...Takako Hirokawa, Noah Finkelstein, and H. J. Lewandowski† Department of Physics, University of Colorado Boulder, Boulder, CO 80309 (Dated: March 4, 2014) In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...Speaking (#) GEC 104 3 3 NATURAL WORLD at least 1 course from each box, 7-9 total credit hours 2 different course codes, at least 1 with a lab Life Sciences (3-4 credit hours) BIO 100* Biological Sciences for Educators (lab) BIO 101 Biology in Your World BIO 111* Understanding Bio Sys Through Inq. (lab only) BIO 121* General Biology I (lab) BMS 100 Concepts & Issues in the Life Sciences BMS 105 Concepts & Lab in the Life Sciences (lab) BMS 110* Intro to Biomedical Sciences (lab) BMS 111* Intro to Lab in Biomedical Sci (lab only) GLG 115 Life of the Past Physical Sciences (3-5 credit hours) AST 113 Modern Astronomy AST 114 Survey of Astronomy AST 115 Basic Astronomy (lab) CHM 107 Chemistry for the Citizen CHM 108* Chemistry for the Citizen Lab CHM 116* Fundamentals of Chemistry CHM 117* Fundamentals of Chemistry Lab GLG 110 Principles of Geology (lab) GLG 171 Environmental Geology GRY 135 Principles of Weather & Climate (lab) GRY 142 Introductory Physical Geography (lab) PHY 100 Survey of Physics (lab) PHY 101* Physics by Inquiry for Educators (lab) PHY 123* Introduction to Physics I (lab) PHY 203* Foundations of Physics I (lab) 4(3-3) 3(3-0) 1(0-2) 4(3-3) 4(4-0) 4(3-2) 4(3-2) 1(0-2) 3(3-0) 3(3-0) 4(4-0) 4(3-2) 3(3-0) 1(0-2) 4(4-0) 1(0-2) 4(3-2) 3(3-0) 4(3-2) 4(3-2) 4(3-2) 4(2-6) 4(3-2) 5(4-2) GEC 107 (no lab) GEC 106 (lab) HUMAN CULTURES 4 different course codes from these boxes Social & Behavioral Sciences (choose two, 6 credit hours) AGR 100 Food Security 3 ANT...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...FORMAT One to three sentences to introduce what had been done. The procedures is in the lab manual. So, do not rewrite the procedures. More than that is wasting your time and the lab instructor’s time☺. A brief explanation of the physics principle used in the experiment and later explains how the result demonstrated a physics principle. Use the important data and results (Table) to demonstrate the physic principle. Do not include all the list of each and every number on the data sheet. Note that final numerical values include an estimate of uncertainty (example: The average spring constant is XXX±XX Nm-1). Explain how the independent variables affected the dependent variables, you may use equations provided and show the dependent/independent variables. Analysis of graph: shape of curve, for a straight line, the meaning of slope and intercept for your graph. You do not have to explain how they agree if you show the numbers or refer to a Table; but do not write that values agree without some reference. Sources of error are offered that are consistent with the experimental results. You may offer a suggestion for improving the experiment, but it must focus on the most prominent error and be consistent with the sources of errors. This is not a place to “trash” the experiment. If there’s a part 2 in the experiment A brief introduction to part 2 and some simple explanations of the physics principle used in the experiment and how the result demonstrated a physics principle...
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...FORMAT One to three sentences to introduce what had been done. The procedures is in the lab manual. So, do not rewrite the procedures. More than that is wasting your time and the lab instructor’s time☺. A brief explanation of the physics principle used in the experiment and later explains how the result demonstrated a physics principle. Use the important data and results (Table) to demonstrate the physic principle. Do not include all the list of each and every number on the data sheet. Note that final numerical values include an estimate of uncertainty (example: The average spring constant is XXX±XX Nm-1). Explain how the independent variables affected the dependent variables, you may use equations provided and show the dependent/independent variables. Analysis of graph: shape of curve, for a straight line, the meaning of slope and intercept for your graph. You do not have to explain how they agree if you show the numbers or refer to a Table; but do not write that values agree without some reference. Sources of error are offered that are consistent with the experimental results. You may offer a suggestion for improving the experiment, but it must focus on the most prominent error and be consistent with the sources of errors. This is not a place to “trash” the experiment. If there’s a part 2 in the experiment A brief introduction to part 2 and some simple explanations of the physics principle used in the experiment and how the result demonstrated a physics principle...
