Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paul Benjamin Crilly, U.S. Coast Guard Academy; Shane P. Corbett, U.S. Coast Guard Academy

Tagged Divisions

Engineering Physics & Physics

laboratory development, antennas, wireless communications, sig- nal processing, and instrumentation.Shane P. Corbett, USCGA Shane Corbett is currently a senior electrical engineering student at the US Coast Guard Academy. At an early age Shane found himself tinkering with electronics more than he would like to admit. His parents feared buying him new pieces of technology because inevitably they would end in pieces on a work bench next to a kid with a smile on. Once accepted to the USCGA Shane took his curiosity to the classroom and began his studies within the EE major. After an antennas course his junior year he found himself perplexed at the intricacies of this field of study. He then pursued an internship at MIT

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

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Glenn Ellis, Smith College; Mary Moriarty, Smith College; Gary Felder, Smith College

Tagged Divisions

Engineering Physics & Physics

mandatory for students identified bythe above criteria.II. IN THE CLASSROOMThe class met for six hours a day for five consecutive days during the last week of August. All11 students attended each session and arrived on time and were actively engaged throughout theentire class time. Prof. Glenn Ellis from the Picker Engineering Program was the lead instructorin the course. Dr. Catherine McCune, Director of the Quantitative Learner Center (QLC), alsoled a two-hour session and was present for much of the class time. Two Smith engineeringstudents—Shannon Comiskey (a junior) and Briana Tomboulian (a senior)—provided additionalassistance in the classroom. Hands-on activities and laboratories, group-learning experiencesand class discussion were the

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

learning can take on many forms – from traditional tests and quizzes towritten laboratory reports, research papers, projects, etc. The focus of this paper will be toprovide a discussion about ways to incorporate writing into the curriculum as well as to providesome examples of how writing-based tools can be used to assess student learning. To this end,the use of rubrics can be very worthwhile for both the students and the instructor. As Spurlin hasindicated and modeled, the use of carefully crafted rubrics can be a useful way to demonstratethat students have met the criterion whether the communication is through either written or oralform3. In addition, the use of a carefully crafted rubric can help reduce the overall time neededto grade a

Conference Session

Technology in the Physics or Engineering Physics C

Collection

2008 Annual Conference & Exposition

Authors

Raymond Winton, Mississippi State University

Tagged Divisions

Engineering Physics & Physics

complementary MOS transistors (CMOS) in order toachieve high-density circuits with both high-speed and a reduced power budget. Thesefactors are also how we define much of our classroom dialogue in all forms of electrical andcomputer engineering.Driven by demands for smaller, faster, and more extensive circuits, MOS device dimensionshave been reduced to sub-micron levels [1]. At these sizes a few volts of potential producesextremely high electric fields, a factor that is both beneficial and problematic. The highfields are what enables the desired qualities of the MOS device. But the high fields also pushthe analyses well beyond most of the simple physics, which has its laws and roots in low-field laboratory benchwork. So classroom descriptions of the

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2009 Annual Conference & Exposition

Authors

Radian Belu, Drexel University; Alexandru Belu, Case Western Reserve University

Tagged Divisions

Engineering Physics & Physics

modules of various physics topics developedand/or underway to be developed by the authors are presented and discussed. We believe it isworthwhile to develop new ways of teaching and learning physics, by taking advantage of theunprecedented developments of the last two decades in computer hardware, software, programminglanguages and Internet. The materials presented herein can be used as the starting point for otherinstructors considering using similar tools in undergraduate level physics courses. The authors alsostrongly believe that discussions and feedback from other educators will advance physics educationthrough introduction of new topics, laboratory experiments or new emerging computer applications indelivering lecture or in doing

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

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Mark Scaife, University of Wisconsin-Platteville; Andrew F Heckler, Ohio State University

Tagged Divisions

Engineering Physics & Physics

- Main Effect of Instruction, No Preconception-Instruction-InteractionIn this first example, students completed question sequences as required by a "flexible" homeworkassignment whereby they were required to participate in a physics education research experiment at somepoint during the academic term. These students were enrolled in an introductory, calculus-based physicscourse at large, public university, and completed the experiment in a physics education researchlaboratory by answering questions on laboratory computers.In particular, students were presented with questions in which they were asked to compare the time offlight of two projectiles. Specialized stimulus-delivery software was used to present these questions andrecord responses 6

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Inci Ruzybayev, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

, pp. 140-142, 1987.6. M. D. Edmiston, “Critical thinking crisis”, The Physics Teacher, vol. 25, p. 417, 1987.7. T. J. Garrison, Exploratory Physics: An Active Approach to Learning Physics, 2014 Version, currently self-published, 2014.8. T. J. Garrison. "Active Learning Laboratories in a Restructured Engineering Physics– Mechanics". 2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June. ASEE Conferences, 2015. https://peer.asee.org/23489 Internet.9. D. Hestenes, M. Wells, & G. Swackhamer, “Force Concept Inventory,” The Physics Teacher, vol. 30, p. 141-158, 1992.
APPENDIX A - Homework Format RulesAPPENDIX B - Homework Cover Sheet
APPENDIX C - First Weeks Anonymous Moodle Feedback

APPENDIX D - SGID - Mid

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

Tagged Divisions

Engineering Physics & Physics

’ learning of basic quantum phenomena such as photon, electron, atommodels, and the Heisenberg uncertainty principle using virtual laboratories. They found thatalmost all students accurately conceptualized the quantum phenomena. Zollman and hiscolleagues2 argued that quantum mechanics learning is not as difficult as it is commonlyperceived. They suggested that non-science high school and first year college students havethe capacity to comprehend quantum mechanics without classical mechanics backgrounds.However, to accomplish this, instruction has to be carefully and internationally designed.Thus, they developed a new instructional design for quantum mechanics that included hands-on activities and a computer-based simulation. 175 teachers in 160

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

for Improving Page 23.1161.13Human Effectiveness for Extreme-Scale Problem Solving: Assessing the Effectiveness of Electronic Brainstormingin an Industrial Setting,” SAND2008-5971, Sandia National Laboratories, September 2008.21. Kohn, N.W., P.B. Paulus, & Y. Choi, “Building on the Ideas of Others: An Examination of the IdeaCombination Process,” Journal of Experimental Social Psychology, 47, 2011, pp. 554-561.22. Putman, V.L., & P.B. Paulus, “Brainstorming, Brainstorming Rules and Decision Making,” Journal of CreativeBehavior, 43, 2009, pp. 23−39.23. Rietzschel, E.F., B.A. Nijstad, & W. Stroebe, “Productivity is Not