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Development of a Computer-Assisted Instrumentation Curriculum for Physics Students: Using LabVIEW and Arduino Platform

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Abstract

We propose an integrated curriculum to establish essential abilities of computer programming for the freshmen of a physics department. The implementation of the graphical-based interfaces from Scratch to LabVIEW then to LabVIEW for Arduino in the curriculum ‘Computer-Assisted Instrumentation in the Design of Physics Laboratories’ brings rigorous algorithm and syntax protocols together with imagination, communication, scientific applications and experimental innovation. The effectiveness of the curriculum was evaluated via statistical analysis of questionnaires, interview responses, the increase in student numbers majoring in physics, and performance in a competition. The results provide quantitative support that the curriculum remove huge barriers to programming which occur in text-based environments, helped students gain knowledge of programming and instrumentation, and increased the students’ confidence and motivation to learn physics and computer languages.

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Acknowledgments

This work was supported in part by the Ministry of Science and Technology of the Republic of China under MOST 104-2511-S-845 -009 -MY3.

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Authors and Affiliations

  1. Department of Applied Physics and Chemistry, University of Taipei, 1, Ai-Kuo W. Rd., Taipei, Taiwan

    Wen-Hsuan Kuan

  2. Department of Electrical Engineering, TamKang University, 151, Yingzhuan Rd., New Taipei City, Taiwan

    Chi-Hung Tseng & Ching-Chang Wong

  3. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei, Taiwan

    Sufen Chen

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  1. Wen-Hsuan Kuan
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  2. Chi-Hung Tseng
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  3. Sufen Chen
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  4. Ching-Chang Wong
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Correspondence to Wen-Hsuan Kuan.

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Kuan, WH., Tseng, CH., Chen, S. et al. Development of a Computer-Assisted Instrumentation Curriculum for Physics Students: Using LabVIEW and Arduino Platform. J Sci Educ Technol 25, 427–438 (2016). https://doi.org/10.1007/s10956-016-9603-y

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  • DOI: https://doi.org/10.1007/s10956-016-9603-y

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