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

Paper ID #8450Facilitation of Student-centered Formative Assessment using Reflective QuizSelf-corrections in a Calculus Physics CourseDr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc.Dr. Vazgen Shekoyan Dr. Vazgen Shekoyan is a professor of physics and his experiences include pedagogy, CubeSat, etc. Page 24.591.1 c American Society for Engineering Education, 2014 Facilitation of Student

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jian Peng, Southeast Missouri State University; Santaneel Ghosh, Southeast Missouri State University; Ken Surendran, Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

AC 2012-5262: REFLECTIONS ON TEACHING A CONSOLIDATED CAP-STONE DESIGN COURSE TO A MIXED STUDENT BODYDr. Jian Peng, Southeast Missouri State University Jian Peng is currently an Associate Professor in the Department of Physics and Engineering Physics at Southeast Missouri State University. He received his B.E. degree from Zhejiang University, Hangzhou, China, in 1992, his M.S. degree from Hangzhou Institute of Electronic Engineering, Hangzhou, China in 1995, and his Ph.D. degree in electrical engineering from Vanderbilt University in 2004. His research focuses on intelligent robotics, computer vision, and characterization of nano-material. He is a member of ASEE and IEEE.Prof. Santaneel Ghosh, Southeast Missouri

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Maarij M. Syed, Rose-Hulman Institute of Tech; Richard W. Liptak, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

dissertation at the University of Nebraska Lincoln investigated High Power Impulse Magnetron Sputtering.Dr. Maarij M Syed, Rose-Hulman Institute of Tech Dr. Maarij Syed has been actively involved in the area of magneto-optics. His background is in the magneto-optics of quantum heterostructures and magnetic bulk materials. During his time here at Rose- Hulman he has focused on building a magneto-optics lab and developing various magneto-optics exper- iments for research and for student projects and classes. Dr. Syed has also used other reflection based techniques (e.g. ellipsometry) in his work, especially in the area of polymer film characterization. On the pedagogical side, Dr. Syed has been involved in evaluating the

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

Paper ID #8451Take Ownership of Learning Outside Classroom:Dr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc. Page 24.1152.1 c American Society for Engineering Education, 2014 Take Ownership of Learning Outside Classroom: Reflection through Journal Writing in a Conceptual Physics Course

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

, motion and energy.  Teams were required to document their design and construction processes in an electronic engineering notebook. The notebooks were examined for evidence of student understanding and communication of the engineering design process, reflective learning, and kinematic principles as well as the level of participation of each individual in the team. Integrating engineering into math and science courses is new to many in­service teachers and research has documented that science teacher efforts focus more on engineering practices such as teamwork and communication rather than the application of the math and science concepts that are important to engineering problem solving. The research objective was to identify tools and practices

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst, Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

25.1175.2describe the spring-mass system and the LC oscillator. The third is at the philosophical level,such as the phase transition phenomena in different systems. Our emphasis in this paper is at themathematical level, but the implication can be reflected at the phenomenological level.II. Kinematics vs. ElectrostaticsIn electrostatics there are three closely related variables: charge density, electric field andpotential. In many applications one needs to deal with its one-dimensional solution, such as in apn junction in semiconductor devices. Under such a circumstance, the divergence and gradientoperators can be converted to the simple derivative. In this way, the mathematical formulas arerather close to the kinematic equations relating acceleration

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

, David K. Probst Department of Physics and Engineering Physics Southeast Missouri State University Cape Girardeau, MO 63701 AbstractMany concepts in physics and engineering courses cannot be understood easily. Althoughpowerful computers with advanced software can generate fancy animations, students still cannotgrasp these concepts without spending time reflecting on them. In the past, homework was thetool used by instructors to challenge students and enforce their learning. Unfortunately, nowmany students can bypass this challenge and directly go to the solution manual for answers,which is widely available from the

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patricia F. Mead, Norfolk State University; Ruth A. Streveler, Purdue University, West Lafayette; Lauren D. Thomas, Virginia Tech; Candace A. Cobb, Norfolk State University

Tagged Divisions

Engineering Physics & Physics

discussion of challenges is presented, the research team notes a few things that opticalengineering students agreed were helpful about their previous coursework. Optical engineeringis a hybrid between electrical engineering and applied physics. The NSU optical engineeringstudents complete a two-semester sequence in optics and a semester of materials science beforethey reach the lasers course. Based on these courses, there are a few terms that were notconsidered new or confusing by the students surveyed for this paper. These include reflectioncoefficient, reflectance and reflectivity, crystalline structure, conduction and valence bands,photon, and optical transformation matrix.Two general types of language challenges are discussed. The first is the

