Reform Practice of University Physics Experimental Teaching Based on OBE Concept: Measuring Gravity Acceleration by Single Pendulum Method as an Example

In response to the transition in higher education from teacher-centered knowledge transfer to student-centered competency building, this work proposes an outcome-based education (OBE) approach to university physics laboratory instruction. Using the classical experiment of determining the gravitational acceleration by a simple pendulum as an example, the teaching process is re-conceptualized with real-life physical situations, fundamental concept comprehension and competency-oriented learning outcomes as its core. The instructional design includes the non-linear modelling of the period of a simple pendulum at large angles, which leads the students to examine the applicability of models, carry out error corrections and pursue innovations via extended topics. A multi-dimensional assessment system consisting of four dimensions and six indicators based on Blooms taxonomy and the CDIO engineering education model was developed. Results show that the students have made significant progress in modeling skills, error analysis and interdisciplinary integration. The suggested OBE approach to experiments promotes higher-order thinking and meaningful learning outcomes effectively, offering a reproducible model for the reform of physics laboratory teaching under the new engineering education paradigm.