Learning & Teaching

Title of case study	Project-based Learning in Level 1 Physics
School/Subject:	CoSE/Physics
Lecturer(s):	Pedro Parreira, with support from Richard Bowman, Bryan McKinnon and Claire Neilan
Course:	Physics Level 1(PHYS1001)
Student Level:	1st year UG
Class size:	250
Location:	Online / distance & on campus/in person

 

Brief summary

The case study examines the implementation of project-based learning in Physics 1 labs, focusing on a collaborative student project to build a weather station. The project required students to integrate multiple skills, including electronics, computer-aided design (CAD), and programming, while fostering teamwork, effective time management, and project management. Through tasks such as sensor calibration and design of a 3D-printed base, students learned hands-on technical skills and gain experience with real-world engineering challenges. The assessment included oral check-ins, group reports, and lab book evaluations, emphasising both individual contributions and collaborative outcomes. This approach aligned with accreditation standards by promoting practical skills, project management, and a comprehensive understanding of physics concepts. Thus, this approach aligned with the university’s emphasis on skills and employability as well as active learning.

 

Objectives

My primary objective of implementing project-based learning in Physics 1 labs was to transition from conventional, script-based, laboratory exercises towards an open-ended, student-centred learning experience that emphasises research and deep understanding of physics principles. This approach aimed to address the limitations of traditional ‘cookbook’ lab activities by encouraging students to engage in real-life, challenge-based projects that foster a deeper level of intellectual engagement. Specifically, the project involves collaboratively designing and building a weather station, which serves as a context for students to develop core technical skills in electronics, programming, computer-aided design (CAD), and prototyping, alongside competencies in teamwork, planning, problem-solving, project management, and project record keeping. 

The emphasis on managing a project with multiple milestones and adapting to challenges mimics real-world engineering scenarios, thereby fostering essential skills such as resilience, adaptability, and creativity. This is aligned with the Institute of Physics Degree Accreditation Framework, which stresses the importance of independent investigative work, practical competence, and transferable professional skills in accredited physics programs.

 

What is done?

The implementation of project-based learning in Physics 1 shifts traditional lab sessions to an assessed, student-centred group project format. In groups of seven, students build a weather station over nine weeks, while developing skills in electronics, programming, sensor calibration, and CAD design. In the labs, the students are required to choose and prepare their own materials and equipment, encouraging hands-on involvement in all aspects of lab preparation and setup.

In the first three weeks, the lead academic staff team and the demonstrators provide substantial guidance to help students grasp the project requirements and initial tasks. As students become more comfortable, this support is gradually reduced. From week four onward, students take the lead, working more independently and refining their technical and project management skills. The teaching team remain available to answer questions, but the emphasis shifts toward encouraging student autonomy

For added support, detailed documentation and resources are provided on Moodle, including guides on project milestones, equipment documentation (e.g., the ESP32 microcontroller and sensors), and calibration procedures. Students are also encouraged to use MS Teams to manage group communication and file sharing, which simulate real-world project collaboration companies like NASA and CERN.

At the end of the project, the students would showcase their completed weather stations, graded on both technical quality and professionalism. The evaluation rubric outlines criteria such as planning, initiative, professional conduct, and technical quality of work, helping students to focus on the key project factors. Following this, the detailed feedback forms collected after each lab session and after the whole project indicate high ratings for both the project (8-10) and the lab experience (7-10), reflecting strong student appreciation for the relevance and structure of the work.

Resource-wise, the university provides all the necessary materials, which are low cost and easily available. While open lab spaces are preferred for flexibility, traditional labs also prove useful for the purposes of the project with minimal adjustments.

 

What works well?

The biggest positive thing about the project is the genuine enjoyment of the students in the project. This active method further helps the students positively change their perception on labs, which in turn increases their attendance of them and engagement in them.

 

Benefits

Students

Staff

Students become really motivated in engaging with the project once they are told that such activities are done in CERN and NASA, which is for many a dream company to work for. The change in the learning and the students’ attitudes is like night and day. Without being told anything, they take their own initiative, apply the theoretical knowledge they have from the course and construct a real working engineering device. Besides mainly deepening their theoretical skills, the students further develop other professional skills like teamwork, communication, and time management. Students trust their demonstrators more and are comfortable asking them questions. If you ‘sell’ the project to the students right, they will enjoy it more and engage in future active learning methods more eagerly. The fact that the students didn’t know each other helped greatly, as they could more freely exchange their ideas and get the most out of the experience. Students do not feel pressed for time, making the students happily attend the labs and be satisfied with the overall project. The average student satisfaction post-completion is 7/10.

The lecturer gets the indication that the labs are running smoothly thanks to the high students’ satisfaction. There are many publications to get inspiration from, but applying these methods in practice also leads to scholarship opportunities. This can lead to better awareness and application of teaching and learning methods and to more networking opportunities with like-minded professionals. The project proves that even such detailed devices like the weather station are completely doable within nine weeks and especially in first year courses. Resources in terms of materials are freely available, cheap and sourced by the university. Linking the project to practical expectations of building such devices in CERN and NASA is an important selling point. While it would be better to hold the labs in open labs, it is perfectly okay to hold the sessions in traditional labs as well.

 

Challenges            

Students

Staff

Students might not be happy with the open-ended nature of the projects, but it is all about motivating them and explaining how such projects are the norm at university. Usually showing last year’s models also helps to encourage them to engage in the project.

Staff attitudes are the main challenge; not everyone is sold on the benefits of student-centered active learning, and it might be a bit challenging to get the demonstrators on board as well. It is important to explain the project’s benefits for the students compared to traditional learning. Changing the initial course to include such a project is at first really time-consuming. In its early years, the project might need some tweaks before it is perfected, though this is to be expected. A full evaluation of the real skills students had developed from this project needs to be established to attest to the benefits of the model.

 

What did you learn?

In the future, it would be better to establish more contact hours with students. While it is beneficial for students to develop their knowledge individually, in Physics and especially in first year, the amount of contact hours is crucial for the students getting the basics straight.

Project-based learning is definitely usable in higher years but depends on the willingness of staff and students to engage with it.

As with all active learning methods, it is advisable that the project’s theme continuously evolves. After the first challenging implementation, some tweaks might still need to be addressed, though once perfected should not need any revisiting.

For the future, it would be particularly interesting to have the whole class collaborate on the production of a single device, with different teams focusing on different aspects of that device. Besides confirming their theory with practice, they would even further develop their professional skills while working in a large group.

 

What advice would you give to others?

Don’t despair! While the method might seem difficult to develop and implement at first, there is a lot of help available online to take inspiration from.

 

Reference

Parreira, P., & Yao, E. (2018). Experimental design laboratories in introductory physics courses: enhancing cognitive tasks and deep conceptual learning. Physics Education, 53(5). https://doi.org/10.1088/1361-6552/aacf23