Using pre-lab work to improve the quality of a beginner physics lab

Abstract

We have focused on developing a first-year physics lab on electromagnetism. Within this lab, we identified the key issues of a large knowledge gap, overloaded working memory, poor motivation, and difficulties connecting lecture material with the lab work, largely stemming from the fact that this is one of the first labs the students perform. Our goal was to present pedagogical tools to decrease the load on working memory, increase motivation and confidence, minimize the knowledge gap, and help the student reach a higher level of connection between knowledge and analysis. For this, we suggest using pre-lab videos to present important material, such as the set-up in combination with a pre-lab quiz, so that the students can practice and ensure they are well prepared. We also suggest introducing a flipped class session during the lab, focusing on the lab procedure. The quiz and lab procedure task provides formative assessments, while a lab report will be kept as the summative assessment. We believe that the tools we present will allow for more discussions during the lab and tackle the issues we have presented.