the lab class. Virtual labs were delivered by using live video conference technology and recorded lab sessions were added to LMS. Lab class were tested with both virtual delivery methods (synchronous and asynchronous). Student learning outcomes (understand, apply, analyze and evaluate) were studied with detailed lab reports and end of the semester lab-based written exam which confirmed the virtual lab class was as effective as the in-person physical lab class.
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A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simula
tions. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.
This is the third series of the lab manuals for virtual teaching of introductory physics classes. This covers fluids, waves, thermodynamics, optics, interference, photoelectric effect, atomic spectra, and radiation concepts. A few of these labs can b
e used within Physics I and a few other labs within Physics II depending on the syllabi of Physics I and II classes. Virtual experiments in this lab manual and our previous Physics I (arXiv.2012.09151) and Physics II (arXiv.2012.13278) lab manuals were designed for 2.45 hrs long lab classes (algebra-based and calculus-based). However, all the virtual labs in these three series can be easily simplified to align with conceptual type or short time physics lab classes as desired. All the virtual experiments were based on open education resource (OER) type simulations. Virtual experiments were designed to simulate in-person physical laboratory experiments. Student learning outcomes (understand, apply, analyze and evaluate) were studied with detailed lab reports per each experiment and end of the semester written exam which was based on experiments. Special emphasis was given to study the student skill development of computational data analysis.
Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how co
mmercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.
Proficiency with calculating, reporting, and understanding measurement uncertainty is a nationally recognized learning outcome for undergraduate physics lab courses. The Physics Measurement Questionnaire (PMQ) is a research-based assessment tool that
measures such understanding. The PMQ was designed to characterize student reasoning into point or set paradigms, where the set paradigm is more aligned with expert reasoning. We analyzed over 500 student open-ended responses collected at the beginning and the end of a traditional introductory lab course at the University of Colorado Boulder. We discuss changes in students understanding over a semester by analyzing pre-post shifts in student responses regarding data collection, data analysis, and data comparison.
Physics lab courses are an essential part of the physics undergraduate curriculum. Learning goals for these classes often include the ability to interpret measurements and uncertainties. The Physics Measurement Questionnaire (PMQ) is an established o
pen-response survey that probes students understanding of measurement uncertainty along three dimensions: data collection, data analysis, and data comparison. It classifies students reasoning into point-like and set-like paradigms, with the set-like paradigm more aligned with expert reasoning. In the context of a course transformation effort at the University of Colorado Boulder, we examine over 500 student responses to the PMQ both before and after instruction in the pre-transformed course. We describe changes in students overall reasoning, measured by aggregating four probes of the PMQ. In particular, we observe large shifts towards set-like reasoning by the end of the course.
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