Displaying all 18 results
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Robert A. Ross, University of Detroit Mercy
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- Engineering Physics & Physics
direction? (f) Which object (or objects) was at rest for some period of time? 2 2 2 A B C 1 1 1 v (m/s) v (m/s) v (m/s) 0 0 0 0 1 2 0
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University
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- Engineering Physics & Physics
assignment was utilized to allow students an opportunity to creatively expresstheir understanding of a particular topic(s) that had been discussed in class. This activity wasgiven near the end of the semester and in some ways served as a “capstone” project for thestudents. Students were allowed to select a topic(s) based on the course readings, class lecturesand discussions, any of the video segments, or topics brought up through the guest lectures. Inaddition, students were encouraged to consider the topic of their short paper as a springboard fortheir creative projects.Students were required to submit a proposal, in 250 words or less, that included an overview oftheir proposed project. Abstracts were submitted electronically through Blackboard. In
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Andrew Elby, University of Maryland, College Park; Eric Kuo, Stanford University; Ayush Gupta, University of Maryland, College Park; Michael M. Hull, Wayne State College
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- Diversity
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- Engineering Physics & Physics
a refinement of strategiesthat experienced physics teachers have been teaching for decades and because it is optimized forthe types of problems traditionally found in physics textbooks. The prescriptions aim to steerstudents away from common novice approaches such as identifying the unknown and searchingfor an equation that contains it, or pattern matching based on superficial aspects of the physicalscenario.12, 15 Although details differ, the prescriptions generally consist of steps like these: 1. Using diagrams as needed, visualize and make sense of the physical situation conceptually/qualitatively. 2. Explicitly identity the relevant physics principles. 3. Using the insights from (1) and (2), write equation(s) that can be
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Timothy J. Garrison, York College of Pennsylvania
- Tagged Divisions
- Engineering Physics & Physics
to theirdiscussions. If electronic response units are used, the data should be reviewed in real-time. Basedon all of these observations, the instructor should work to address and clarify any misconceptionsand sources of confusion that were identified before moving on. Page 26.150.74.0 The Interactive Laboratories4.1 Peer Interactive Laboratory Summary ListTable 1 lists the interactive laboratories that have been developed for the engineering physics –mechanics course taught by the author. It also lists which class period(s) the activity occurs in.Note that at the author’s institution the course has 41 meeting periods, three of which are
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jeffrey C. Hayen, Oregon Institute of Technology
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- Diversity
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- Engineering Physics & Physics
addition of a single cubic term whosecoefficient is a . This fact renders the cubic law as a simple extension of the traditional result.Some sample trajectories are displayed in Figs. 4 and 5 for (respectively) o 45 and 60 . Thetrajectory cases correspond to 1.5 , 1.0 , 0.5 , and 0.0 in each figure. Also, vo 10 m/s andg 9.81 m/s 2 were utilized to generate these particular results. These figures were created withthe chart-production capabilities available within an EXCEL® workbook. The solid and dashedcurves identify results generated with the approximate and exact solutions (respectively), but itwas not possible to obtain experimental results for a comparison with the exact and approximateresults, given the limitations imposed for
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Rodrigo Cutri P.E., Centro Universitário do Instituto Mauá de Tecnologia ; Demetrio Elie Baracat, Centro Universitário do Instituto Mauá de Tecnologia; Luiz Roberto Marim, Centro Universitário do Instituto Mauá de Tecnologia ; Francisco Mauro Witkowski, Centro Universitário do Instituto Mauá de Tecnologia
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- Engineering Physics & Physics
Paper ID #11230Active-learning for Physics (Electromagnetism) teachers in an EngineeringCourseProf. Rodrigo Cutri P.E., Maua Institute of Techonology holds a degree in Electrical Engineering from Maua Institute of Technology (2001), MSc (2004) and Ph.D. (2007) in Electrical Engineering - University of S˜ao Paulo. He is currently Titular Professor of Maua Institute of Technology, Professor of the University Center Foundation Santo Andr´e, and consultant - Tecap Electrical Industry Ltda. He has experience in Electrical Engineering with emphasis on Industrial Electronics and Engineering Education, acting on the following
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Marie Lopez del Puerto, University of St. Thomas
