Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Jalkio, University of St. Thomas; Brianna R. McIntyre, University of St. Thomas

Tagged Divisions

Engineering Physics & Physics

, mathematics, physics, circuit theory, electromagnetics, statistical process control, computing, mechatronics, control theory, metrology and design.Ms. Brianna R. McIntyre, University of St. Thomas Page 24.841.1 c American Society for Engineering Education, 2014 Laboratory Exercises as an Assessment Tool in an Upper Division Electromagnetic Fields Class – Lessons LearnedAbstractAs part of a program wide effort to add computation and experimentation to all of our upperdivision physics courses, a set of laboratory experiments and computational exercises weredeveloped for a junior

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert A. Ross, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Gary P. Hillebrand, University of Detroit Mercy; Meghann Norah Murray; Matthew Gonderinger, Wayne State University, University of Detroit Mercy

Tagged Divisions

Engineering Physics & Physics

Paper ID #9527Results of a Multi-Year Assessment of Inquiry-Based Second Semester Gen-eral Physics Laboratory ActivitiesDr. Robert A Ross, University of Detroit MercyDr. E. Prasad Venugopal, University of Detroit MercyProf. Gary P. Hillebrand, University of Detroit Mercy Lecturer in Physics at the University of Detroit Mercy since 2008, following 30 years in automotive product development at Ford and GM.Ms. Meghann Norah MurrayDr. Matthew Gonderinger, Wayne State University, University of Detroit Mercy Page 24.1051.1

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

beencompletely restructured by combining the previously separate lecture, laboratory, and recitationcomponents into a single, integrated learning environment. Moreover, many active learningcomponents have been incorporated into the class. These include interactive laboratories, peerinstruction, and use of electronic clickers. These changes have been made in phases over severalyears and each change was assessed using the Force Concept Inventory (FCI) assessment test,given on the first and last days of class. Results from the Force Concept Inventory test show thatthe overall gain in performance has tripled as a result of the combined effects of these changes.Additionally, course grades show that the overall pass rate for the course has increased by

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology

Tagged Divisions

Engineering Physics & Physics

that we havedeveloped to help supplement traditional vector learning practices, which allows students to becreative, work together as a team, and accomplish a goal through the understanding of basicvector concepts.KeywordsFirst-Year Undergraduate, Vectors, Physics Education, Laboratory Instruction, InteractiveLearning, Physics PedagogyIntroductionAt the heart of any physics education is the study of vectors. Typically in a given STEMcurriculum, it is an objective of the first year physics courses to provide a sound understandingof vectors that will carry the student through future science, engineering and computer sciencecourses. In recent years, studies have shown the positive effects of using project based interactivelearning to allow

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold T. Evensen, University of Wisconsin, Platteville

Tagged Divisions

Engineering Physics & Physics

. Page 24.125.1 c American Society for Engineering Education, 2014 A versatile platform for programming and data acquisition: Excel and Visual Basic for ApplicationsWe have switched to a new software platform to for instrument interface and data collection inour upper-division Sensor Laboratory course. This was done after investigating several optionsand after several meetings with our industrial advisory board. This change was motivated by acampus-mandated change in operating system, plus expiring software licenses. We decided onthe Visual Basic for Applications platform (VBA), which resides in the Microsoft Office suite(in particular, MS Excel). This meets the recommendations of our

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth M. Purcell, University of Southern Indiana

Tagged Divisions

Engineering Physics & Physics

enrolled. Like the results from PHYS 205, during one semester no online system wasused. Timed in class problems worked in with partners made up most of the homework grade,although End of Chapter problems were assigned throughout the semester.Along with the use of online learning systems, many other variables are involved includingvariation in student population, textbooks, changes in my presentation of material in lecture, andchanges in the accompanying laboratory section make it impossible to suggest that onlinelearning systems alone affect student critical thinking skills and conceptual understanding ofphysics as measured by the cumulative final exam. Along with these other variables, the smallsample size make any significant conclusions about

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

this article, reflection through journal writing wasimplemented in a Conceptual Physics class in a community college setting, which is rarely seenin literatures. The description of the study, preliminary data and results are presented.II. Description of the studyThe typical PH101 Conceptual Physics course has three 50-minute lectures and one 1 hr 50minute long laboratory per week. The official textbook for the course is “Conceptual Physics” byPaul Hewitt. Students are generally required to write lab reports for each lab they do but they do Page 24.1152.4not do any other writing except homework for lectures. Regular student-centered lectures

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College; Vazgen Shekoyan, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

theirown mistakes and avoid making any similar mistakes again in the future. Unfortunately inreality, it is commonly known that most students do not make full use of the learning potential ofthese assessments. (Henderson & Harper 2009) They either look at these solutions superficiallyor simply are discouraged by their bad scores hoping to see a better grade next time or choose towithdraw from the class or simply change their majors to avoid taking physics. Quizzes/examsare thought by students as a report for their performance but not chances to improve theirlearning, professor’s time in some means are wasted.The typical PH411 Calculus Physics I course has four 50-minute lectures and one 1 hr 50 minutelong laboratory per week. The official