Laboratory and Computational physics in third-year undergraduate coursework

Abstract

EDUCATIONAL OBJECTIVES

Physics majors need both a strong theory foundation and exposure to practical application. Hands-on experience bridges the gap between theory and practice, allowing students to visualize abstract concepts, gain introductory insight into physics research, as well as develop critical experimental, problem-solving, and communication skills. Moreover, modern research within and beyond physics increasingly relies on computational skills, from simulating physical systems to interpreting complex datasets. To prepare physics majors with skills necessary for academic research, as well as broadly applicable skills to enhance their career prospects beyond academia, The University of Melbourne offers a research-informed subject titled ‘Laboratory and Computational Physics 3’ (PHYC30021). 

COURSE STRUCTURE AND ASSESSMENTS

PHYC30021 comprises 16 distinct activities covering a broad spectrum of physics disciplines, including but not limited to: astrophysics, particle physics and condensed matter physics. Students select four activities to complete over the semester. Each activity involves 18 contact hours, scheduled as six 3-hour sessions over two weeks. During these sessions, students work in groups of two to four to simulate the collaborative nature of scientific research. Demonstrators are also on site to provide guidance and real-time feedback. PHYC30021 is a compulsory subject for physics majors at The University of Melbourne. Enrolment requires completion of a complementary second-year subject, comprising twelve 6-hour sessions, each focused on a smaller-scale experimental or computational activity. Despite the prerequisite, students enter PHYC30021 with varying levels of programming proficiency. Therefore, all students are expected to attend an introductory programming session at the start of the semester. This ensures that students are equipped with relevant programming foundations to engage in more productive, physics-focused discussions with their peers. 

For each activity, students must submit an individual logbook and their code, where applicable. The four logbooks account for 75% of the final grade; they are assessed based on understanding of the material, clear descriptions of scientific methods, as well as the quality of presentation and analysis of their results. Participation during contact hours is graded separately and contributes 10% to the final grade. The remaining 15% is assessed through a journal-style report based on a completed activity of their choice, to introduce students to academic writing.

IMPACT AND REFLECTION

According to Student Experience Surveys (SES), students appreciate the diversity of activities offered in PHYC30021, as well as the flexibility to tailor their learning experience. Students also value the unique opportunity to work on a project over an extended period, allowing them to thoroughly explore and understand foundational physical concepts, in contrast to the one-off laboratory sessions typical of first- and second-year subjects, which students often find rushed. Overall, students find the subject highly engaging, and particularly appreciate the immediate feedback and guidance provided by both their peers and demonstrators. Over the course of each semester, demonstrators also observe clear development in students’ programming, analytical, and record-keeping skills across the cohort.

ACKNOWLEDGEMENTS

‘Laboratory and Computational Physics 3’ (PHYC30021) is supported by the School of Physics at The University of Melbourne via the Laby Foundation. ChatGPT 4o was used to assist with language editing and improving readability of this abstract.