A Physics CURE in an Introductory Laboratory: Lessons from a Multi-Semester Implementation

Course-based undergraduate research experiences (CUREs) are increasingly adopted across STEM disciplines, yet implementations in introductory physics laboratories remain uncommon. This article describes the design, implementation, and iterative refinement of a physics CURE embedded within an algebra-based introductory physics laboratory. Over six semesters, more than 120 students engaged in a sustained, team-based investigation of battery discharge behavior in a two-semester laboratory sequence. Students made substantive experimental design choices within physical and logistical constraints, while the project remained feasible in a large-enrollment setting. Across cohorts, iterative refinements improved experimental practices and reduced ambiguity in shared data. Rather than formally assessing student learning outcomes, this work emphasizes practical design choices, logistical constraints, and lessons learned from operating a scalable physics CURE across multiple cohorts and instructional settings. The resulting structure is adaptable to a range of institutional contexts and supports instructors seeking to incorporate authentic research practices into introductory physics laboratories. Consistent with the instructional focus of this journal, the contribution lies in documenting a sustainable and adaptable course design. Supplementary material provides representative student datasets, spreadsheet templates, and examples of statistical analyses developed across cohorts to support adoption and adaptation in other instructional contexts.