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...Week 3 Lab Research Report 1 Ciera M. Jimerson Professor Alisha A. Etheredge SCI-110 October 27, 2013 Once it was impossible to understand the composition of the smallest basic cells, until the invention of microscopes. Even with the tools that exist it is not always possible to safely do in a field that deals with atoms, particles, radiation, and unstable compounds. The technology in the area of physical science makes it very important on how much is learned and studied in the fields of astronomy, chemistry, physics and even earth sciences. There have been many advances that allow for direct measurements in the field of physics, there are many obstacles and challenges to making direct observations in many circumstances. Physics is the study of energy, matter and the interaction between the two, which are impossible to observe with the naked eye. One common thing the field studies is energy creation to non-particles, all of the most recent discoveries in subatomic particles and the origins of the universe have all creative methods to study things that are extremely tiny. This would be the first major challenge to making direct measurements in physics. To avoid this problem, physicist usually studies these particles indirectly through things like associated radiation, energy, or the displacement of other atoms and/or compounds. Every measurement made on atoms or subatomic particles has caused indirect measurements (Kross). There are certain measurement tools whose...
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...Lab Research Report SCI 110 January 27, 2014 Strayer University Lab Research Report Research in the physical sciences has often been limited by our abilities of safety observing and studying the phenomenon in question. Even before the thought of microscopes, it would have been impossible to comprehend the composition of the most basic cells. The exact issues are the current issues in the field of physical science today, but it’s particularly true in the world of physics. While new technologies exist to measure phenomenon, it is not always safe to do so in the field that deals with radiation, unstable compounds, particles and atoms. As a result, the technology that we have in the field of physics, but across the board in the physical science field of astronomy, chemistry, physics and earth science. Challenges in Measurements Over the years there have been many adventures that allow for direct measurements within the field of physics, there are still many obstacles and challenges to making direct observations. Physics is the study of energy and matter and the interaction between-both of which are impossible to observe with the naked eye. The first major challenge in making direct measurement in physics is the size of the particles being studied. To solve this issue, physicists study these particles indirectly through things like associated radiation, their energy, or the displacement of other atoms. Almost all measurements that have been made on atoms or...
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...Laboratory Report Guidelines Ryerson University Department of Physics Writing a strong lab report is a skill that often takes significant practice. Strong reports are: • structured in a clear and organized fashion. • as concise as possible, and yet sufficiently detailed that it does not omit any of the information required to fully communicate your work and results. Ideally, a lab report leaves any reader confident in the validity of the results, and with enough information that they could repeat the experiment. The evaluation of your report will be based on your ability to understand the goal of the experiment, your understanding of the applicable physical principles, your ability to perform the experiment attentively, and your ability to clearly communicate its results in a logical and coherent fashion. Report contents: 1. Title Page 2. Objective...
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...John Smith Dr. Madaro University Physics I Spring 2014 Biomedical Engineering and the Future of Modern Medicine I have always been interested in math and science, but my interest developed into a fascination this year in physics class. I enjoyed being able to apply all of the laws and theories that we learned in class to real-world situations. I liked being able to figure out the distance an object traveled just by knowing the acceleration and speed, finding the vertical and horizontal components of a force, and solving for the coefficient of friction of a surface. I loved that every concept seemed to build on the one before it, and how they all helped me understand the world in a way I never had before. Whenever I think about my future, what I want to study, and how I want to make a living, I always think of engineering- a career that would allow me to develop this fascination with the way the world works and to apply my knowledge to a project that could help improve peoples' lives. I want to go into this field to develop technology that could help cure disease or improve the quality of life of those with serious medical conditions. The concepts of Physics play a crucial part in the everyday work of Biomedical Engineers, specifically in the invention of prosthetic limbs, artificial organs, and improved hearing aids. "The first artificial limbs were stiff and did not have joints that bent like real arms, hands, or legs" (Woods 40). The invention of the artificial limbs...
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... SPE 103 (All 3 Courses) Area B-Mathematics MAT 140(Core), and MAT 143 or, MAT 180 OR MAT 250 (2 Courses) Area C- Science One course from life science w/lab and one course from Physical Science (2 Courses) Area D- Social and Behavioral Sciences ECO 201 and ECO 202 One more class of choice from list (3 courses) Area E- Humanities and Fine arts Class of your choice from list (3 courses) Area F-Contemporary Global Studies Class of your choice from list (1 course) Total must add to approx. 40 Credits Electives- ANY OF YOUR CHOICE BUT THESE ARE RECOMNEDED FOR BACHELORS Accounting- ACC 153 and ACC 154 Business- BUS 101 and BUS 221 or BUS 225 Computer Science- CIS 101 or another accepted by University Mathematics- MAT 190 Total must add up to approx. 20 Credits Total to graduate min. 60 credits List of classes I still need that I can take from Core List Area C Life Sciences BIO 101 Intro to life Science w/lab, or BIO 104 w/o lab Human genetics Physical Sciences CHM 101 Intro to General Chemistry (preq. MAT 070 OR 114) or CHM 105 Elements of chemistry (same Preq.) PHY 115 w/o lab Descriptive astronomy, PHY 131 college Physics (Preq. MAT 122 or currently enrolled in MAT 122) or PHY 221 General Physics (Preq. MAT 250 with C or better) EAS 100 Intro Earth Science, EAS 101 Physical Geology, EAS 105 w/o lab Intro Weather and Climate or EAS 121 w/o Physical Geography Area E- Classes with bullet points will apply to both area E and F...
