Displaying all 11 results
- 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
- Tagged Divisions
- Engineering Physics & Physics
interdisciplinary approach of teaching and learning, looking to close the gap between how knowledge is created and how students learn. His main research areas are a) models and modeling, b) learning environments and c) problem solving. Page 26.353.1 c American Society for Engineering Education, 2015 Closing the gap between physics and calculus: Use of models in an integrated courseAbstractThis study focuses on bridging the gap between physics and mathematics by teaching anintegrated first-year college course of physics and mathematics using Modeling
- Conference Session
- Engineering Physics and Physics Division Poster Session
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evan C. Lemley, University of Central Oklahoma; James E Stewart; Aric M. Gillispie, University of Central Oklahoma; Grant M Armstrong; Lillian Gabrielle Seay
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- Engineering Physics & Physics
students early in their engineering curriculum through their senior design course. Our focus has been on exposing students to core research skills, openended problemsolving and design, and every possible venue for student practice of communication skills. The end result over seven years has been a strong string of senior design projects, research productivity, and employment and/or graduate school acceptance. Introduction At the University of Central Oklahoma (UCO) we actively integrate undergraduate students in research projects across all levels from Freshmen to Seniors. The integration occurs deliberately through a combination of undergraduate research (UGR) support opportunities from external funding and institutional funding. Engineering
- 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
-term General Physics in an iterative manner. Thedevice is a combination of classic physics models: a pendulum of adjustable length, a rail system including anincline plane, a rolling ball/weight, and a ball launcher. An integrated microcontroller combines these conceptualmodels, and allows the difficulty of the problem to be adjusted by including or excluding new physics concepts intandem with the lecture curriculum. The design is informed by a pedagogical model based on giving students open-ended problems that require a network of conceptual knowledge. This hybrid hands-on and inductive model couldincrease student motivation to more deeply understand concepts that have often been difficult to learn. A prototypedevice has been partially
- 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
Paper ID #12577Teaching Outside the Discipline: A STEM-Related Course in a Non-STEMCurricular AreaDr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Faculty Liaison to the Pre-engineering Program at American University. She received her Ph.D. in Curriculum and Instruction with emphasis in Physics and Science Education from Kansas State University. Dr. Larkin is involved with Physics Education Research (PER) and has published widely on topics related to the assessment of student learn- ing in introductory physics and engineering courses. Noteworthy is her work with
- 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
level, and coauthored a senior level laboratory in acoustics. He recently served as an AP Reader for the AP Physics exam, and is interested in developing materials to help K-12 teachers with units on sound and waves, and to incorporate crash safety topics into their physics curriculum. Page 26.1554.1 c American Society for Engineering Education, 2015 The Introductory Physics Laboratory as a Consulting FirmAbstractMany students in our calculus-based introductory physics courses plan to pursue careers in hightechnology industries. The laboratory curriculum entitled Mechanics, Inc. is
- 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
: A New Curricular Model for Engineering EducationIntroductionTraditional physics undergraduate education has used a “spiral curriculum” method1: mechanics,waves, statistical and thermal physics, electromagnetics, and quantum physics are introduced in afreshman-level survey course; each of these subjects is covered again at a higher level insophomore and junior level courses; and selected topics are revisited in senior-level “specialtopic” or advanced study courses. This model allows for deepening understanding of each topicand the application of more sophisticated mathematical methods – such as complex analysis,differential equations, integral transforms, matrix methods, and linear algebra – as the students’mathematics preparation progresses
- 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
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 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
majors,but also including students in computer science or applied math programs. The engineeringprograms at Wentworth Institute of Technology strongly focus on project-based learning.Devices and prototyping are therefore an integral part of many of the courses for which physicsis a prerequisite. Hence, it is essential that students leave with a working knowledge of basiccircuit concepts as well as an appreciation for the complexity that can arise in circuit analysis.Given this population, the main learning outcomes of the new game-based exercise were forstudents to: 1. Demonstrate the ability to add resistors in series. 2. Demonstrate an ability to add resistors in parallel. 3. Decompose a complex circuit into its basic elements. 4
- 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
jobopportunities and fairs. Presently, there exist a number of weakly connected 3+2 programs,transfer programs, 2 year Engineering Technology programs, and non-accredited programs.A baseline 2 year freshman and sophomore curriculum program is proposed based on casestudies, on research, and on alumni questionnaires. After a decade of SCU Engineering Physicsteaching experience it was also found effective by faculty to give closure to the 2 year programcurriculum with a sophomore-type “Cornerstone” class called “Principles of Engineering”. Thisintegrative class is essential for 2 year students to be effective in the workforce as an EngineeringTechnologist job applicant, as a competitive summer intern applicant, and in deciding on aspecific Engineering major
- 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
simulation tools for quantum mechanics learning?Method and Research DesignThis work is part of Quantum Learning in Engineering And Physics (Quantum LEAP)project. The Quantum LEAP project aims to develop an integrated framework for the designand assessment of effective simulation-based learning environments for quantum educationbased on studies about engineering and physics students’ non-normative conceptions andmetacognitive learning strategies.Research Design. The presented study is guided by interpretive research design. Interpretiveresearch design enables the researcher to presume that knowledge and understanding areresults of interpretation and based on individual’s subjective experiences12. Interpretiveresearches consider that knowledge and
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Robert A. Ross, University of Detroit Mercy
- Tagged Divisions
- Engineering Physics & Physics
science.” While we are notABET evaluators, in our experience, all of the engineering students at our institution (we do nothave an engineering technology program) are required to take a year of calculus-based physicswith the associated laboratories. We will show how we can use the principle of operationaldefinition of fundamental concepts from calculus–derivatives and integrals, and incorporate theminto introductory physics courses. Page 26.1207.2Operational DefinitionWe use the term operational definition in a somewhat loose fashion. We are not trying todemonstrate the existence of the Higgs boson to six standard deviations, rather we are trying