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

grouplaboratory. Typically the classroom experience is comprised of lectures and it is fairly commonfor the laboratory and lecture to be administered by different individuals.While this structure may be effective at processing students through the science courses, studieshave shown that it has some significant educational disadvantages. Over the past severaldecades, physics education research has shown that students were not learning the conceptsand/or were not engaged by the methods used in “traditional” physics education.1-4 Those andother studies have motivated a significant amount of research on physics education and muchprogress has been made. A significant body of physics education research has focused ondeveloping and incorporating classroom

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

offer courses that are geared towards the non-major, most often these courses are traditional physics courses and are taught within the NaturalSciences portion of the general education core of courses. Changing Views of the Universe(Changing Views) is a course that is somewhat unique in that it is taught by physics faculty andeven has a physics prefix on its listing in our course catalog. The uniqueness of this course isthat it is not taught within the Natural Sciences core of general education courses. Rather,Changing Views is taught as part of the Traditions that Shape the Western World portion of ourgeneral education core of courses. This curricular area is best described as:1 “The rich traditions that shape the Western world convey

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

.​  ​ The author initially implemented this approach to employ high­impact learning practices in the classroom.   Flipped Classroom Pedagogy    1​ This class was operated in “blended” fashion​  where there was an online component  (instructional media) and regular class meetings. The regular meetings did not include lectures,  but instead involved one­on­one and group problem solving. The instructor’s role in these  meetings was to guide students, explain difficult and confusing concepts, and interact with  each student individually or in small groups during each class meeting. The ​ flipped ​format for

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

Tagged Divisions

Engineering Physics & Physics

Kirchhoff’s voltage lawis always true despite its obvious violation of Faraday’s law of induced EMF. The danger of thispremature specialization of engineering education becomes apparent when engineers from onediscipline work in teams with engineers from other disciplines and find they have no commonunderstanding of problems outside of their own engineering discipline. 2The authors have collaborated in teaching an advanced survey course on the physical sciencefoundations of engineering to graduate engineering students in an engineering leadershipprogram. The elevator speech on why such a course is needed goes as follows: 1) mostengineering students take all of their basic science courses during their Freshman year, 2) mostof them don’t like those

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

module test tries also varied by the difficulty of the module material. While theaverage test tries per module averaged in the range from 1 to 2 for most modules, the averagetest tries was significantly higher for three of the 17 modules. The average tries per module forthese three modules ranged between 2.3 to 2.5. The three modules included introductorymechanics topics that often challenge students:Module 6: Applications of Newton’s Laws (frictional forces in a moving system, circular motion)Module 10: CollisionsModule 14: Oscillation and Simple Harmonic MotionIt was hypothesized that a possible “snowball effect” would limit the weakest students from

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

resistant medium is quiescent.  Any phenomena possibly depending upon the rotational dynamics or material extent of theprojectile (e.g., gyroscopic, Bernoulli, or buoyancy effects) are neglected.  A uniform gravitational field is omnipresent, characterized by the constant g .  A power-law relation governs the drag force, characterized by the constants k and n .Under these conditions, the vector-valued equation of motion for the projectile is given by dv m  Fd  Fg (1) dtwhere Fd   k v n 1 v , Fg   m g j

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

long working hours, andubiquitous distractions. However, even the students from Harvard also have trouble learning thiscourse.1 Thus we need to think about what instructors can do in improving the learningexperience of the students.As pointed out by Randall Knight,2 many instructors consider the students as younger versions ofthemselves. Therefore, they just teach from the way they learned this subject in the past.However, we have to admit that we are the anomalies and not the norm, and our students oftenhave challenges we may not have experienced. Fortunately, in the past half century, manyinstructors have developed various techniques in teaching this course more effectively.It is interesting to find that atavism happens also in the

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

operational procedure and base the assessment on an explanation of what onewould expect to happen if the experiment were performed or why the apparatus acts the way itdoes. For simplicity we only show 5 learning outcomes that are operationally based and brieflydiscuss the assessment of the first two. Many of the assessments used in this work are taken oradapted from Ref 1. The student will: (a) develop operational definitions of electrical charge; (b) explain the evidence for the existence of only two types of charge; (c) determine if a material is a conductor, a dielectric, or a photoconductor; (d) apply Coulomb’s law to systems of charged objects; (e) identify charge transfer mechanisms;...Examples of the

