The best aspect of this course was the hands-on labs, which helped students visualize the concepts they learned in class. The workload was very light, with no pre-lab or post lab assignments. The worst aspect of the course was the lengthy and unguided lab experiments. Many students had a difficult time understanding the lab concepts and felt that the lab did not adequately help them learn about physics. The course would improve if the labs were more organized and guided for the students so that they could grasp the content better. Prospective students should know that this is a fair and fun physics lab that may seem time-consuming, but is very easy to maneuver through.

Many students found that the best aspects of this course included the different lab topics, which they found interesting. Students also liked that al of the assignments were handled in class, so there was no homework. Many students complained that the labs took longer than their al otted time, and that the labs got ahead of the lecture so that they were dealing with concepts they had not yet been taught in class. Suggestions for improvement included lengthening the lab time, shortening the labs themselves, or al owing students to complete and turn in the labs late without losing points. Prospective students should be sure to read the lab materials the night before the actual lab so that they can make good use of the full three hour timeslot.

The best aspect of this course was that there was no work outside of the lab. Students found many of the labs to be thought provoking, as lecture topics were being applied in real life. While labs are completed in a condensed time, many students noted being stressed from having to rush to finish within the al otted time. Students suggested having more concrete labs instructions. Additional y, students would like more time to complete labs. Prospective students should always come to lab prepared, as the entire lab must be completed during the section meeting.

The best aspects of this course included the opportunity available for students to experience many conceptual characteristics of physics and the relevant lab experiments. There was no required work outside of the lab, there was little emphasis on unnecessary math calculations, and the instructor and TAs were al enthusiastic and helpful. The worst aspects of the course included the confusing labs 228 performed before the subject was reviewed in class, slow lab performance feedback, inoperative equipment, unclear lab manuals, and excessive focus on error analysis. Suggestions included providing more guidance in the laboratory, creating a comprehensible grading rubric, giving students clear instructions on how to set up labs, less emphasis on error analysis, making class sizes smaller, and clarifying expectations for the students regarding what’s expected of their results. Prospective students are encouraged to do the pre-lab reading and keep up with the lecture materials and know that time is limited so it’s of utmost importance not to waste it while in the lab.

The highest rated aspect of this course was the light workload. Everything is completed during the three hour class meeting time, there are no pre- or post-labs. The worst aspects of the course were the often disconnected nature of the experiments and the lack of clarity in the lab manual. Many students did not find the labs benefited their understanding of the lecture section. Suggested improvements to the course include a better lab manual and ensuring that the directions for lab days are clear at the start of class. Prospective students should know that the course has a low workload and paying attention in lecture will help during labs.

The best aspects of the class included the hands-on experiments that reinforced concepts covered in class. Students enjoyed the fact they could get al of their work done for the week during lab. However, many students felt that the labs were very difficult to finish in the al otted time. Examples of some suggestions for improvement included: providing an additional 12 hours after lab to turn in assignments, separating sections for biological science and engineering majors, and distributing a template of what an A+ lab report looked like. Prospective students should consider not scheduling another class after this lab as students were often kept late.