Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey; Juan Antonio Alanis

Tagged Divisions

Engineering Physics & Physics

corresponding lab. This paper provides adescription of the course, its teaching strategies, the classroom setting, the characteristics of theparticipants and the academic results. We also offer our conclusions and proposed steps for thefuture. Page 23.766.2Course descriptionOur integrated physics and mathematics course for first-year engineering majors (Fis-Mat) usesthe physics curriculum as its backbone, with mathematics giving support for idea-building andoperations. In developing this course, we considered the findings of previous researchresearch7,8,9,10 and added modeling as a principal teaching strategy, along with an innovativeclassroom that

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of St. Thomas; Adam S Green, University of St. Thomas; Jeffrey A. Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Paul R Ohmann, University of St. Thomas (MN)

Tagged Divisions

Engineering Physics & Physics

Association ofPhysics Teacher’s “Statement on Computational Physics” says, “Computational physics hasbecome a third way of doing physics and complements traditional modes of theoretical andexperimental physics.” 1 Computation should be an important component in the physicsundergraduate curriculum, and ideally it should merge seamlessly with the rest of the curriculum.Throughout the past 15 years, the University of St. Thomas physics department has beenimplementing an integrated physics curriculum where students gain the theoretical, experimental,computational, and communication skills they will need to succeed in their careers. Thecomputational work in our department began with an NSF-sponsored effort (DUE-0311432) todevelop computational modules in

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University; Jessica Uscinski, American University

Tagged Divisions

Engineering Physics & Physics

well.I. IntroductionIn our 2007 paper1 we reported on an assessment study we had conducted that resulted in asignificant change and reorientation with the curriculum and subsequent course progression ofour physics program. At that time, our physics program was integrated with a single departmentalong with two other disciplines in the department of Computer Science, Audio Technology, andPhysics (CAP). Shortly after our study was conducted, each of these programs separated and 3independent departments were created.As part of our study, we looked at comparative data from 22 national undergraduate programsfocusing on those that were in universities without graduate programs in physics as well as thosein liberal arts colleges. The results of our

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steve E. Watkins, Missouri University of Science & Technology

Tagged Divisions

Engineering Physics & Physics

physical principles anddevice behavior and an improved sequence in electronics instruction are outcomes.I. IntroductionElectronics is a particularly important area of electrical and computer engineering (ECE) and hasbeen recognized by the National Academy of Engineering as one of the twenty “GreatestEngineering Achievements1.” It gives instrumentation and processing support. It gives thehardware integral to systems and projects. It is a core area for assessment examinations such asthe Fundamentals of Engineering (FE)2 and for curricula guidelines such as the NationalStandards for Computer Engineering3. The study and analysis of key nonlinear semiconductordevices including diodes, transistors, and operational amplifiers are foundations for

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Frank V. Kowalski, Colorado School of Mines; Susan E. Kowalski, Colorado School of Mines; Patrick B. Kohl, Department of Physics, Colorado School of Mines; Hsia-Po Vincent Kuo, Colorado School of Mines

Tagged Divisions

Engineering Physics & Physics

Technology-Enabled Nurturing of Creativity and Innovation: A Specific Illustration from an Undergraduate Engineering Physics CourseAbstractThere is general agreement that creativity and innovation are desirable traits in the toolbox of21st century engineers, as well as in the future workforce in general. However, there is a dearthof exemplars, pedagogical models, or best practices to be implemented in undergraduateengineering education to develop and nurture those talents.In this paper, we use a specific example of a classroom activity from a course designed to helpbridge the transition from learning the fundamental principles of engineering physics inintroductory courses to being able to creatively and

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Baha Jassemnejad, University of Central Oklahoma; Scott Tracewell StJohn; Evan C. Lemley, University of Central Oklahoma; Kevin Rada, University of Central Oklahoma, Department of Engineering and Physics; Juan Camilo Orozco

Tagged Divisions

Engineering Physics & Physics

Engineering and Physics DepartmentAbstractOur department, which offers an Engineering Physics program, with majors in ElectricalSystems, Mechanical Systems, and Physics, as well as a Biomedical Engineering program,requires all of its majors to enroll in a two-hour “Introduction to Engineering and Laboratory”course that integrates lecture, laboratory, and design components. The objective of thelaboratory and design experiences is to prepare freshmen and transfer students for upper-levelengineering laboratory courses, as well as senior design courses, required for our majors. Eachlaboratory module, presented during two-hour laboratory sessions, at a rate of one module perweek, provides either an introduction to concepts and tools required to complete