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- Engineering Physics & Physics
traditional theoretical and experimental components of the course(s). In a previous paper we proposed an approach to introducing computational physics in the undergraduate curriculum by blending computation and experimentation in the Modern Physics course and laboratory with materials that discuss contemporary physics subjects (quantum dots, LASERs, superconductivity, etc). In this paper we report on the homework problems and laboratories that have been developed as part of this project and the successes and challenges in implementing these materials, and we point to future work to be done in this area.In 2011, the American Association of Physics Teachers approved a “Statement
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Yu Gong, Purdue University; Tugba Yuksel, Purdue University; Alejandra J. Magana, Purdue University; Lynn A. Bryan, Purdue University
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- Engineering Physics & Physics
images, it also tells you these theories behind” (Student CE_Se_03). “We use a lot of quantum in doing…like bonding… how the orbital form into bonds… the models of those help me … in pulling out … this is how a s orbital looks like, this is how a s orbital looks like…” (Student CE_Se_01).Integrated with interactive capabilities, students could manipulate and explore a givenphenomenon and understand the abstract concept, for example, one student said, “you could drag electrons like different levels and achieve like different colors and say wow that’s cool why did that happen. And you kind of, work through that in your head” (Student P_Ju_01). To off-load complicated mathematical calculations. Quantum mechanics
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Hamid Mohajeri, DeVry University, Pomona
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- Engineering Physics & Physics
- violets have recently been underextreme attention by researchers for producing bright white light LED,s such as GaN. The lattersemiconductor was the subject of the 2014 Nobel Price award won by Isamu Akasaki et al13. Page 26.1520.11Classification of Low and High band gaps Semiconductors :Semiconductor Band Gap ( eV) Wavelength ( µm ) SymboleIndium Antimonide 0.17 7.29 InSbIndium Arsenide 0.36 3.44 InAsGermanium 0.67 1.85 GeIndium Nitride 0.70
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evan C. Lemley, University of Central Oklahoma; Aric M. Gillispie; Mathew Benton
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- Diversity
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- Engineering Physics & Physics
%), and Work (13%). The TCI was used as a pretest and posttest in the Fall 2012 and Fall 2014 as described in this paper. The pretest was administered during the first week of classes and the posttest was given in the last week of class. One common way to look at the pretest and posttest data on concept inventories is to calculate a G ain, G, from the pretest to the posttest as: Spost− Spre G= 100% − Spre (1) Where post S and S
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Franz J. Rueckert, Wentworth Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
trend, with design students in the minority. Futurework will focus on the suitability of this class for non-design majors and mixed groups. Thiscourse is certainly a work in progress, now offered for its third semester. As WIT continues towork toward interdisciplinary, project-based curricula, Conceptual Physics will undergo its ownprocess of testing and refinement to better meet the needs of our students.References[1] Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial,and Annemarie Palincsar, “Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning” Educational Phycologist, 26, 369-398[2] David R. Sokoloff, Ronald K. Thornton and Priscilla W. Laws, “RealTime Physics: ActiveLearning
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Daniel Ludwigsen, Kettering University
- Tagged Divisions
- Engineering Physics & Physics
calculus-based introductory physics laboratorycourse. The curriculum taps into the pragmatic and curious traits of these students, and seeks tochallenge the breadth of their view of what it means to do physics.Bibliography1. Domin, D. S., "A Review of Laboratory Instruction Styles," Journal of Chemical Education, 76 (4), 543-547 (1999).2. Hofstein, A., Lunetta, V. N., "The Laboratory in Science Education: Foundations for the Twenty-First Century," Science Education, 88 (1), 28-54 (2003).3. American Association of Physics Teachers, "The Goal of Introductory Laboratories," College Park, MD, 1997. Available online at URL http://www.aapt.org/Resources/policy/goaloflabs.cfm, accessed 28 January 2015.4. American
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Angeles Dominguez, Tecnologico de Monterrey & Universidad Andrés Bello; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM)
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- Diversity
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- Engineering Physics & Physics
