Project-Based Learning and Student Engagement in the Upper-Level Undergraduate Physics Curriculum

We will discuss a series of courses listed under an umbrella name of Phys 4999r (Group Studies) that we offered during the last two years, with typical enrollment of 10 students per semester. These courses are based on modern physics concepts and are intended for upper-level students; however enthusiastic sophomores can also participate. Each course is centered on a contemporary research project, where students build a functional device. The first device they built was the LEGO model of the Kibble Watt Balance [1] to measure gram-size masses using the SI definition of kilogram based on the Plank's constant. Then they built LEGOLAS - a LEGO-based, low-cost autonomous scientist [2], a robot that uses machine learning techniques to autonomously derive the Henderson-Hasselbalch equation, reducing the tedious experimentation and calculations typically involved in acid-base experiments. Then they built a 3D-Printed Laser Autocollimator [3], a device that precisely measures the angular deviation of a translational stage while also being a low-cost and compact alternative to commercially available autocollimators. These courses are closely interrelated with the activities of the local chapter of the Society of Physics Students (SPS). We observe an unprecedented level of student engagement in these courses: they not only built the devices but frequently improve the ease of use, calibration and functionality by changing the design, incorporating custom 3D printed parts, and writing better manuals and instructions.