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of St. Thomas

Tagged Divisions

Engineering Physics & Physics

often taken by other science majors as part of thePhysics minor. The course has been redeveloped over the past six years with the following goals: 1. To ease the transition between lower-level and upper-level physics courses as the course material becomes more abstract and the mathematics more sophisticated. 2. To modernize the course by discussing the physics behind contemporary applications such as LASERs, quantum dots and other nano-scale systems, diodes, and superconductors. Page 26.98.2 3. To introduce students to computational physics and the interplay between theory, computation and experiment. Validation

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

electronic equipment, energy efficient buildings, and other industrial applications. Page 26.21.1 c American Society for Engineering Education, 2015 A Compact Device for Inductive Instruction in General PhysicsResearch from the past three decades has found that an interactive engagement approach to teaching the scienceswhich involves physical interaction with systems helps students build effective mental models. Our team ofengineering students has developed a novel tabletop teaching device called the Touchstone Model 1 (TM1) designedto help incoming students solidify and retain knowledge of first

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello; Arturo Cristian Millan, Universidad Andres Bello; Mauricio Gonzalez, Universidad Andres Bello

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Diversity

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Engineering Physics & Physics

students’perception of the relevance of physics and mathematics to their professional career, which is, inthis case, engineering. In this study 232 students taking first and second year physics and mathcourses at a large private university in Chile participated. We used a Likert-scale instrument inwhich students chose from a “Totally agree” to “Totally disagree” scale of statements related torelevance of science and mathematics for future career and study. The results of this studydiscuss four aspects: 1) the students’ perceptions of the relevance of physics and mathematics ofscholar engineering and professional engineering practices, 2) the comparison of students’perceptions of the relevance of physics to that of mathematics, 3) gender differences on

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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Diversity

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Engineering Physics & Physics

:1. The construction of the crane could be made with any type of material.2. It needed to use two 1.5 V batteries as the energy source.3. The crane had to lift metal clips (N°. 03) using only magnetic attraction, and any form ofmechanical lift was prohibited .4. The crane should not be higher than 1 m.5. The failure of the crane (the electromagnet does not attract any clips) resulted in a zeroscore for the team.An example of the conceptual developed project analysis is presented in Appendix B.The Problem Based Learning approach scripts were applied all year (4 in 1st semester and 3 in2nd semester). Each semester had evaluation tests. The Project Based Learning Prototype wasdeveloped during 2nd semester and presented near the end of semester

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

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Engineering Physics & Physics

Engineeringtwo STEM college Educationgraduates is hired into aSTEM job each year.For engineeringgraduates thepercentage of engineersgoing into engineeringjobs is high (for our Figure 1. National College and University BS DegreesABET graduates it isabout 95%). However, some students pursue and are employed in non-STEM jobs aftergraduation where they receive higher salaries as a result of the high quality engineering andbusiness expertise. There is a strong national trend to increase the number of Science,Technology, Engineering, and Math (STEM) majors since these fields have a direct bearing onthe U.S. economic engine and world leadership12. There is

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

theirsubsequent engineering courses and careers? Faculty often mention “problem solving skills” and“conceptual understanding”; but decades of physics and engineering education research havebarely addressed this question empirically.1-3Some engineering educators argue that traditional close-ended, well-structured and well-definedproblem-solving of the type demanded by end-of-chapter problems in physics textbooks isimportant to emphasize, because it develops skills that students can build on and apply in laterengineering classes. Others argue that mathematical sense-making—translating and seekingcoherence between mathematical formalism and physical reasoning (often intuitive), usingmathematics flexibly as part of sense-making about the physical world—is

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

about learning with simulations. Table 1 showsparticipating students’ gender, disciplines, academic level, as well as their pseudonyms usedin the data analysis.Data Collection. Initially, students who volunteered for the study were required to fill out a Page 26.614.4background survey that included demographic information along with information about theirprior courses in QM. The participants were chosen based on the information given on thesurvey. Students’ self-report of comfort level on QM concepts was one of the importantcriteria for choosing participants in order to have a possible spectrum for different levels ofmetacognition. The additional

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

following couldbe shown as a very simple proof of Schrodinger equation :From the very basic classical mechanics, General Physics I Class students already know theWork – Kinetic Energy Theory : 𝑊 = ∆𝑘 = −∆𝑈 (1) Page 26.1520.4and at the same time for all conservative Forces we have : 𝜕𝑢 F=− (2) 𝑑𝑥Where ΔU is change in Potential Energy 𝜕2 x FNow