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...Will Einstein's 1905 theory of relativity - one of the most fundamental pillars of physics - that underpins "nothing can travel faster than light-300,000 kms, or 186,000 miles, per second" be proved wrong? The speculations started coming after scientists at the world's largest physics lab CERN claim to have clocked sub-atomic particles or neutrinos travelling faster than the speed of light. European Organization for Nuclear Research CERN, near Geneva, says a neutrino beam shot off from a particle accelerator near Geneva to a lab 730 km away in Italy, whooshed 60 nanoseconds faster than light, with a speed of 186,282 miles per second. But, how could the fact be ignored that Einstein's theory has been tested thousands of times over the past 106 years? And, only recently have here been just slight hints that the behaviour of some elementary particles of matter might not fit into it. How could the fact be ignored that Einstein's theory has been tested thousands of times over the past 106 years? If the findings by the CERN are correct, it would force an overhaul of the fundamental laws of nature and how the universe works. These particles are 6 km/second faster than light, which is strange because 100 years ago, Einstein suggested nothing can go faster than light. If these scientists are right and Einstein was wrong, whatever we know about our Universe will soon be turned on its head. "The feeling that most people have is this can't be right, this can't be real," reported...
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...California Institute of Technology Physics 77 Vacuum Techniques and Thin Film Deposition Experiment 3 (October 2001) 1 Introduction Much of modern experimental physics is done under vacuum. Design and construction of vacuum apparatus is one of the most useful ”bread and butter” skills an experimentalist in condensed matter, atomic, or optical physics can have, and the subject of vacuum engineering is a vast one. This lab serves as an introduction to basic vacuum techniques and thin film growth, another often essential skill for condensed matter physicists. This lab is an optional prerequisite for Experiment 10, Condensed Matter Physics at Cryogenic Temperatures, for which you can grow your own samples for Weak Localization measurements if you choose. 2 Pressure and gas flow In vacuum work, pressures are almost always measured in millimeters of mercury, or torr. One torr is just the pressure necessary to support a column of mercury with a height of one millimeter. The conversion to units more familiar to readers of physics textbooks is 1atmosphere = 101kPa = 760torr There are two pressure regimes of interest to the scientist working with vacuum systems, and gases behave differently in each regime. The first, the viscous flow regime, describes the case where gas flows as a fluid, where the mean free path of the gas molecules is much smaller than the dimensions of the apparatus. The second, the molecular flow regime, describes the high-vacuum case, where the mean...
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...Measuring the Rydberg Constant and the Bohr Magneton 9/21/2015 Abstract In this lab, the Rydberg constant is found by observing the Balmer Series. With the experiment below, a Rydberg Constant was found to be 10116000 meters-1 with a 7.82% error. The Bohr Magneton is also found, and a value of 6.03*10-24 JT was obtained with a large error. The error can arise from each optical equipment having some fundamental error in its creation. Introduction With the help of atomic physics, quantum mechanics, and optics, the Rydberg constant and the Bohr magneton will be calculated in this experiment. The Rydberg constant is one of the most important constants in atomic physics because of its relation to other fundamental constants in atomic physics, such as the speed of light or Planck’s constant [1]. The Bohr Magneton tells us the magnetic moment of an electron by its angular momentum [2]. Attempting to calculate the Rydberg constant and the Bohr Magneton will inadvertently teach the basis of quantum mechanics, optics, and atomic physics. Atomic spectra of hydrogen, mercury, and helium will be studied in detail along with the Zeeman Effect. Theory In quantum mechanics, labeling often times helps discern descriptions of certain events. To describe the movement and trajectories of an electron in an atom, scientists use quantum numbers to label what is going on. The principal quantum number n, tells the energy level of the electron and the distance from the nucleus. The angular...
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...Phvsics Lab Report Format (Sample Report Attached) General Remarks: Writing a lab report is the only way your TA will know what you have done during the lab and how well you have understood the process and the results. Part of your lab experience should be learning how to organize and present your work in a scientific way. There is no framework that can be used as a "one size fits all", therefore this sample lab report should only be used as an example. Any lab report should have the following features: o It should be concise but should also contain the necessary details and well-developed explanations. It should be organized. You should enable the reader to quickly find the information he or she may be interested in. It should contain all the relevant information and reasoning. You should enable the reader to validate your conclusion. A possible way to achieve this is using the following framework: o o . o o o o . Obiective: State what you want to achieve in this experiment A formal way to do this is to state a question or hypothesis that you want to address. Method: You should include a summary of the lab procedure in your words; do not merely copy what is in the manual. This section should demonstrate your understanding of what exactly you measured and how you measured it. Data: In this section you should include the raw data you measured; generally, an estimate of the error should accompany all measured values. Be sure to present...
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