The paper describes a significant effort to improve the second semester general physics laboratory at the University of Detroit Mercy by incorporating inquiry-based laboratory experiments. The inquiry-based laboratory experiments are modeled on published research results. We require the students to confront their misconceptions by directing them through a process of inquiry. The students use simple and inexpensive materials to perform experiments on direct-current circuits, magnets, electromagnetism, and optics. They use these experiments to develop operational definitions for technical terms, construct models of the relevant physical phenomena and apply the models in new situations to test their predictive capability. The paper describes some of the laboratory experiments, and describes their effect on student outcomes. Student attitudes toward these laboratory exercises are also presented.
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