2009 Advanced Laboratories Conference Abstract Detail Page

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Abstract Title: Writing and peer review for advanced laboratories: a proposal
Abstract: There are a number of significant goals and issues associated with the teaching of advanced laboratories. Faculty teaching advanced laboratories often experience a feeling of isolation.  For students, the laboratory should be a critical tool for synthesis of physics knowledge which can be challenging to achieve.  Our proposed solution to these seemingly dissimilar issues is a new paradigm for the advanced laboratory that encourages students to write scientifically, includes calibrated peer reviews, and crosses school boundaries to create a shared mission for faculty.  Writing can force synthesis but when students write a 'lab report,' they tend to write for the all-knowing professor which inhibits synthesis.  By providing a journal to which students submit articles and for which students review the articles, the students are forced to face the audience of their unknown peers.  Through this process faculty and students will form communities and students will engage in writing about physics.
Abstract Type: Contributed Presentation
Contributed Poster: Download the Contributed Poster
Session: Session XVI - Communication of Experimental Results

Author/Organizer Information

Primary Contact: Mark Masters
Department of Physics, Indiana University-Purdue University Fort Wayne
2101 Colliseum Blvd E
Fort Wayne, IN 46805
Phone: 260-481-6153
Co-Author(s)
and Co-Presenter(s)
Timothy T. Grove