Conference Session

Innovations in Teaching Upper-Level Physics

Collection

2006 Annual Conference & Exposition

Authors

Greg Mowry, University of St. Thomas-St. Paul

Tagged Divisions

Engineering Physics & Physics

continental United States that are identified on this web page along with several additionalE&M centers were queried in a mailing regarding their E&M teaching pedagogy. Several of thequestions in the introductory letter sent to these institutions are summarized in the followingtable.Table 1: Investigatory questions Ü Describe the E&M teaching pedagogy at your institution? Ü How is your E&M laboratory organized? Ü What is the optimal number of students in an E&M lab? Ü What type of equipment is used in your E&M labs? Ü What is the supporting cost structure for the E&M lab? Ü Describe the trials-and-tribulations of your E&M lab experiences. Ü Describe the activities and actions that worked in the E&M

Conference Session

Innovations in Teaching Introductory Physics

Collection

2006 Annual Conference & Exposition

Authors

Gary Turner, Morningside College

Tagged Divisions

Engineering Physics & Physics

the physics-calculus sequence is shown in figure 1. Calculus I Calculus II Calculus III / Diff. Eq. CAP I CAP II General Physics I General Physics IIFigure 1The schematic layout of a student’s schedule passing though the 24-hour calculus-physicssequence. Solid arrows show the pre-requisite chain, and dotted arrows show co-requisites/pre-requisites. Page 11.167.3In addition to the pedagogical merit of separating of these difficult outcomes, the sequence isalso schedule-friendly. Students who have

Conference Session

Innovations in Teaching Upper-Level Physics

Collection

2006 Annual Conference & Exposition

Authors

Robert Ross, University of Detroit Mercy; Eswara Venugopal

Tagged Divisions

Engineering Physics & Physics

experiment utilizes simple, inexpensive equipment to facilitate student learning ofvarious direct current circuit concepts. The activity builds upon the results of previouslypublished physics education research.Students perform a transient measurement of the current-voltage characteristic of a lamp in serieswith a charging (or discharging) capacitor. From the data students calculate the resistance andpower dissipated in the lamp. Under normal operating conditions, i.e. the filament glowingbrightly, the resistance-temperature characteristic of the filament is seen to exhibit power-lawbehavior.I. IntroductionWe have redesigned our general physics laboratory to incorporate inquiry-based experimentationinto the laboratory experience of our students.1 We

Conference Session

Innovations in Teaching Upper-Level Physics

Collection

2006 Annual Conference & Exposition

Authors

Gerald Rothberg, Stevens Institute of Technology

Tagged Divisions

Engineering Physics & Physics

example of expressing a verbal statement in algebraic form. The correctanswer is #1. Q2 is a test of partial derivatives, which students often find mysterious. #2 is correct.Students did well on Q1 and Q2 and similarly well on these aspects of math throughout thecourse. Q3 requires reading a verbal statement and carrying out a calculus integration. It does relateto course topics, but that is incidental at this point. #1 is correct. #2 would be the result if thequestion were misinterpreted as dN/dt = - aN0 or if the integration process were misunderstood.Very few students answered this question within the allotted time. In earlier sophomore coursesI found that students differentiate readily but have more difficulty with integration