Undergraduate Laboratory Consultant
BARBARA WOLFF-REICHERT :
It has been a great delight to share my excitement about TeachSpin's hands-on instruments with so many scientists deeply committed to teaching. And it is gratifying to be part of a TEACHSPIN team dedicated to building equipment that makes both teachers and students look forward to lab.
I hope I'll be having an opportunity to help you put our instruments through their paces at an AAPT or APS meeting in the near future.
Barbara: BA, Swarthmore College; MAT, Yale University; Physics Teacher, Columbia and Livingston High Schools in NJ, Buffalo Seminary, NY; President New Jersey Section AAPT, Physics Teaching Resource Agent, Presidential Award for Excellence 1994, addition of -Reichert courtesy 1991 AAPT Summer Meeting, Vancouver, BC.
JONATHAN REICHERT :
I began TEACHSPIN in 1992 only intending to build an instrument that would make it possible for every college or university, no matter what the expertise of its faculty, to teach Pulsed NMR as a standard advanced laboratory experiment. In the process of building that first instrument, I discovered a mission. TeachSpin is dedicated to creating rugged, reliable, and affordable hands-on instruments that any physicist, no matter what his or her area of expertise, can incorporate into an advanced laboratory program. In addition to designing instruments from my own repertoire, we have developed exciting collaborations that have enabled TeachSpin to offer a broader range of experiments. As of this writing, we have partnered with faculty from University of North Carolina, Charlotte, California Institute of Technology, and Calvin College. Perhaps you would be interested in a TEACHSPIN collaboration with your favorite experiment?
In 2014 Jonathan created the Jonathan F. Reichert Foundation dedicated to"enhancing advanced laboratory instruction" and gifted TeachSpin to the new foundation. All profits generated from the sale of TeachSpin apparatus go to the Foundation to support advanced laboratory instruction.
Jonathan: BS, Case Institute of Technology; Ph.D., Washington University, St. Louis; Post Doc with N. Bloembergen at Harvard; Faculty, Case-Western Reserve and University at Buffalo; Chancellor's Award for Excellence in Teaching; Visiting Faculty: Princeton, Middlebury College, Stevens Institute. Author, "A Modern Introduction to Mechanics".
American Journal of Physics 82, 181 (2014)
The Advanced Lab: Hallmark of an Outstanding Undergraduate Program
TEACHSPIN is dedicated to the design, development, manufacture, and marketing of apparatus appropriate for laboratory instruction in physics and engineering. Our goal is to become the world's premier designer, manufacturer and marketer of high quality, rugged, reliable, hands-on instruments that allow any school, no matter what the size or individual expertise of its faculty, to teach a wide variety of classic and modern experiments.
All of our apparatus is designed and built by university physicists who have taught in the undergraduate lab and are well aware of the constraints of both student use and student laboratory budgets. Many of the advanced instruments give research quality data and lend themselves to open-ended upper level projects. Several of our instruments have been built in collaboration with faculty who have used our apparatus and then worked with us to make experiments they had built for their own students available to colleagues world wide.
Because they were specifically designed for teaching, these instruments promote conceptual understanding while providing quantitative data that is often of research quality. Although there is "No Resident Expert Required," the experiments are challenging and satisfying for faculty as well as students.
No matter what you call it, Advanced Physics Lab, Junior/Senior Lab, Modern Lab, Optics Lab, senior project, or even undergraduate research,TeachSpin apparatus offers your faculty and students a wide array of exciting and challenging hands-on physics experiments.
DAVID VAN BAAK:
David Van Baak is now full-time as Staff Scientist at TeachSpin, having become Professor of Physics Emeritus of Calvin College in 2014. Dr. Van Baak first met Jonathan Reichert at the 2001 DAMOP meeting, and was a ‘Collaborating Physicist’ with TeachSpin from 2004-2014. His advanced-lab teaching and development at Calvin helped generate ideas now built into TeachSpin’s Two-Slit Interference, EF-NMR Gradient/Field Coils, Modern Interferometry, Torsional Oscillator, and Noise Fundamentals.
David: B.S. Calvin College; Ph.D. Harvard University; post-doc with Jan Hall at JILA, U. of Colorado; Faculty, Calvin College, 1980-2014; Visiting Researcher at U. of Notre Dame and NIST Boulder; Visiting (Fulbright) Lecturer at University College Cork, Ireland (1998-99); Fellow of the APS, 2010.
TeachSpin was founded in 1992 by Jonathan Reichert, who was then a physics professor at the University of Buffalo in the US. He was also my thesis advisor - proving once again that when it comes to careers, it is often who you know rather than what you know that counts. After I completed my PhD in solid-state physics in 1993, I worked at TeachSpin for several months, designing electronics for its first instrument - a pulsed nuclear magnetic resonance spectrometer. A few postdoc positions later, I found myself working as a staff scientist at the W M Keck Free Electron Laser at Vanderbilt University when the facility lost its funding for a year. As a recently married new father, I thought I should start looking for a job that did not depend on the three-year research-funding cycle. By that time, TeachSpin had grown and it was looking to hire a full-time physicist. It was a perfect fit for both of us.
George: B.S. 1983, Ph.D. 1993, Univ. of Buffalo
Our President, Dr. Jonathan F. Reichert, learned from his 30+ years of physics teaching experience that hands-on laboratory learning is absolutely essential to the development of student-scientists.
Students learn by doing. It is important for students to have many options (including those to make mistakes) when they attempt an experiment. They need the opportunity to make their own choices, develop their own data acquisition strategies, take real data, analyze their data, make modifications to their strategy and from this, draw their own conclusions.