Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sudipa Mitra-Kirtley, Rose-Hulman Institute of Technology; Rana Mitra, Southeastern Louisiana University; Maarij M Syed, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

come up changes in experimentalprocedures. I have heard students mention that they are now more aware of the polarization aspect oflight, and how the textbook makes a “lot more sense” with this experiment.At SELU, Rana Mitra (RM) is planning on taking the Engineering Statics students to the campusgymnasium. In one experiment, the students will carry out an activity with a simple set-up consisting ofa rod hinged at one end. Weights will be hung from the free end, and a force sensor will be attached tothe top of the free end to measure the force that is needed to hold the rod at a certain fixed angle. For Page 22.1658.4the same hanging

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Ross, University of Detroit Mercy; Meghann Norah Murray, University of Detroit Mercy

Tagged Divisions

Engineering Physics & Physics

characteristics, will be presented along with future plans for thedevelopment of flexible structures on plastic substrates.IntroductionThe invention of the transistor and the development of silicon planar technology ushered in anew age of synthetic materials. New materials are produced by a variety of processes including,but not limited to: molecular-beam epitaxy; sputtering (rf, dc and magnetron); chemical,physical and plasma-assisted vapor deposition; laser ablation; vacuum evaporation, hot-wiredecomposition, and many others. The materials are combined into innovative structures toproduce the better, smaller, faster electronic devices that everyone has become accustomed to.From a pedagogical perspective, the deposition equipment is expensive and

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrian Ieta, Oswego State University College; Rachid Manseur, State University of New York, Oswego; Thomas E. Doyle P.Eng., McMaster University

Tagged Divisions

Engineering Physics & Physics

and set up a competitive lab. There are manyapproaches and innovative ideas to accomplish such a task [5, 6]. While some lab developmentcan be supported by substantial grants [7-9], things can easily become very disappointing whenstartup funds are unavailable to support the faculty’s research plans. The task of setting up a labmay often be vital, as research results in the lab and publications can provide additional grantproposal ideas for external funding, which can promote new research at higher levels.Nevertheless, solutions can sometimes be found [1, 6, 10]. This article discusses the plan and the Page 22.489.2decisions made in designing

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Engineering Physics & Physics

students and can adjust course content. Further, there will be evidenceto examine the extent to which students are prepared in physics mechanics to begin a coreengineering science course. Finally, the paper will also present changes that some facultymembers made in the course plans to apply what they learned about the extent of their students’preparation in physics near the beginning of the course.IntroductionEngineering faculty members have long assumed that student knowledge and skill with respectto physics is a major part of the foundation for their progress in studying many engineeringdisciplines, including mechanical engineering. ABET Engineering Criteria require that at leasttwenty-five percent of the credits for an engineering program be

Conference Session

Innovations in Teaching Physics or Engineering Physics II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Baha Jassemnejad, University of Central Oklahoma; Wei Siang Pee, University of Central Oklahoma; Kevin Rada; Montell Jermaine Wright, University of Central Oklahoma, Robotics Research; Kaitlin Rose Foran, University of Central Oklahoma; Evan C. Lemley, University of Central Oklahoma

Tagged Divisions

Engineering Physics & Physics

severalthe benefits of hands-on activities in promoting subprojects and areas as illustrated by thelearning in science courses relative to the traditional organizational chart in Figure 1.lecture-only approach at the elementary, middle andhigh school level [1][2][3][4]. Studies at theuniversity level have also suggested improvedlearning outcomes in engineering courses whenhands-on activities are a part of the lesson plan[5][6]. Moreover, these outcomes are in agreementwith what current theories of learning would predict[7]. Project-based learning involving hands-onactivities has been introduced into engineeringcourses to improve student motivation andengagement. A challenge has been to identifyprojects at the freshman level

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University; Janet Brelin-Fornari, Kettering University; Joseph Neal, Kettering University

Tagged Divisions

Engineering Physics & Physics

experimentation.Students can also be expected to confront concerns related to higher-level laboratory skills suchas basic error analysis. Students must read the laboratory material prior to arriving at the lab,even planning ahead to think about how he or she is going to run the test, and collect the data.After the lab session, students present a report based on sound physical principles related to theproject.This cycle of weekly work is accomplished with three parts. Preliminary Questions are providedto the student and are expected to be turned in at the beginning of class. The PreliminaryQuestions focus on the concepts covered in the lab and the activities students will perform. Inevaluating these submissions, more consideration is given to whether the student