Lab notebooks as scientific communication: investigating development from undergraduate courses to graduate research

In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing what is considered `best practice' for scientific documentation and how researchers come to learn these practices in experimental physics. Using interviews with practicing researchers, namely physics graduate students, we explore the different experiences researchers had in learning how to effectively use a notebook for scientific documentation. We find that very few of those interviewed thought that their undergraduate lab classes successfully taught them the benefit of maintaining a lab notebook. Most described training in lab notebook use as either ineffective or outright missing from their undergraduate lab course experience. Furthermore, a large majority of those interviewed explained that they did not receive any formal training in maintaining a lab notebook during their graduate school experience and received little to no feedback from their advisors on these records. Many of the interviewees describe learning the purpose of, and how to maintain, these kinds of lab records only after having a period of trial and error, having already started doing research in their graduate program. Despite the central role of scientific documentation in the research enterprise, these physics graduate students did not gain skills in documentation through formal instruction, but rather through informal hands-on practice.Comment: 10 page

Instructor perspectives on iteration during upper-division optics lab activities

Although developing proficiency with modeling is a nationally endorsed learning outcome for upper-division undergraduate physics lab courses, no corresponding research-based assessments exist. Our longterm goal is to develop assessments of students' modeling ability that are relevant across multiple upper-division lab contexts. To this end, we interviewed 19 instructors from 16 institutions about optics lab activities that incorporate photodiodes. Interviews focused on how those activities were designed to engage students in some aspects of modeling. We find that, according to many interviewees, iteration is an important aspect of modeling. In addition, interviewees described four distinct types of iteration: revising apparatuses, revising models, revising data-taking procedures, and repeating data collection using existing apparatuses and procedures. We provide examples of each type of iteration, and discuss implications for the development of future modeling assessments.Comment: 4 pages, 1 figure; under revie

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within- and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domain---namely, upper-division physics labs---they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.Comment: 22 pages, 3 tables, submitted to Phys. Rev. PE

Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Digital-flutter-suppression-system investigations for the active flexible wing wind-tunnel model

Active flutter suppression control laws were designed, implemented, and tested on an aeroelastically-scaled wind tunnel model in the NASA Langley Transonic Dynamics Tunnel. One of the control laws was successful in stabilizing the model while the dynamic pressure was increased to 24 percent greater than the measured open-loop flutter boundary. Other accomplishments included the design, implementation, and successful operation of a one-of-a-kind digital controller, the design and use of two simulation methods to support the project, and the development and successful use of a methodology for on-line controller performance evaluation

Novel type of phase transition in a system of self-driven particles

A simple model with a novel type of dynamics is introduced in order to investigate the emergence of self-ordered motion in systems of particles with biologically motivated interaction. In our model particles are driven with a constant absolute velocity and at each time step assume the average direction of motion of the particles in their neighborhood with some random perturbation ($\eta$) added. We present numerical evidence that this model results in a kinetic phase transition from no transport (zero average velocity, $| {\bf v}_a | =0$) to finite net transport through spontaneous symmetry breaking of the rotational symmetry. The transition is continuous since $| {\bf v}_a |$ is found to scale as $(\eta_c-\eta)^\beta$ with $\beta\simeq 0.45$

Student perceptions of laboratory classroom activities and experimental physics practice

We report results from a study designed to identify links between undergraduate students' views about experimental physics and their engagement in multiweek projects in lab courses. Using surveys and interviews, we explored whether students perceived particular classroom activities to be features of experimental physics practice. We focused on 18 activities, including maintaining lab notebooks, fabricating parts, and asking others for help. Interviewees identified activities related to project execution as intrinsic to experimental physics practice based on high prevalence of those activities in interviewees' own projects. Fabrication-oriented activities were identified as conditional features of experimentation based on differences between projects, which interviewees attributed to variations in project resources. Interpersonal activities were also viewed as conditional features of experimentation, dependent upon one's status as novice or expert. Our findings suggest that students' views about experimental physics are shaped by firsthand experiences of their own projects and secondhand experiences of those of others.Comment: 6 pages, 1 table, accepted for publication in 2020 Physics Education Research Conference Proceeding