Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology

Tagged Divisions

Engineering Physics & Physics

, simple laboratory exercises are then used to further reinforcethe concepts. A common exercise would be a map, where vectors can be drawn, combined andmanipulated using meter sticks and protractors. Some institutions have branched out and madeuse of vector type scavenger hunts to further engage the student.4 At WIT, we have theadvantage that laboratory sections are restricted to 16 students maximum, so small groups andgroup activities are easily implemented. Also, with the authors being avid gamers themselves,the opportunity to teach vectors on a virtual space battlefield was seized. Page 24.1173.2The students who were enrolled in the courses

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

developing a good workethic. If done properly, these courses can teach students the importance of acquiring a conceptualunderstanding rather than rote memorization of how to plug into equations. When successful,these courses teach students how to digest a problem, sort out the relevant concepts, makeassumptions, and reflect critically on their analyses. Conversely, if done poorly, students begintheir engineering education unprepared, either in conceptual/technical knowledge, problemsolving skills, or both.Throughout its long history, physics has been taught in nearly the same manner – via lectures,often supplemented by a laboratory experience. Several decades ago physics educatorsrecognized the need for change; students were not learning the

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold T. Evensen, University of Wisconsin, Platteville

Tagged Divisions

Engineering Physics & Physics

/index.cfm/page/CourseAdmin.ViewABET?coursecatalogid=501&pdf                                                                                                                                                                                                                                                                                                                                                                    =True); Stanford’s ME220 Introduction to Sensors (http://www.stanford.edu/class/me220/).Sites accessed January 2014.6 See, for example, U. Minnesota’s AEM 4601 Instrumentation Laboratory(http://www.aem.umn.edu/teaching/curriculum/syllabi/UGrad/AEM_4601_syllabus.shtml);Johns Hopkins’ 530.420 Robot Sensors and Actuators(https

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth M. Purcell, University of Southern Indiana

Tagged Divisions

Engineering Physics & Physics

-lectureassignments and are provided with the needed data to use Just-In-Time Teaching strategies andquickly modify lecture content to best serve the students’ overall strengths and weaknesses. Thissame data can be used to determine if a topic should be revisited before an exam. Studentachievement can be tracked though the provided learning outcomes or objectives connected toeach assigned problem. This data can be used when assessing individual student learning orreporting course efficacy for purposes of institutional assessment.This paper will evaluate the online learning systems Pearson’s MasteringPhysics and Wiley’sWileyPlus as used by the physics program at the University of Southern Indiana (USI) for bothalgebra and calculus based first semester

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

24.1152.2students; it gives teachers opportunities to gain insight into what their students are thinking andlearning about science content, therefore, to make changes in instructions. It also helps studentsto improve their conceptual understanding of physics and their basic communication skills inwritten format.I. IntroductionYou are lecturing to your conceptual physics class about Newton’s 3rd law. You’ve carefullyexplained the content of the law and the relationship between the action and reaction forces.You’ve shown a few examples or perhaps videos and animations to help your students to connectthe law to their real life experience. You may have tried some interactive teaching strategies inclass, encouraged your students to ask questions if they don’t

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