Displaying all 7 results
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jessica Patricia Conry, Arkansas Tech University; Amber Harrington, Arkansas Tech University
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- Diversity
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- Engineering Physics and Physics
accreditation through the Applied and NaturalScience Accreditation Commission (ANSAC) and Engineering Accreditation Commission(EAC), respectively. These programs follow an “Introduce, Reinforce, Master” curriculum mapas part of the assessment plan where each student learning outcome (SLO) is assessed in at leastthree courses of different levels, so that each SLO is assessed at each of the three levels(introduced, reinforced, and mastered). We seek to effectively assess, at the introductory level,the proposed ANSAC SLO (2) and the new EAC SLO (2) with a single project and rubric in ourintroductory physics courses. The primary difference between the SLO (2) from the twocommissions is that the EAC is more specific in that students must apply “engineering
- Conference Session
- Engineering Physics and Physics Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- C. Bauer-Reich, University of Jamestown; Katrina Christiansen, University of Jamestown
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- Diversity
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- Engineering Physics and Physics
female. Enrollment in College Physics I, which focused onmechanics was between 20 and 30 students per semester. College Physics II, which focused onwas often smaller and composed primarily of students who intended to move on to graduate studyin biology or physical therapy. These classes were smaller and had between 15 and 20students.The 200-level students who enrolled in Physics I and Physics II were most often 1st or 2nd yearengineering majors, with 10-20 per semester. There were usually between 2 and 6 students frombiology, chemistry, or biochemistry who planned to pursue professional programs in medicine,dentistry, or optometry. These students were often 3rd or 4th year students. Additionally, 1-2math or math education students may also be
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mary Yvonne Lanzerotti, U.S. Military Academy; Kyle Wilhelm, United States Military Academy; William M. Meier, United States Military Academy; Krista Watts, United States Military Academy; Susan M. Lintelmann, United States Military Academy; Suzanne M. Christoff J.D., United States Military Academy
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
focused upon utilizing the concepts andequations in problems or applications.Each of the Advanced sections received the same level and method of instruction during eachlesson. The only alteration was the addition of the historical references into the lesson plan for theAdvanced intervention group A1 (see Table 2).All of the students in the second-semester course completed nine laboratory experiments in formalgroups and one in-lab writing event. Each lab group submitted a report on each experiment andthe report consisted of a results, analysis, and conclusion sections. All of the experimentsexamined physics concepts that were part of the course material. In the writing event, studentswere tasked with analyzing and discussing provided data in a two
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Angeles Dominguez, Tecnologico de Monterrey (ITESM) and Universidad Andres Bello (UNAB); Itzel Hernandez-Armenta, Tecnologico de Monterrey; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM)
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics and Physics
opportunities and exploit them, thus, students learn to read and understand and better build their understanding. What a textbook actually is. Textbooks are often used as an outline for course planning. Most textbooks are built as repositories of information on a concept or knowledge area and tend to be ordered in a certain way, sometimes by time of discovery, and other times in order of ‘difficulty’. This order may not have authentic or significant for developing cognitive interconnections. Also, books often promote remembering how to do specific problems which we have identified as a problem itself.Inconsistencies regarding velocityIn this article, misconceptions and incongruencies around the concept of
- Conference Session
- Engineering Physics and Physics Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nathaniel Raymond Nunez, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy
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- Diversity
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- Engineering Physics and Physics
paper we have described the results of an experiment involving the forensic application ofNewton’s law of cooling as an example of biologically-relevant physics concepts suitable for anundergraduate laboratory. The undergraduate research student was tasked with reproducing theresults presented in a peer-reviewed article from the pages of The Physics Teacher. Havingsuccessfully completed this exercise, the student was then required to design and implement theexperiment to test a new hypothesis. The final step of the research plan was aimed at training thestudent in writing skills by requiring him to create an undergraduate laboratory manual for theexperiments.The benefits of this research model include the relevancy and appropriateness of
- Conference Session
- Engineering Physics and Physics Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Teresa L. Larkin, American University
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- Diversity
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- Engineering Physics and Physics
Paper ID #33437Inclusive Writing: Pre- and Post-COVID-19Dr. Teresa L. Larkin, American University Teresa L. Larkin is an Associate Professor of Physics Education and Director and Faculty Liaison to the Combined Plan Dual-degree Engineering Program at American University. Dr. Larkin conducts ed- ucational research and has published widely on topics related to the assessment of student learning in introductory physics and engineering courses. Noteworthy is her work with student writing as a learning and assessment tool in her introductory physics courses for non-majors. One component of her research focuses on the role
- Conference Session
- Engineering Physics and Physics Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello
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- Engineering Physics and Physics
/24772[5] G. Zavala and A. Dominguez, “Engineering students’ perception of relevance of physics and mathematics,” in 2016 ASEE Annual Conference & Exposition, New Orleans, LA, pp. 26664.1 – 26664.20, 2016. https://peer.asee.org/26664[6] J. W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 4th ed., Boston: Pearson, 2011.[7] A. Field, Discovering Statistics Using SPSS, 5th ed., Thousand Oaks, CA: Sage Publications, 2017.[8] OECD, Science Competencies for Tomorrow's World: Volume 1: Analysis, OECD, 2007. Available in https://doi.org/10.1787/9789264040014-en