Conference Session

Innovations in Teaching Physics

Collection

2007 Annual Conference & Exposition

Authors

Robert Ross, University of Detroit Mercy; Eswara Venugopal

Tagged Divisions

Engineering Physics & Physics

of various engineering and science undergraduate programs, broadly reflect thisdiversity.However, the results presented in reference 8 had two limitations: the sample size was not verylarge, and the ongoing assessment was conducted during one semester alone. In order to ensurethat our results were more broadly applicable, we conducted the same assessment over a two-year period, incorporating 12 groups of students in multiple laboratory sections. The goal of thispaper is to demonstrate that an approach that utilizes simple, inexpensive materials in anelectricity and magnetism laboratory, and guides the students though a series of inquiry-basedactivities, produces learning outcomes comparable to traditional and/or more expensiveinnovative

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)

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

learners receive and process information. The FSLM incorporates someelements of the Myers-Briggs model and the Kolb’s model. The main reasoning for its selection inthe DLMS evaluation is that it focuses on aspects of learning that are significant in engineeringeducation.The FSLM consists of four dimensions, each with two contrasting learning styles: Processing(Active/Reflective); Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding(Sequential/Global). The details of the dimensions can be found in Ref.6. In order to determine anindividual’s specific learning style, Felder and Soloman13developed the Index of Learning Style(ILS) survey. Each of the 44 questions within the survey is designed to place the learner’spreference within

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

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Robert Ross, University of Detroit Mercy; Jenna Ross, Utica Center for Mathematics Science and Technology

Tagged Divisions

Engineering Physics & Physics

connected to the input of the audio amplifier,students can hear the temporal pattern of light, either visible or infrared, that is producing currentin the cell. Room light causes audible noise to be generated by the amplifier. Students hear theoscillation due to the alternating current in the light. They hear a different pitch when they holdthe cell up to the front surface of a computer monitor, which refreshes at 72Hz, and they heardeafening silence when the cell is placed in direct sunlight. Television remote controls useinfrared LEDs to produce a digital signal. When one is directed at the solar cell and amplifiercombination, sounds are heard as buttons are depressed. We use this activity to show thatinfrared light reflects from a mirror in the

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of Saint Thomas; Jeff Jalkio, University of Saint Thomas; Paul R. Ohmann, University of Saint Thomas

Tagged Divisions

Engineering Physics & Physics

. Then we either derive or write out the equation,maybe do an example, and finally students answer conceptual questions and/or solve problems.What is missing is the piece where students reflect on the meaning of the equations. Redish4 Page 25.477.2suggests that we need to “find activities that help our students build knowledge intointuitions/understanding.” This is what we are trying to achieve through having students writeequations in their own words. Our hypothesis is that by giving the students continuous practice inwriting they will gain conceptual understanding that will be reflected in their problem solving.MethodologyWe are conducting

Conference Session

Technology in the Physics or Engineering Physics C

Collection

2008 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Walter H. Johnson, Suffolk University; Chris Rogers, Tufts University

Tagged Divisions

Engineering Physics & Physics

. A construction of knowledgethrough meaningful activities, reflected in socio-constructivist ideas, rather then acquisitionthrough transmission in formal instruction, became important for deeper conceptual knowledgedevelopment, and scientific inquiry became an integral part of the learning sciences.Our instructional module should be effective in improving students learning based uponeducational theories such as multiple intelligences and constructivism. The unit provides alearning environment based on several principles of Gardner’s multiple intelligences theory. Avariety of learning activities are included, such as discussions that promote student–studentinteractions, group projects that allow for creative elements and laboratory

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

engineering driven by thespace race, introductory laboratories tended to be expository in style and focused on verifyingrelationships or concepts in a deductive approach. In this type of laboratory, instructions tend tobe direct, the manual often has space to record the data gathered by students as they execute thesteps, and the analysis also proceeds according to instructions. Usually, there are post-labquestions for reflection and interpretation of results. On the other hand, inquiry basedlaboratories tend to use an inductive approach in which students arrive at the general principle bygathering evidence. In an open inquiry activity, the students create the method for gathering dataand perhaps even the question to be addressed. The outcome is

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University; Janet Brelin-Fornari, Kettering University; Joseph Neal, Kettering University

