Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

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Diversity

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Engineering Physics & Physics, Pre-College Engineering Education Division

integrated through teacher views that produce dynamic project-basedlesson plans. The system encourages an interdisciplinary approach that requires studentsto draw on multiple subject areas simultaneously to solve real world problems.This paper presents the results of the initial evaluation of the DLMS. After providing thedetails regarding its infrastructure, a critical evaluation of the platform and how itsupports both teachers and students in a balanced approach to learning is presented. Thisevaluation draws upon the Felder-Silverman Learning Style Model (FSLM) in thatelements of the DLSM are evaluated within the context of the models four dimensions.The initial results of a pilot project aimed at evaluating its effectiveness in schools

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

James O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J Rueckert, Wentworth Institute of Technology

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Diversity

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Engineering Physics & Physics

note that this type of course is not intended as an open elective, but instead as a finalcourse for the completion of a minor in the sciences. Thus, students would likely already haverelationships established with the faculty with whom they will conduct research. Often, theprocess of planning out a project will take place over a semester preceding the research courseitself (for example in Physics, while a student is still taking modern physics). Since researchprojects typically take quite some time to actually start up, this lead in time is essential to getdocuments, papers and sourcing established. Student groups (anywhere from 1-5 students) aretypically identified and formed before the beginning of the research semester. These groups

Conference Session

Engineering Physics & Physics Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Thomas Chen

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Engineering Physics & Physics

was funded in early 2015. A set of requirements for the HPC cluster weredetermined by an internal committee with members including co-authors (Lemley and Chen) andother faculty from across CMS with strong interest and backgrounds in computing. A Requestfor Proposal (RFP) was developed and distributed to potential vendors. Vendors' responses forthe RFP were rated and assessed by the internal committee, resulting in the selection of a vendorthat best met the RFP: ​Advanced Clustering Technologies (ACT)​. The ​Buddy​ cluster wasdelivered in mid-June of 2015 and on-site set-up and training occurred in late June 2015.As potential guidance to other PUIs that plan to acquire similar systems the items that made upthe RFP are shown below: 1. System

Conference Session

Engineering Physics Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Courtney Hadsell, Cañada College

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Diversity

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Engineering Physics & Physics

questions over all of the previously mentioned topics. Once the studentcompletes the pre-test, the program puts together a study plan based on the questions that theydid not get correct. This allows the student to efficiently use their time to brush up on theconcepts that they forgot while not spending as much time on concepts that they are comfortablewith. The study plan involves more practice problems and examples for the students to workwith on the selected topics until they become more competent with the material. Once thestudents complete their designated study plans on MMT, they take a post-test to evaluate theirimprovement. Students averaged a pre-test score of 62% and a post-test score of 89% for theWinter 2015 Physics Jam, and these are

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 & 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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Engineering Physics & Physics

a plan that wouldbegin with teaching an elective course to test the effectiveness of the webinar delivery method.If the webinar delivery format was deemed to provide a reasonably effective learning experiencefor students, we would then move on to a course that was required in some programs and electivein others. Finally, we would deliver a course that was required in all Physics programs, such asMechanics.Optics is a course that is not required in all Physics programs. The course has now been taughttwice using the webinar format to students at three institutions simultaneously. Students werepolled both times to obtain feedback on their learning experience compared to a traditionalclassroom delivery. This paper reports on the advantages and

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

students. The student would repeat this process of studying andtesting until they scored 100%. This meant that in some cases not all students completed allunits. Unlike Bloom’s LFM, mastery of each unit was considered a sufficient measure of mastery(Keller 1974, 1981).III. Course Set-Up and StructureThe undergraduate physics course in mechanics was a typical first semester course of a two-course sequence for students planning to major in engineering. Topics addressed include motionin one and two dimensions, Newton's laws, work and energy, conservation of energy andmomentum, systems of particles, rotations and oscillations and periodic systems. The coursedrew on student knowledge of geometry, algebra, trigonometry, vectors and calculus. IIIA

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

, how engineering students come to understand and practice design.Dr. Michael M. Hull, Wayne State College Assistant Professor of Physical Sciences Page 26.1499.1 c American Society for Engineering Education, 2015 Tensions and trade-offs in instructional goals for physics courses aimed at engineersAbstractIn planning and teaching courses for engineering majors, physics instructors grapple withmultiple instructional goals: extensive content coverage, quantitative problem solving,conceptual understanding, motivation, and more. The temptation is to treat

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts, Lowell

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Engineering Physics & Physics

