Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudo-longitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics -- the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) -- across multiple, required lab courses at a single institution. We find that, while pseudo-longitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expert-like beliefs, attitudes, and expectations than their peers when they started the lower-level courses.Comment: 6 pages, 1 figure, submitted as a short paper to Phys. Rev. PE

Students' epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for Experimental Physics

Student learning in instructional physics labs represents a growing area of research that includes investigations of students' beliefs and expectations about the nature of experimental physics. To directly probe students' epistemologies about experimental physics and support broader lab transformation efforts at the University of Colorado Boulder (CU) and elsewhere, we developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Previous work with this assessment has included establishing the accuracy and clarity of the instrument through student interviews and preliminary testing. Several years of data collection at multiple institutions has resulted in a growing national data set of student responses. Here, we report on results of the analysis of these data to investigate the statistical validity and reliability of the E-CLASS as a measure of students' epistemologies for a broad student population. We find that the E-CLASS demonstrates an acceptable level of both validity and reliability on measures of, item and test discrimination, test-retest reliability, partial-sample reliability, internal consistency, concurrent validity, and convergent validity. We also examine students' responses using Principal Component Analysis and find that, as expected, the E-CLASS does not exhibit strong factors.Comment: 10 pages, 4 figures, 7 tables, submitted to Phys. Rev. ST - PE

Students' views about the nature of experimental physics

The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study ($N_{institutions}=75$ and $N_{students}=7167$) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expert-like response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.Comment: 10 pages, 2 figures, Accepted to Phys. Rev. PE

Incorporating learning goals about modeling into an upper-division physics laboratory experiment

Implementing a laboratory activity involves a complex interplay among learning goals, available resources, feedback about the existing course, best practices for teaching, and an overall philosophy about teaching labs. Building on our previous work, which described a process of transforming an entire lab course, we now turn our attention to how an individual lab activity on the polarization of light was redesigned to include a renewed emphasis on one broad learning goal: modeling. By using this common optics lab as a concrete case study of a broadly applicable approach, we highlight many aspects of the activity development and show how modeling was used to integrate sophisticated conceptual and quantitative reasoning into the experimental process through the various aspects of modeling: constructing models, making predictions, interpreting data, comparing measurements with predictions, and refining models. One significant outcome is a natural way to integrate an analysis and discussion of systematic error into a lab activity.Comment: 19 pages, 2 figures, 1 table, Submitted to Am. J. Phy

Flux density measurements of GPS candidate pulsars at 610 MHz using interferometric imaging technique

We conducted radio interferometric observations of six pulsars at 610 MHz using the Giant Metrewave Radio Telescope (GMRT). All these objects were claimed or suspected to be the gigahertz-peaked spectra (GPS) pulsars. For a half of the sources in our sample the interferometric imaging provides the only means to estimate their flux at 610 MHz due to a strong pulse scatter-broadening. In our case, these pulsars have very high dispersion measure values and we present their spectra containing for the first time low-frequency measurements. The remaining three pulsars were observed at low frequencies using the conventional pulsar flux measurement method. The interferometric imaging technique allowed us to re-examine their fluxes at 610 MHz. We were able to confirm the GPS feature in the PSR B1823$-$13 spectrum and select a GPS candidate pulsar. These results clearly demonstrate that the interferometric imaging technique can be successfully applied to estimate flux density of pulsars even in the presence of strong scattering.Comment: 7 pages, 3 tables, 5 figures, accepted for publication in MNRA

A Manifestly Gauge-Invariant Approach to Quantum Theories of Gauge Fields

In gauge theories, physical histories are represented by space-time connections modulo gauge transformations. The space of histories is thus intrinsically non-linear. The standard framework of constructive quantum field theory has to be extended to face these {\it kinematical} non-linearities squarely. We first present a pedagogical account of this problem and then suggest an avenue for its resolution.Comment: 27 pages, CGPG-94/8-2, latex, contribution to the Cambridge meeting proceeding

Completeness of Wilson loop functionals on the moduli space of SL(2,C)SL(2,C) and SU(1,1)SU(1,1)-connections

The structure of the moduli spaces \M := \A/\G of (all, not just flat) $SL(2,C)$ and $SU(1,1)$ connections on a n-manifold is analysed. For any topology on the corresponding spaces \A of all connections which satisfies the weak requirement of compatibility with the affine structure of \A, the moduli space \M is shown to be non-Hausdorff. It is then shown that the Wilson loop functionals --i.e., the traces of holonomies of connections around closed loops-- are complete in the sense that they suffice to separate all separable points of \M. The methods are general enough to allow the underlying n-manifold to be topologically non-trivial and for connections to be defined on non-trivial bundles. The results have implications for canonical quantum general relativity in 4 and 3 dimensions.Comment: Plain TeX, 7 pages, SU-GP-93/4-