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Teaching Introductory Physics I Labs

Keywords:

#Physics      #Education       #Mechanics       #Lab

In Spring 2025, I served as a teaching assistant for six sections of introductory Physics I labs at UCF, covering both calculus- and algebra-based courses (PHY 2048 and PHY 2053). These labs introduced students to foundational concepts in classical mechanics, such as kinematics, Newton’s laws, and energy conservation, through guided experimentation and real-time data collection. My role emphasized not only facilitating the lab experience, but also helping students develop the skills needed to interpret physical phenomena through quantitative analysis.

Credit: Mini Physics

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Credit: xactly

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Credit: UCF

Leading Experiments

Each week, I guided students through experiments that explored motion, forces, and energy, offering hands-on engagement with the scientific method. I supported students in collecting reliable data, identifying sources of uncertainty, and connecting their observations to physical laws.

Beyond just helping with procedures, I encouraged students to ask critical questions about why an experiment worked the way it did, and how the data reflected underlying principles. Whether investigating projectile motion or measuring acceleration on an inclined plane, the focus was on developing a strong conceptual and quantitative understanding.

Technical Skills

A major component of the course involved training students to use video tracking tools, specifically Tracker, and spreadsheet software to convert real-world motion into measurable 

datasets. I demonstrated how to analyze motion frame-by-frame, extract velocity and acceleration data, and construct position-time and velocity-time graphs for interpretation.

This technical training gave students exposure to modern methods of experimental analysis, bridging classroom theory with digital tools that are widely used in research and engineering. I also emphasized proper data handling practices, helping students recognize patterns, analyze residuals, and validate their models against theoretical predictions.

The experience sharpened my ability to teach physics through experimentation and mentorship, and reminded me that effective education is not just about presenting information, but about fostering curiosity and analytical thinking.

I will add student surveys of my work when I have access here!
 

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