Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Robert Ross, University of Detroit Mercy

Tagged Divisions

Engineering Physics & Physics

activity into variousphysics and/or engineering courses. We believe the laboratory activity provides a valuablecontext for teaching and learning in the areas of nanotechnology, photovoltaics, elementary andadvanced topics in direct current circuits, thin films and the interaction of light and matter. Webelieve that the device fabrication and subsequent analysis is appropriate for a variety of coursesincluding second semester general physics laboratory courses (typically electricity, magnetismand optics) as well as advanced courses in physics, engineering or both.First, we present a brief introduction of the physics of thin film organic solar cells incorporatingthe fullerene, C60. The section is not meant to be a comprehensive review but an

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Physics & Physics

methods of teaching in the lectureor the laboratory. We use a laboratory project-based approach, where the students arelearning by doing. The course is divided into two sections, lecture and laboratory session.During the laboratory session, the students work at mid-term and final projects, while thelecture the programming, numerical and computational techniques and methods arediscussed. The usefulness of this approach is evaluated by surveys conducted everysemester, and feedback from other educators is highly appreciated.I. IntroductionComputational physics is an independent way of doing physics, and an essential tool ofthe physics research. Numerical computations are essential to further understanding ofphysics problems, and computers and

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Teresa Larkin, American University

Tagged Divisions

Engineering Physics & Physics

-writing activities have been shown to help students uncover gaps in theirunderstanding in a challenging, yet non-threatening way; and, to allow students to correct flawsin their thinking before they have lost points on a quiz or exam. An example of a specificwriting activity developed for use in the introductory physics classroom will be shared. Inaddition, samples of students’ writing will be presented to illustrate typical misconceptions andto provide documentation for the need to develop techniques that encourage students to confronttheir misconceptions. Responding to students’ written work in a timely fashion is especiallychallenging for those that teach large classes. Time-efficient writing assessment strategies willbe highlighted with a

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Warren Turner, Westfield State College; Glenn Ellis, Smith College

Tagged Divisions

Engineering Physics & Physics

indicatedthat students enjoyed the lab, indentified and addressed preconceptions, and improvedtheir understanding of how dynamics concepts fit together.1 L.Jensen, “Apparent weight changes in an elevator”, Physics Teacher 14, 436 (1976).2 C. R. Rhyner, “Studying the Motion of an Elevator”, Physics Teacher 36, 111 (1998).3 Vernier Software & Technology, Beaverton, Oregon, LoggerPro 3.5.0.4 R. J. Beichner, “The Effect of Simultaneous Motion Presentation and Graph Generation in a KinematicsLab,” Journal of Research in Science Teaching 27, 803 (1990).5 “Force Plate in an Elevator”, Caliper, 19 (2002).6 D.R.Sokoloff, Real Time Physics: Active Learning Laboratories Modules 1 – 4, (John Wiley & Sons, Inc.,Hoboken NJ, 2004).7 P.W. Laws, Workshop

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Jian Peng, Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

learning, and amixture of these methods. Smolnikar and Mohorcic presented a framework for developing PICmicrocontroller hardware circuits and software code for embedded application [1]. Theirpedagogy targets traditional EE students. Sakar and Craig showed several projects to incorporatePIC microcontrollers into a computer architecture course [2]. Birsan and Sharad introduced ajust-in-time approach to teach embedded systems [3]. Meshkova et al describe a novellaboratory and project course called SMEAGOL (Small, Embedded, Advanced and GenericObjects Laboratory) that incorporated several active learning approaches [4]. Ferreira et alpresented a multifunctional module called MILES (Microcontroller Learning System) formicrocontroller-based system