Physics 453 is a phenomenological introduction to quantum mechanics taught in a
laboratory/Lecture format. Students complete seven experiments per semester on topics in
modern physics. The lab write-ups form a substantial writing component and act as the
students’ first serious exposure to technical writing. The course is offered every
semester, with an enrollment of about 30 students each semester; the majority of students
are physics majors, with astronomy and engineering students as well. Our proposal is to
redesign 453 to include a significant group project. In addition to the intrinsic benefits
of working as a group, we have two goals for this change. We feel that an essential part
of proficient technical writing is to present results as a team. Furthermore, a group of
students will be able to undertake a modern topic and treat it in greater scope than the
course currently allows.
Our team consists of professors Ken Gentle and Roger Bengtson, and graduate student
Philip Kromer. Dr. Gentle is the department chairman, will teach 453 this fall, and has
taught it several times in the past. Dr. Bengtson is the current instructor and taught the
course in fall 1996 and fall 1997. Philip Kromer has been Assistant Instructor for the
fall 97 and spring 98 (current) semesters, and took the course in the fall 96 semester. We
request funding for a summer session salary and tuition for Philip Kromer, and a small
allowance for course materials and printing charges.
It is important to expose students to technical writing in a team
Most students in this class, whether they go on to graduate school, go to work in
industry, or go into teaching, will be involved in writing, most often as part of a group.
Writing as a team carries its own challenges and requires its own skills. We wish to train
students in these skills and prepare them to face these challenges. Under the current
course plan, lab reports are prepared individually (although the experiments are done in
groups of 2-3). We propose that one major experiment be performed in a group of six
students. Students will write their findings as a group and publish them on the course web
page.
A group project allows increased scope and a more recent topic.
Since each group will have the resources of six students to draw on, the team will
be able to explain its results in more depth, and to tackle a more sophisticated topic. We
wish to choose an experiment that represents a recent, exciting development in physics
– for instance, non-linear dynamics (chaos), or superconductivity. The project may
feature computer instrumentation and computer-based data analysis tools, using the
computer equipment currently in the 453 lab and in the physics microcomputer lab. The
class typically stresses a phenomenological approach -- understanding the basic behavior
of the experiment – and we do not wish to shift that focus. Our goal here is to
choose a topic that is challenging enough that the group will research and teach the topic
to each other, yet one that does not require advanced experimental or mathematical
methods. It is a careful balance, and will require some research to achieve.
The proposed features of the project
As with the other 453 labs, the experiment will be set up and tested for the
students in advance. The experiment will be performed by each group during class time. The
students must prepare for the experiment and research their topic. The group is expected
to learn much of the physics on its own. The report will also be prepared as a group; the
write-up is to contain contributions from each student. The group as a whole will be
graded by the AI on a technical basis, and by the professor on their writing. In addition,
part of each student’s grade will be assigned by the members of her team. We hope
that this will reflect the importance of teamwork – the group will be primarily
evaluated as a whole, yet there will be an individual contribution as well. The individual
component will act as an incentive yet be small enough to minimize abuse. The grading
scheme will be one of the issues we hope to explore.
Evaluating the project
Our goals for the group project include experience in team writing and exposure to
a modern topic. In addition, we wish to exploit the intrinsic advantages of a group
project: students teach their classmates, fill gaps in their knowledge, gain alternate
perspectives, and find incentive to work hard. We have to pinpoint and avoid the pitfalls
of a group project: one or two students who dominate the group, or a student who
doesn’t pull his weight; or a situation in which students parcel off work and work
alone to the exclusion of group work. We will make use of the Center for Teaching
Effectiveness and the resources of the grant to explore these issues.
Each student will complete a questionnaire that rates the success of the project
against the above goals, and assesses the performance of herself and the other group
members. The questionnaire will ask each student no only what experience he was able to
bring, but also what experience he gained, in lab analysis, experiment, writing, et
cetera. We will seek the assistance of the Measurement and Evaluation center in the
preparation and administration of the questionnaire.
Budget
