The project entails the introduction of microcomputer-based laboratories into the introductory physics curriculum. These microcomputer-based laboratories replace existing labs in the introductory calculus-based course and in the introductory course for non-scientists. Studies indicate that introductory courses in physics do a poor job in developing the students conceptual understanding of even the most basic physical concepts, and that an interactive and discovery-oriented approach is much more effective. Rather than the standard labs, in which students do experiments to verify formulas discussed in lecture, it is much more effective to have students discover the formula or relationship themselves. Similar to the professional physicist, students are doing physics at the forefront of their knowledge--also similar is their level of enthusiasm. The microcomputer-based laboratories and associated curricular materials provide the tools for students to become active participants in the learning process. The Motion program allows the students to observe real time displays of their own motion, and that of other familiar objects, and actively engages the students in discovering the relationship between position, velocity, and acceleration. The real-time display enables students to redo experiments very quickly, allowing them to discover for themselves the experimental process, and giving then the freedom to explore new situations. Curricular materials are currently available for Mechanics, Sound, and Heat and Temperature. The hardware for the microcomputer-based laboratories is also being used in the Electricity and Magnetism labs in conjunction with materials recently developed at M.I.T. called ZAP: A Hands-on Introduction to Electricity and Magnetism. All of the laboratories are highly interactive.