Introductory Integrated Science Course for STEM Majors”, J. College Science Teaching, 41(5), 44-50, (2012).11. M. L. Temares, R. Narasimhan and S. S. Lee, “IMPaCT - A Pilot Program”, 1996 ASEE Annual Conference Proceedings, ASEE (1996).12. D. Pines, M. Nowak, H. Alnajjar, L. I. Gould, D. Bernardete, “Integrating Science and Math into the Freshman Engineering Design Course”, Proceedings 2002 Annual Meeting of the ASEE, ASEE (2002).13. A. Domínguez, Zavala, G., & Alanís, J.A. Integrated physics and math course for engineering students: A first experience. Proceedings of the 120th ASEE Annual Conference and Exposition. Atlanta, GA; ASEE (2013).14. E. Brewe, “Modeling theory applied: Modeling instruction in introductory
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Barbara Masi, University of Rochester; Dan M. Watson, University of Rochester; Arie Bodek, University of Rochester; Dev Ashish Khaitan; Erik Garcell
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- Diversity
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- Engineering Physics & Physics
either individually or in groups. When appropriate, the TAwould attempt to form study groups for students to work together. When the students were stumped,they could ask questions and receive help from the staff.The course material was divided into seventeen units. Each unit summarized the key concepts,background math and methods required to solve the problems, and about ten to fifteen physicsproblems to solve. Often reading assignments were also included on these units in addition to beingposted on the course website.Students were free to work through the unit(s) at their own pace and solve as many problems as theyfelt necessary. There was no requirement of completing these for a grade like the LRE. When astudent felt prepared to demonstrate
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Hank D. Voss, Taylor University; Scott Henry Moats, Crown College; Bill Chapman, University of Arizona
- Tagged Divisions
- Engineering Physics & Physics
, Seattle, Washington, June 14-27, 20153 Voss, David L., K Alexander, M. Ford, C. Handy, S. Lucero, and A. Pietruszewski, Educational Programs:Investment with a Large Return, 26th Annual AIAA/USU, Conference on Small Satellites, Logan, Utah, SSC12-VII-1, Aug. 20124 Welcome to the University Nanosat Program (UNP). Retrieved March 19, 2014, fromhttp://prs.afrl.kirtland.af.mil/UNP/index.aspx5 Voss, Hank and Jeff Dailey, “TSAT Globalstar ELaNa-5 Extremely Low-Earth Orbit (ELEO) Satellite” SmallSatellite Conference, Utah, August, 2014, paper SSC14-WK-66 Sargent, T., Kiers, J., and Voss, H. (2014, March). ELEO-Sat Design Process for a Boom Deployment Systemwith Monte Carlo Aerodynamics Simulation. Paper presented at ASEE Illinois-Indiana Section
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Taylor Sharpe, Portland State University; Geng Qin, Portland State University; Gerald W. Recktenwald, Portland State University
- Tagged Divisions
- Engineering Physics & Physics
class advanced. This single device allowed students to explorenearly every concept in first-term general physics, with the exception of static equilibrium andgravitation. Student response to the use of the device in the classroom was positive, although formalanalysis of student knowledge gain was inconclusive. A larger study would allow for a morecomplete examination of the application of a modular and increasingly-difficult touchstonemodel device; furthermore, specific knowledge gain goals should be assessed in order to analyzethe effect of the TM1’s use on persistent physics misconceptions. With proper design, theseexperiments could be used to inform further curriculum development if the results are shown tobe promising. A
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University
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- Engineering Physics & Physics
chemistry. We begin by discussing the historical origins of quantumtheory, why it was such a radical departure from classical physics, why it became necessary toaccept such a totally different approach to understand the world, and why the “quantum picture”continues to be anti-intuitive and difficult to accept. Next, we examine the postulates ofquantum mechanics and how we can “shut up and calculate” everything that is determinable forquantum systems, including tunneling, and low-dimensional quantum systems, such as 1D and2D quantum wells. We then extend the quantum analysis to real systems from quantum dots tothe hydrogen atom and touch on the chemistry of the “s-p-d-f” quantum states and hybridizedouter orbitals. Finally, we look at electrons in
- Conference Session
- Engineering Physics and Physics Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Daniel Raviv, Florida Atlantic University; Adam Ginton, NA
- Tagged Divisions
- Engineering Physics & Physics
not come directlyout of the course textbook and/or the lecturer’s notes. Critics of this method say that mostlecturers are incapable of being engaging or even holding their students attention. Some havedescribed this as though the lecturer were reciting a monologue to a room full of inattentive ears. Student’s course grades are mostly determined by homework and exams. Many worrythat students are more likely to focus on rote memorization of formulas and examples, and neverdevelop independent thinking or the foundational understanding. Redish (1994) uses an analogycalled “the dead leaves model”: …it is as if physics were a collection of equations on fallen leaves. One might hold s=1/2g*t^2, another F = m*a, and a third F