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A New Teaching Approach for Ancient Engineering Physics: Master Physics via Mastering Physics! A Study and Survey

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Collection

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Engineering Physics & Physics Division Technical Session 1

Tagged Division

Engineering Physics & Physics

Page Count

8

Page Numbers

24.79.1 - 24.79.8

Permanent URL

https://peer.asee.org/19971

Download Count

46

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Paper Authors

biography

Bala Maheswaran Northeastern University

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367 Snell Engineering Center
College of Engineering
360 Huntington Ave.
Boston, MA 02115
mahes@coe.neu.edu

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Abstract

A New Teaching Approach for Ancient Engineering Physics: Master Physics via Mastering Physics! A Study and Survey AbstractTeaching Engineering Physics at the undergraduate level is always a challenging and interestingadventure. The Physics concepts are long-standing, for example, Newton’s laws are centuries oldbut still students struggle solve problems involving the application of Newton’s laws. Exploringnew techniques for teaching engineering physics is a never-ending quest. For our part, we haveintroduced Mastering Physics online problem solving and answering approach for engineeringphysics with the intent to improve students’ learning skills and mastering physics concepts.These online assignments have video based coaching of problems and tutorials with hints toguide students to learn the physics concepts. As part of the course requirement, students areassigned to do the conceptual problems before the chapters in lectures are introduced and domore advanced problems after the chapters are covered in class. This mandatory requisite madethem to learn the chapters in advance. The aim of this study was to determine whether learningconcepts ahead of the lecture helps students’ learning in the class.This report will present information about the Mastering Physics approach used in our sectionsand the weekly workload assigned to students. At the end of the semester, a survey was done tosee how much mastering physics helped our students to master the course materials. Overhundred students, from three different sessions participated in the survey. The data was analyzedusing a spreadsheet and the outcome will be reported in this paper. Comparison of differentsession’s opinion regarding the mastering physics will also be analyzed in the paper. Thisparticular study was done for Engineering Physics 2, which covers mainly electricity andmagnetism.

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