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University

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Engineering Physics & Physics

traditionalcalculus-based physics sequence, with topics in mechanics. This paper is intended to introducethe structure and pedagogical approach in this curriculum—designed to influence the mindset ofstudents as they begin the pursuit of STEM subjects at the college level. Page 26.1554.2BackgroundThe laboratory component of introductory science courses has evolved over the last five or sixdecades. Borrowing taxonomy from chemistry education,1 the general trend has developed fromexpository or verification laboratories to inquiry-based laboratories, which can be categorized aseither open inquiry or guided inquiry activities. The review by Hofstein and

Conference Session

Engineering Physics and Physics Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth M Purcell, University of Southern Indiana

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Engineering Physics & Physics

64% (46 69% (42 Exam students) students) students) students) students) GradeTable  1:  Final  Exam  grades  for  first  semester  calculus-­‐based  introductory  physics  with  online  learning  system  and  textbook  used.    MP  =  MasteringPhysics.    WP  =  WileyPlus.    WP  +O  =  WileyPlus  with  ORION.  HRW  =  Halliday,  Resnick,  and  Walker.  HW  =  Conventional  HomeworkTable 1 shows the class average on the cumulative final exam for the calculus basedintroductory physics course with the number of students enrolled. During one semester(shown in the second column) no online homework system was used and assignmentsconsisted

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

offered students the opportunity to realize how empowered theywere in solving complex and non-familiar problems.1 IntroductionAs Albert Einstein stated, “Physical concepts are free creations of the human mind, and are not,however it may seem, uniquely determined by the external world”. Physical concepts are used tostudy the physical phenomena represented by models. Models that go through iterative cycles ofconjecturing, testing and revising, until they satisfy constrains and provide a feasible explanationof the phenomenon under certain assumptions. In each iterative cycle, knowledge increases and abetter understanding of the phenomenon is attained, and the models become more robust andconnect more concepts. Models and modeling perspective

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J. Rueckert, Wentworth Institute of Technology; Derek Cascio, Wentworth Institute of Technology

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Diversity

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Engineering Physics & Physics

c American Society for Engineering Education, 2015 Resistance is Futile: A New Collaborative Laboratory Game Based Lab to Teach Basic Circuit Concepts AbstractIn recent years, gamification of education has proven to be an effective paradigm in modernpedagogy. Following the success their previous work "Sector Vector”, the authors now present anew game-based laboratory to highlight the manipulation and calculation of resistors in circuits.In Game of Ohms [1] the lesson of electrical resistance is delivered as an interactive exercisebuilding an intricate circuit. As the game progresses, students are forced to make short and longterm plans to modify an evolving circuit which

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

be investigated: Page 26.134.2 1. The subject material and course content, and 2. Students subjective experiences and views about a subject The first of these topics is essentially about the effectiveness of a particular physicscourse. It addresses questions such as what aspects of physics do students have the most troublewith, and how different teaching methods compare with one another. The studies in this sectionoften involved college students who were already enrolled in a physics class, and used aquantitative approach to obtain the data. The second topic concerns how student’s general attitudes and beliefs

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Huang, SparkFun Electronics

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Diversity

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Engineering Physics & Physics

and uncertainty. In this first project, students build their own reactiontimer. We provide a cursory overview of what an Arduino is, how to connect the circuit, and howto upload the code. While the opportunity exists to discuss concepts around circuitry, voltage,and ohms law -- these are topics that we reserve for future activities. This activity provides anintroduction and overview to using Arduino as a tool for scientific investigation. Figure 1 - Wiring Diagram for Arduino Reaction TimerIt should be noted that for simplicity, this circuit does not use a current limiting resistor for the Page 26.1205.3LED nor a

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

students can test andrefine their understanding of physics topics while highlighting their creativity and ingenuity. Inthis talk, I will outline the new structure of the course and discuss the improvements in studentengagement.IntroductionModern pedagogy in physics education has shown the many advantages of a hands-on approachto the learning and retention of various student populations [1]. Novel approaches in physics forengineers, such as active learning, flipped classrooms, and just-in-time teaching havedemonstrated marked improvements over the traditional lecture system [2]. At WentworthInstitute of Technology (WIT), interactive methodologies have been fully embraced, and theinstitute as a whole is undergoing a conscious shift toward

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

David K. Probst P.E., Southeast Missouri State University

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Diversity

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Engineering Physics & Physics

revealed.Question 1 - With respect to the webinar format versus a traditional classroom format – are youfinding that your learning is more effective than a traditional classroom, less effective than atraditional classroom, or about the same as a traditional classroom? Why? Table I. Results for Question 1 More Same Less 2012 7 9 7 2014 5 6 6Four of the “less” responses in 2012 and one in 2014 indicated that their learning was only a“little less” effective. Four of the “less” responses in 2012 and