Tagged Divisions

Engineering Physics & Physics

realize a deeper link from lab activities and reallife, especially in their work in engineering. This connection to the real world helps drive a deepunderstanding of physical laws for practical-minded students.The foundation of Crash into Physics relies on the computer based measurement interface toconnect mechanical lab tools with immediate computer display of results. This is the origin ofthe RealTime Physics approach, and enables the learning cycle; prediction, observation,comparison, analysis, and quantitative experimentation. The emphasis is moved from tasks likerecording and plotting, to reflection on the results and their interpretation. This permits timemultiple runs, trials, and exploration before pursuing more rigorous quantitative

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics & Physics

, it is suggested that theirassessment reflect that. Keeping the assessment simple also keeps the grading time short.In terms of grading time, there are some “tricks” that can be used to keep it to a minimum,especially in large classes. For example, if an instructor is teaching multiple sections of the samecourse, they may choose to give a free-writing exercise, such as that illustrated in Figure 1, toone section of students prior to when the concepts have been covered in class. In this case, theexercise could be given prior to the formal presentation of the concepts of impulse andmomentum. Then, the second section of students could be given the same free-writing exerciseafter the formal presentation of these concepts. In both cases, the

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

further disjointed since the laboratory instructor was not completely “in tune” with what was discussed each day in class. b) The setup and tear down of the lab equipment took up a significant amount of time and the students gained very little insight from those processes. c) During the lab the students suffered from “cookbook syndrome”. It seemed that they were preoccupied with the rote following of instructions rather than intellectual thought. Students would not pause prior to an experiment to predict what might happen nor would they reflect on their results. It was not uncommon to see students collect nonsensical results, write them down, and move on without sensing that something was wrong. d) The primary

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

mathematics overhead andallows the novice professional to see the concepts without either investment in the analyticaloverhead nor in the extensive set of second-order parameters reflected by the parameter setsfor these advanced device models.The simplest model of the MOS transistor is represented by figure 1.1, and identifies theessential operation of the device and minimum set of device parameters. (a) 4-terminal schematic symbol (b) physical cross-section Figure 1.1. MOS device cross-section and circuit symbol.The device cross-section is the basis for the symbol and emphasizes that the device is a field- Page 13.807.3controlled

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

Tagged Divisions

Engineering Physics & Physics

, harmonic motion in time is extended to systems with spatial coupling, creating thephenomenon of waves in mechanical systems: one-dimensional waves in strings and three-dimensional sound waves in fluids. By continuing the complex exponential notation for the waveoscillation, lossy media, interference in films or from multiple sources, and diffractionphenomena can be modeled with a complex exponential wave form with a complex wave vector.The nature of boundary conditions in mechanical systems and how they lead to reflection andtransmission coefficients is presented with examples in sonic reflection from surfaces and layers.6. Quantum ScienceWith the use of complex exponentials for waves introduced, we provide an introduction toquantum physics and

Conference Session

Engineering Physics and Physics Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth M Purcell, University of Southern Indiana

Tagged Divisions

Engineering Physics & Physics

26.908.4that assesses student conceptual understanding of Newton’s Laws of Motion. Studentsare given participation credit for completing the survey, but their performance on thesurvey is not part of their calculated course grade. This may have caused students to nottake the survey seriously and this could reflect in their score and the overall averagenormalized gain of the class. There was, however, a small increase in the overall averagenormalized gain with the introduction of ORION. The average normalized gain for theFall 2013 class was 19% and that for the Fall 2014 class was 22%, both from pretestscore of approximately 25%. However, this slight increase is negligible and noconclusions can be drawn from only two data points.4. ConclusionsWhile

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

empower students to: 1) explore the diverse historical and philosophical traditions that have shaped the contemporary Western world, 2) read and discuss fundamental texts from those traditions, situating the texts in their appropriate intellectual contexts, and 3) develop your ability to critically and comparatively reflect on religious and philosophical issues, in dialogue with others both past and present.Because of its unique place in our general education core, the Changing Views course offersdistinctive challenges for physics faculty. The typical curriculum in this course overlaps manyfields of specialization including (but not limited to): history, philosophy, astronomy,astrophysics, theology, cosmology, and physics

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Divisions

Engineering Physics & Physics

between 4 to 8. Page 25.701.6 6Responses to question 8 are shown in figure 8. This question, “do you think morebackground in physics would have helped you to better understand the machine sciencecircuit concepts?” reflects the students’ view regarding the physics background neededfor this work. The majority of the students, about 64% felt that additional physicsbackground was not needed to deal with new and more challenging physics concepts.The responses to the last survey question, #9, “how many elements in the following listwere you familiar with before doing the

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Adrian Ieta, Murray State University; Arthur Pallone

