\section{Forward}
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Spring, 2005
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This version is only modestly changed from the previous versions.  We are gradually revising the manual to improve the clarity and interest of the activities.  In particular the dynamic nature of web materials and the change of venue (from Sterling to Chamberlin Hall) has required a number of cosmetic and operational changes.  In particular the PASCO computer interface and software have been upgraded from Scientific Workshop to DataStudio.  

\noindent \hspace*{4.in} M.J. Winokur \\

%In doing this, we have discovered the tremendous amount of work that M.J. Winokur and M. Thompson did in order to bring the manual into its current electronic form.  I speak for the students and Physics Department when I say: Thankyou!
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%\hspace*{4.in} M. Briggs\\
%\hspace*{4.in} J. Sylvester\\
%\hspace*{4.in} B. Grogan
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%\smallskip

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In reference to the 1997 edition
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Much has changed since the implementation of the first edition and a major
overhaul was very much in need.  In particular, the rapid introduction of the
computer into the educational arena has drastically and irreversibly changed the way in which information is acquired, analyzed and recorded.  To reflect
these changes in the introductory laboratory we have endeavored to create a
educational tool which utilizes this technology; hopefully while enhancing the learning process and the understanding of physics principles.  Thus, when fully deployed, this new edition will be available not only in hard copy but also as a fully integrated web document so that the manual itself has become an interactive tool in the laboratory environment.  

As always we are indebted to the hard work and efforts by Joe Sylvester to
maintain the labortory equipment in excellent working condition. 

%The introductory student will find a wealth of learning resources to be available while the laborary is being performed.  Too many times students have questions during these lab sessions which could be answered if the student could access additional information.  In the past the teaching assistant has been the only source of this additional information and, if already occupied, too often these questions went unanswered.  There are also instances in which a student may inadvertently stumble and produce a lab write-up containing a major error. Too often this mistake is only seen at a latter time when the instructor is correcting the lab reports.  Students do not always have the opportunity to go back and make it right and so the misunderstanding is never satistisfactorily resolved.  By making an interactive lab manual we hope to provide students with immediate feedback so that if they do stray from the straight and narrow, a timely course correction is provided.

\noindent \hspace*{4.in} M.J. Winokur \\
\hspace*{4.in} M. Thompson \\ 
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From the original edition
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%\baselineskip=20pt plus 1pt minus 1pt

The experiments in this manual evolved from many years of use at the University of Wisconsin.  Past manuals have  included ``cookbooks" with directions so complete and detailed  that you can perform an experiment without knowing what you are doing or why, and manuals in which theory is so complete that no reference to text or lecture was necessary.

This manual avoids the``cookbook" approach and assumes that correlation  between lecture and lab is sufficiently close that explanations (and theory) can be brief:  in many cases merely a list of suggestions and  precautions.  Generally you will need at least an elementary understanding  of the material in order to perform the experiment expeditiously and well.   We hope that by the time you have completed an experiment, your understanding  will have deepened in a manner not achievable by reading books or by  working "paper problems".  If the lab should get ahead of the  lecture, please read the pertinent material, as recommended by the  instructor, before doing the experiment.

The manual does not describe equipment in detail.  We find it more efficient to have the apparatus out on a table  and take a few minutes at the start to
name the pieces and give suggestions  for use.  Also in this way changes in
equipment,  (sometimes necessary), need not cause confusion.

Many faculty members have contributed to this  manual.  Professors Barschall,
Blanchard, Camerini,  Erwin, Haeberli, Miller,  Olsson, Visiting Professor
Wickliffe and former Professor Moran  have been especially helpful.   However,
any deficiencies or errors are  our responsibility.  We welcome suggestions for
improvements. 

Our lab support staff, Joe Sylvester and Harley Nelson (now retired), have made  important contributions not only in maintaining the  equipment in good working order, but also in improving the mechanical and  aesthetic design of the apparatus.

Likewise our electronic support staff not only maintain the electronic  equipment, but also have contributed excellent  original circuits and component design  for many of the experiments.
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\hspace*{4.in} R. Rollefson \\
\hspace*{4.in} H. T. Richards 
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