Constructing laboratory courses

Carlson, E. H.

doi:10.1119/1.14835

Cited by 7 publications

(5 citation statements)

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“…Although most undergraduate physics courses include a laboratory component, there is little consensus about the rationale behind the inclusion of this practical element [1][2][3][4]. Amongst the purposes that are put forward are the demonstration of physical principles introduced in lectures, the provision of 'hands-on' opportunities to familiarize students with experimental procedures and apparatus, and the practice of the 'scientific method' including communication through scientific report writing [5,6].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory

et al. 2008

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An evaluation of a course aimed at developing university students' understanding of the nature of scientific measurement and uncertainty is described. The course materials follow the framework for metrology as recommended in the Guide to the Expression of Uncertainty in Measurement (GUM). The evaluation of the course is based on responses to written questionnaires administered to a cohort of 76 first year physics students both pre-and post-instruction, which were interpreted in terms of 'point' or 'set' reasoning. These findings are compared with responses from a control group of 70 students who completed a similar laboratory course apart from the use of traditional approaches to measurement and data analysis. The results suggest that the GUM framework, together with the specific teaching strategies described, provides opportunities for more effective learning of measurement and uncertainty in the introductory laboratory.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory

et al. 2008

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“…En primer lugar, el enfrentamiento con un problema real y la obligación de tener que definirlo y acotarlo, proporciona una destreza intelectual que, sin duda, va a ser muy útil para nuestros estudiantes en sus trabajos posteriores (Reif et al, 1979;Carlson, 1985). Por otra parte, aunque es posible elaborar del trabajo de forma individual, resulta casi obligado trabajar en equipo y al hacerlo los chicos se dan cuenta de lo positivas que resultan las aportaciones de sus compañeros, el trabajo cooperativo y la relación personal en una tarea compleja (Collazos et al, 2004).…”

Section: Conclusionesunclassified

Análisis experimental de magnitudes físicas a través de vídeos y su aplicación al aula

Martínez¹,

González²,

Pérez³

2012

Rev_Eureka_ensen_divulg_cienc

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[Recibido en junio de 2011, aceptado en diciembre de 2011] En este trabajo mostramos cómo nuestros alumnos de secundaria y bachillerato han podido realizar, en los últimos 10 cursos, investigaciones sobre fenómenos o situaciones físicas de la vida cotidiana cercanas a sus intereses. El procedimiento consiste en realizar grabaciones de video digital y la posterior aplicación de un programa informático (Avimèca) que permite seguir la escena fotograma a fotograma asociando valores numéricos a cada punto elegido para poder analizar ciertas magnitudes físicas. En contra de lo que puede parecer, el procedimiento es sencillo y los elementos empleados son relativamente económicos. En cualquier caso, para facilitar la tarea a otros profesores, se agrega una guía del programa que, por otra parte, es de acceso gratuito. Además, se detalla el modo en que se hemos implementado esta actividad en el aula y enumeramos las dificultades encontradas, así como las soluciones propuestas.Palabras clave: Avimèca; aprendizaje por indagación; prácticas de laboratorio; cinemática; audiovisual. Experimental analysis of physical magnitudes through films and its application in the classroomIn this paper we show how our Secondary and High School students have been able to research phenomena or physical situation of their real lives closer to their interests in the last 10 years. The procedure is to make digital video recordings and then applying a computer program (Avimèca), which monitors the scene frame by frame and attaching numerical values to each selected point in order to analyze some physical magnitudes. Contrary to what may seem, the procedure is simple and relatively inexpensive elements are used. In any case, to make it easier for other teachers, a program guide is added which is free-access. In addition, the way in which we implemented this classroom activity is detailed, listing the difficulties encountered and the corresponding proposed solutions.Keywords: Avimèca, Inquiry learning, laboratory practice, kinematics, audiovisual. IntroducciónEl desarrollo de la ciencia a lo largo de la historia se ha apoyado en dos pilares fundamentales: la observación y la experimentación. Sin embargo, es necesario un paradigma teórico previo que oriente la investigación científica (Gil-Pérez, 1983), facilite el análisis de los datos y, a su vez, sea puesta a prueba. Así, las teorías que tratan de explicar los fenómenos observados son contrastadas con experimentos que asientan o dan al traste con los planteamientos propuestos (Sánchez del Río, 1986). Así ha sido en el pasado, así es en el presente y, presumiblemente, seguirá siendo así en el futuro.La imbricación que existe entre desarrollo teórico y práctica experimental, propia del desarrollo científico, hace esencial que los alumnos realicen prácticas de laboratorio (Alejandro, 2004). A este hecho podemos unir que el laboratorio es un elemento motivador para el alumnado, que les hace percibir la ciencia de un modo cercano y no como algo abstracto e intangible. Los trabajos experimentales e...

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“…This paper describes the design of the advanced laboratory and lecture courses on photon quantum mechanics, highlighting interesting and cutting-edge experiments that can be performed in one lab period. 8 Starting from the advanced laboratory level, quantum "mini-labs" that can be used for introductory laboratory levels both for science, technology, engineering, mathematics (STEM) majors and for nonmajors were developed. These mini-labs are universally accessible, 9 and certain experiments may be integrated into traditional theory courses on quantum mechanics and modern physics.…”

Section: Introductionmentioning

confidence: 99%

Fifteen years of quantum optics, quantum information, and nano-optics educational facility at the Institute of Optics, University of Rochester

Lukishova

2022

Opt. Eng.

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The quantum optics/quantum information and nano-optics educational laboratory facility (QNOL) at the University of Rochester (UR) is located within three rooms of the Institute of Optics with a total area of 587 ft 2 . It has been used for teaching a 4-credit-hour QNOL class annually for 15 years. Four teaching labs were prepared on the generation and characterization of entangled and single (antibunched) photons demonstrating the laws of quantum mechanics: (1) entanglement and Bell's inequalities, (2) single-photon interference (Young's double slit experiment and Mach-Zehnder interferometer), (3) single-photon source I: confocal fluorescence microscopy of single nanoemitters, and (4) single-photon source II: a Hanbury Brown and Twiss setup, fluorescence antibunching. Further, based on QNOL, 1.5 to 3 h sturdy quantum "mini-labs" were developed and introduced into the required classes such that all optics students at the UR had experience with quantum labs. Monroe Community College (MCC) students participated in two mini-labs at the UR. Since 2006 to spring 2022, a total of ~850 students have utilized the labs for lab report submission (including 144 MCC students) and more than 250 students have used them for lab demonstrations. In addition, UR freshman research projects have become a very important educational activity in this facility. All developed materials and students' reports are available at http://www.optics.rochester.edu/ workgroups/lukishova/QuantumOpticsLab/. We present a description of sturdy, universally accessible experiments that can be introduced into either a separate advanced class or into classes with a large number of students. Assessment methods, evaluation of students' knowledge, and their attitude toward their career in quantum information are discussed.

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Constructing laboratory courses

Cited by 7 publications

References 0 publications

Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory

Effectiveness of a GUM-compliant course for teaching measurement in the introductory physics laboratory

Análisis experimental de magnitudes físicas a través de vídeos y su aplicación al aula

Fifteen years of quantum optics, quantum information, and nano-optics educational facility at the Institute of Optics, University of Rochester

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