First-year Physics Laboratory Research Articles

Measurement of Work and Power in a Coffee-Mug Stirling Engine as a First-Year Physics Laboratory

This paper describes an experimental setup using a coffee mug, a low delta-temperature model Stirling engine, and a gas pressure sensor. The experiment is targeted toward first-year calculus-based physics labs and was designed to be implemented at low cost (approximately $120 for engine and pressure sensor) and minimal modification to off-the-shelf components for an instructor. The gas pressure sensor we used plugs directly into a USB port, and no data acquisition hub was required. Software to operate the sensor is available from the manufacturer at no additional cost. A sample student procedure handout is provided in Appendix B. Modifications for use in high school physics, algebra-based college physics, and upper-division thermodynamics courses are presented in Appendix A. Two simple modifications to the Stirling engine are required: (1) drilling a hole in the top plate of the Stirling engine and gluing a Luer lock fitting over the hole; and (2) 3D printing a spool that is then hot glued to the driveshaft of the Stirling engine. A more advanced experiment can be performed by 3D printing two gears and using a rotary motion sensor to track the phase of the system. A video demonstration of these modifications is provided. Student calculations of work done by the engine show good correlation with predicted theoretical calculations. Students also rated the experimental procedure highly for both interest and understanding.

A Simple Method to Measure the Local Geomagnetic Field Accurately in a First-Year Physics Laboratory

The directional feature of Earth’s geomagnetic field has been contributing to the technological development and prosperity of humankind since the invention of the magnetic compass navigation centuries ago. Today, for instance, magnetoresistance sensors are commonly used in nanosatellites and unmanned aerial vehicles for high accuracy geomagnetic field-based navigation and mineral survey exploration.

Gender gaps and gendered action in a first-year physics laboratory

Examination of gender gaps and potential sources of gender gaps through laboratory observations.

Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study

In this work, a specific implementation of a so-called experimental or open-ended laboratory is proposed and evaluated. Keeping in mind the scheduling limitations imposed by the context, first-year engineering physics laboratory practices have been revised in order to facilitate acquisition of the skills that are required in the experimental work. These skills concern different conceptual and procedural abilities related to designing experiments, taking measurements, analyzing the results and reporting properly the whole process. The employed approach is described, and the achieved results are evaluated by a series of tests at the beginning and end of the academic year. Additionally, the students’ laboratory reports are used to quantify the evolution of acquiring these scientific skills. The evaluation of the results obtained from the aforementioned tests and laboratory reports gives enlightening information about students’ apprehension of the experimental method itself, as well as the difficulties they find in each of the different, complex tasks that they must carry out during this process.

Student evaluation of research projects in a first-year physics laboratory

We describe the evaluation by students of a scheme of open-ended, research-based group project work which has become a standard component of first-year physics courses at the University of Sydney and is now in its 19th year of operation. Data were gathered from two sources: direct observations of the classes and a written survey. A summary of the classroom observations and the results from a detailed analysis of the survey responses are presented. The feedback from the cohort of approximately 800 students is largely positive but we identify a few discrepancies between stated course goals and the results from the survey.

The use of commercial CCD cameras as linear detectors in the physics undergraduate teaching laboratory

A commercial charge-coupled device TV camera has been combined with a computer video digitizer to provide an inexpensive linear two-dimensional optical detector that can be used to collect spectral and spatial information. The equipment is capable of storing an image of pixels, with eight-bit precision. Software has been developed to process and display the data. The system has been used in a first-year physics laboratory to make quantitative measurements of position and intensity of Fraunhofer diffraction patterns and to record optical emission spectra.

Higher level aims in a physics laboratory: A first-year course at Royal Holloway College

ABSTRACT This paper begins by describing an attempt to attain various high level aims such as ‘training the mind˚s, ‘developing judgement˚s, ‘achieving independence˚s within the framework of a first-year physics laboratory course. It goes on to describe successive evaluations of the course, and the effectiveness of consequent improvement.

Another Approach to the First-Year Physics Laboratory Course

A different approach to the first-year physics laboratory course, consisting of open laboratory sessions and practical examinations, is described. The responsiblity for the student's development is left much more in his own hands than is customary. The underlying philosophy of the course and its organization is discussed.