The way laboratory work should be conducted and the effectiveness of the two major usual approaches for doing that are discussed. The mapping of problems presented by both these methods is discussed in the context of their application in the Education of physicists and engineers at undergraduate level. The challenges posed by trying to teach as much as possible, in as little as possible time, for as much as possible people are analyzed and some solutions are proposed.
The importance of teaching Optics as a regular discipline in an undergraduate course of Physics is presented. The philosophic reasons that motivated us to introduce Optics as a regular discipline in the early '70s are established and problems and difficulties to support this decision are discussed. The evolution of curricula in the last thirty-four years is briefly showed and reasons to have done some changes are presented. The consequences and a few comparisons with some other regular courses of Physics in Brazil are presented and discussed.
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