Renewal of the Advanced Physics Laboratory Course Brian Davies Western Illinois University

1. Renewal of the Advanced Physics Laboratory CourseBrian DaviesWestern Illinois University

2. Advanced Lab: a unique coursein the Physics major sequence • Not directly connected to the content of any particular theory course (although we do have optics and electronics courses with labs). • Usually taught by a single person over a significant number of years, no rotation. • Often required, but prerequisites are minimal. • No canonical textbook, different content in every department in the country.

3. Laudable goals of the advanced lab, as listed in a “President's Commentary” (September 2007)by Harvey S. Leff, president of the AAPT • become proficient using modern experimental equipment and techniques, • engage in experimental design, • interface equipment with computers, • use LabVIEW and Excel, • learn how to analyze data in statistically meaningful ways, • keep a comprehensive lab notebook, • prepare professional lab reports, • prepare poster presentations, • conduct literature searches, • understand the value and importance of ethics in scientific research, and • develop an appreciation of the connections between experimental and theoretical physics. • - and we could list several more, such as making oral presentations, writing professional papers, interacting with group members and technical staff …

4. Compare this diversity of goals with a typical theory course • The theory sequence is quite established in Physics Departments in the U.S., as evidenced by the list of well-known course textbooks on many graduate school web sites, and as reinforced by standardized exams. • Modern technology affects course delivery but does not affect course content as much as it does in the laboratory courses. (This is more evident in the lower level; upper level classes are still often text, blackboard, and homework.)

5. Problematic aspects of the advanced lab • Whereas all faculty are presumed capable of teaching the core undergraduate theory courses, often just a few can do well in the advanced lab. • No agreed-upon content, hence few texts (and no particular class would cover all the topics in the existing textbooks). • Constrained by legacy equipment, often cast-off from retired research programs. • Not valued by entire department. • Lack of support at various levels. • Isolation of instructors.

6. AAPT Advanced Lab Task Force (ALTF) • Formed in 2005 and generated a report in 2006 - posted on website http://advlabs.aapt.org/ • Suggested the Physics Instructional Resource Association (PIRA), an AAPT affiliate, as a model organization. • Led to the formation of the Advanced Laboratory Physics Association (ALPhA) in 2007. • Did not address deeper concerns about the purpose, content, and relevance of advanced laboratory courses in the physics curriculum.

7. Advanced Laboratory Physics Association (ALPhA) • Formed in 2007 and now has its own website - http://www.advlab.org/ • 2009 and 2012 topical conferences • 2010 Gordon Research conference • Laboratory immersions • Parallel efforts in AAPT (conference sessions and a listserv) and COMPADRE (a repository of manuals, etc.). http://advlabs.aapt.org/ • APS April 1 2012 - a discussion of resources x

8. Advanced Laboratory Physics Association (ALPhA) • 2012 Conference on Laboratory Instruction Beyond the First Year of College (BfY) (link) • An ALPhA event, independent of AAPT and APS • July 25, 2012 - July 27, 2012 at the University of Pennsylvania and Drexel University, just prior to the national AAPT summer meeting • Features discussions of lab topics, curriculum models, vendors, and hands-on workshops • Will include goals of labs, taxonomy of experimental skills, and ways of assessing the impact of labs on the physics curriculum

9. What do you think? What do you recall? • A balancing act among these ingredients: • Modern physics theory • Experimental design • Equipment usage • Data manipulation • Report generation • Presentation skills