Kanti Prasad Ph.D., P.E., F.ASEE Professor Electrical and Computer Engineering Dept. Founding Director Microelectronics/VLSI Technology, University of Massachusetts Lowell During my teaching of the State-of –Art courses for the last 30+ years, I have realized that thefoundation of any Hi-tech course lies in the fundamentals. The fundamentals are derived from Physics,Chemistry and Mathematics. Nevertheless, Physics plays a crucial role in Engineering. I plan to depictthis role in all my state-of-art courses. I am teaching at the moment i.e., 1) EECE 5020 VLSI Design, 2)EECE 5040 VLSI Fabrication, 3) EECE 5170 MMIC Design and Fabrication through detailed examples.In addition, I also reiterate the

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Instituto Mauá de Tecnologia; Paulo Alexandre Martin, Instituto Mauá de Tecnologia; Nair Stem, Instituto Mauá de Tecnologia; Keiti Pereira Vidal Souza, Instituto Mauá de Tecnologia

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Diversity

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Engineering Physics & Physics

supportlearning.Final considerationsThe use of multiple forms of learning support is satisfactorily perceived by students and teachers,corroborating significantly to the teaching-learning process. Balancing support activities fordirect or indirect learning support proved to be a wise option. According to the authors’perception, the most successful results are related to students’ motivation and commitment inPhysics class. Students’ commitment must always be encouraged, throughout the academic year.Implementing similar activities in others schools will demand planning efforts and commitmentfrom teachers’ teams.References[1] CUTRI, R.; STEM, N.; MATTASOGLIO NETO, O.; SILVA CAMPOS, L. DA; MARTIN, P.A.; SOUZA,K.P.V. DE. Student’s perception of actions to support

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

of the project, they see a 3D virtual model of the MAGLEV and learn details ofthe construction of the train and the control module. A phrase in the living room wall catchestheir attention: ―No brain, no gain..‖ When they leave, they are excited because they haveassisted in a direct application of the concepts of electromagnetism they had learned in Brazil.They are also reminded that the Brazilian government plans to build a high-speed train linkingRio de Janeiro to São Paulo.1) Watch a video on youtube about the Maglev.2) Visit the film at: http://www.mip.berkeley.edu/physics/levitator.html - Copyright © 1991,1996 By the UC Regents. Explain physically what happens in each film.3) Demonstrate mathematically the Biot-Savart Law in a

Conference Session

Engineering Physics Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert A Ross, University of Detroit Mercy; Katherine Snyder, University of Detroit Mercy

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Diversity

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Engineering Physics & Physics

questions on the final exam are somewhat more challenging, there aregains made especially by female students. We believe that part of the gains for the femalestudents is that they had an opportunity to reason and discuss, out loud, how they thought about aparticular problem. First Exam Final Exam Females 32% 38% Males 40% 41% Table III Comparison of female and male students and percentages of correct responses from the first exam and from the final exam.We plan to further investigate

Conference Session

Engineering Physics Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg S Mowry, University of St. Thomas; Camille M George, University of St. Thomas

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Diversity

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Engineering Physics & Physics

/injerahowto.htm.18. “Injera Electric Baking: Energy Use Impacts In Addis Ababa Ethiopia”, Dave Sood, World Bank funded study, 10 May 2010. http://www.ethioenergyauthority.gov.et/attachments/article/62/Ethiopia_Injera_May_17_201 0_FINAL_Report1%20(1)%20DAVE%20SUD%202007.pdf19. "Windshield Shade Solar Funnel Cooker", Windshield Shade Solar Funnel Cooker, 2004. http://solarcooking.org/plans/windshield-cooker.htm.20. Kreith, F., Kreider, J.F., “Principles of Solar Engineering”, McGraw-Hill, New York, NY, 1978.21. Kenisarin, M., Mahkomav, K., “Solar energy storage using phase change materials”, 2007. Retrieved from http://www.sciencedirect.com/science/article/pii/S1364032106000633.22. “Hitec heat transfer salt”, 2013. Retrieved from http

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christos Zahopoulos PhD, Northeastern University

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Engineering Physics & Physics

shows that in a some questions the was a significant drop between the post-and delayed post-test. In any case, the author plans to investigate this effect in the future.The finding that the 3rd Law is the one with which the students have more difficulty is consistentwith the finding of Hestenes et.al1. and of the author of this paper, who has given this pre/posttestto hundreds of teachers, who have participated in the professional development programs overmore than 20 years, and retired science and engineering professionals who have participated inthe RE-SEED Program. (RE-SEED – www.reseed.neu.edu – recruits, trains, and places retiredscience and engineering professionals in STEM classrooms to support teachers and students asvolunteers. Since

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