\section{Forward}
\begin{center}
Spring, 2001
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  We are gradually revising the manual to improve the clarity and interest of the activities.  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
\smallskip

In reference to the 1997 edition
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Much has changed since the implimentation 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 deseminated.  To reflect
these changes in the introductory laboratory we have endeavdored to create a
educational tool which utilizes this technology to its fullest extent; 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.  

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.
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\hspace*{4.in} M.J. Winokur \\
\hspace*{4.in} M. Thompson \\ 
\smallskip

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, 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 (Mike Murrary, Jerry Glowacki, and  Art
Webb) 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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