PHY2016 Practical Physics II

2007-2008

Code: PHY2016
Title: Practical Physics II
Instructors: Dr A. Usher
CATS credits: 10
ECTS credits: 5
Availability: unrestricted
Level: 2
Pre-requisites: N/A
Co-requisites: N/A
Background Assumed: Practical Physics I (PHY1111)
Duration: Semesters I and II
Directed Study Time: 16 laboratory sessions of 3 hours
Private Study Time: 52 hours
Assessment Tasks Time: -
Observation report: See PHY2016

Aims

Laboratory work is an important part of the process of learning physics where students apply their knowledge practically. It allows students to deepen their understanding and improve problem solving techniques, and enables them to take an active part in the enquiry into the natural world. This second-year module builds upon the first-year laboratory (PHY1111), introducing more advanced techniques and equipment, with more detailed and often open-ended experiments that require an active engagement by the student. The experiments complement lecture material of the second and third year modules. A number of the experimental topics are not directly covered in lectures and aim to extend the student's overall vision of physics and their ability to define and solve problems independently. In addition, the module aims at developing a wide range of experimental skills, as well as careful record keeping, critical interpretation of data and their presentation in reports and talks.

Intended Learning Outcomes

Students should be able to:

Module Specific Skills

• demonstrate an enhanced understanding of physics by identifying and discussing the underlying physics of experiments that they have carried out;
• describe and implement appropriate techniques of measurement and data analysis for a given experimental situation;
• explain the importance of keeping careful records and demonstrate that they have developed a method of doing so;
• plan the execution of an experiment and explain the reasoning behind their plan;
• identify the main sources of errors in their experiments and suggest ways to suppress them;
• demonstrate awareness of the importance of safety within the laboratory context and of the relevant legislation and regulations;
• identify the hazards associated with specific experimental apparatus, and comply with the safety precautions required;
• include consideration of safety aspects in the design of experiments;

Discipline Specific Skills

• use computers to analyse experimental data;
• critically interprete data and present them effectively in a formal report;
• give an oral presentation of the results of an investigation;
• keep careful and reliable records of investigations;
• communication skills (by explaining their work to the demonstrators and their peers, during work and in formal discussions, and also by asking and answering questions at the extended-experiment presentations);
• write coherent, properly structured and logical reports;
• undertake self-study (by working with literature and finding information for the experimental topics not directly covered by lectures);

Personal and Key Skills

• participate in team work (by working in pairs);
• plan work and manage time effectively (students have to meet strict deadlines on completing experiments and handing in the reports);
• give presentations to a group of people;
• use word processing, spreadsheets and other computer packages (these are used in processing and assessing data).

Learning and Teaching Methods

Laboratory work conducted in pairs, with support from demonstrators; e-learning resources; private study.

Assignments

Study experiment-related material, write-up reports. Prepare the extended-experiment presentation.

Assessment

Performance in standard laboratory experiments (60%); Extended experiment (40%). Refer to the School Handbook for more details.

Syllabus Plan and Content

The range of experimental topics and associated techniques are detailed in the Laboratory Manual. They include experiments in optics, electromagnetism, mechanics and nuclear physics. Some of the experiments involve computer controlled data acquisition.

Students work in pairs and within the 16 sessions undertake three "normal" experiments totalling 10 sessions, in accordance with their individual plan which has been formed for the whole academic year.

Before tackling the experiment students study the worksheet and necessary literature, discuss the underlying physics and plan the experiment. Experimental work commences after the student has proved to their demonstrator in the initial discussion that they have a fair grasp of the background of the experiment and knows how to undertake it. The experiment is completed by the student writing a report and the demonstrator marking the work in the final discussion with the student.

These normal experiments are followed by an extended experiment chosen by the student. It lasts six sessions in Semester-II and is completed by writing up a report and giving an oral presentation of results to fellow students. It is aimed at allowing the students a more active role in deciding what and how to investigate and giving them more time for a deeper study of one particular topic.

Core Text

Not applicable

Supplementary Text(s)

Not applicable

Formative Mechanisms

Due to the interactive relationship between the students and demonstrators in this module, feedback is continually provided at the initial discussion, during the execution of the experiment, in planning and assessing the report and during the final discussion. Marks for normal experiments are given and explained in the final discussion. The comments on the student's performance and the quality of their report are put in the individual student's card and are discussed with the students. The marks for the experimental performance in the extended experiment and oral presentation, with comments, are also available to students.

Evaluation Mechanisms

Feedback from the students is continuously made to the demonstrating staff and the laboratory technician (again, due to the interactive relationship with the students). At the end of the year, a student questionnaire on the laboratory work is distributed, analysed and discussed with demonstrators and the technician. In addition, feedback from students on the module is gathered via the standard student representation mechanisms.