Tagged Divisions

Engineering Physics & Physics

wasalso found that peer assessment is correlated with the enhancement of student learning bymeans of reflection, analysis and diplomatic criticism [3]. Nevertheless, there isresistance in academia to use of the peer assessment method [7] and some concerns aboutpeer assessment have been reported in the literature [10]. We assumed that students willhave a positive reaction to the new assessment technique and that it will help thembecome more responsible, as reported by others [2]. We assumed that the benefits of thepeer assessment technique outweight other associated concerns and used the technique inboth classes.OPTICSOptics is a 400 level, 3 contact-hours course curriculum requirement for Engineering andEngineering Physics students. Due to the

Conference Session

Programmatic Issues in Physics or Engineering Physics Programs

Collection

2008 Annual Conference & Exposition

Authors

Anca Sala, Baker College; Raghu Echempati, Kettering University

Tagged Divisions

Engineering Physics & Physics

calculations using the ideal gas law, andanalyze and interpret the kinetic theory of ideal gases.6. Interpret the first law of thermodynamics, and calculate and predict work, heat, and internalenergy change for various thermodynamic processes.7. Interpret the concepts of reversibility, second law of thermodynamics, and entropy, andanalyze heat engines and refrigerators.8. Analyze and interpret the concepts of reflection and refraction of light and geometric optics.Perform calculations using Snell's law.9. Formulate the concepts of images and optics including virtual and real images, focal length,diverging and converging lens, and spherical and chromatic aberration. Perform calculationsusing lens makers equation.10. Interpret the concepts of

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

the antenna to vary. 2 We care about both the VSWR and the bandwidth because they tell us how our antenna will perform in the RF spectrum. VSWR is a measure of the reflected power from the antenna back to the hardware. The value is typically represented as a ratio of the max voltage in the line to the minimum voltage. Ideally, you would want a VSWR of 1, but any value below or around 2 is perfectly acceptable. When the VSWR becomes too high, on the order of 5 or so, the mismatch is too great to transmit signals over the antenna at that frequency. From the three design parameters we can calculate most characteristics of the

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

parallelarrangements is used to demonstrate the underlying resistance addition rules. Although thisserves as a good hands on experiment to test the principles of resistance, it often leaves studentswith very few possible combinations to build in the lab, and does not reflect the innatecomplexity of even the most basic of modern circuits. Moreover, typically students aredisconnected from the theory when using rudimentary laboratory equipment to make fairlysimple measurements. Since it has been demonstrated that a more engaged and active approachto physics education has a more lasting effect on the retention of material [2], it was our goal to Page

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Eblen-Zayas, Carleton College

Tagged Divisions

Engineering Physics & Physics

providing a discussion of mechanical properties of materials and the historicalimpact of these developments at the beginning of the course, students begin to see how materialsdevelopment can have a significant societal impact.3 This historical reflection on the societalimpact of new materials paved the way for examining examples of how materials science andengineering today might be used to address some of society’s environmental and energychallenges.The remainder of the course was dedicated to considering several ways in which materialsscience and engineering can have an impact on energy and environmental challenges. The fourapplications that the course focused on were materials for solar energy conversion, smartmaterials for energy efficiency

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of St. Thomas; Adam S Green, University of St. Thomas; Jeffrey A. Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Paul R Ohmann, University of St. Thomas (MN)

Tagged Divisions

Engineering Physics & Physics

(Part 1: Imaging) Conceptual goals: Understand the nature of polarized light, how polarization changes upon reflection and transmission, and how insects use polarized light for navigation and communication. Experimental goals: Learn how to operate CCD cameras in conjunction with linear polarizers. Quantify how various materials either polarize or depolarize scattered light. Computational goals: Use MATLAB’s Image Acquisition Toolbox to acquire images from CCD cameras. Learn basic image processing in MATLAB to create polarization maps of optical targets.This first experiment in the polarized light lab introduces students to polarimetric imaging, amethod that is widely used in science, engineering, and medicine. Using a CCD

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

department to engineering physics students fora long time. Previously, our microcontroller course centered on Intel 8086 chips and the ISAbuses. Students learned 8086 assembly language and how to interface a PC with the externalworld via the ISA buses through various peripheral devices, including timers, RS232 serial ports,and interrupt subroutines. Software coding and debugging were performed under DOSenvironment using command-line instructions. Obviously the content of this course had stayedin the 1980’s and had not evolved with new generations of hardware and software. During ourdepartment’s internal curriculum review process for our 2006 ABET accreditation visit, wereached consensus that this course needed major revision to reflect the current