  Student belongingness is important for successful study paths, and group work
forms an important part of modern university physics education. To study the
group dynamics of introductory physics students at the University of Helsinki,
we collected network data from seven laboratory course sections of
approximately 20 students each for seven consecutive weeks. The data was
collected via the SocioPatterns platform, and supplemented with students' major
subject, year of study and gender. We also collected the Mechanics Baseline
Test to measure physics knowledge and the Colorado Learning Attitudes about
Science Survey to measure attitudes. We developed metrics for studying the
small networks of the laboratory sessions by using connections of the teaching
assistant as a constant. In the network, we found both demographically
homogeneous and heterogeneous groups that are stable. While some students are
consistently loosely connected to their networks, we were not able to identify
risk factors. Based on our results, the physics laboratory course is equally
successful in building strongly connected groups regardless of student
demographics in the sections or the formed small groups. SocioPatterns
supplemented with surveys thus provides an opportunity to look into the
dynamics of students' social networks.
