Displaying all 12 results
- 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
- 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
- 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
- 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
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Yu Gong, Purdue University; Tugba Yuksel, Purdue University; Alejandra J. Magana, Purdue University; Lynn A. Bryan, Purdue University
- Tagged Divisions
- Engineering Physics & Physics
Engineering Senior CE_Se_03 Male Chemical Engineering Senior NE_Se_01 Male Nuclear Engineering SeniorData Analysis. Our data analysis process was an iterative one involving continualexamination and discussion. Interview data were analyzed using constant comparativemethods of analysis17. In the first phase of analysis, the students’ interview responses weretranscribed from both audio and video records. The research team looked for patterns instudents’ responses that reflected their subjective reasoning. Each of the first two authorsindividually identified and grouped distinct responses. The grouped categories were used tostructurally describe participants’ reflections on their learning
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Angeles Dominguez, Tecnologico de Monterrey & Universidad Andrés Bello; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM)
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
reflects the physicist’s way ofunderstanding the world, so we should teach physics that way.The importance of nurturing a scientific curiosity and motivating young students’ understandingof science has been addressed for many years1 and that call invites everyone2. As Barak Obamarecently reinforced: “we want to make sure that those who historically have not participated inthe sciences as robustly -girls, members of minority groups here in this country- that they areencouraged as well”3. In this call, physics and mathematicians become the main filters of young Page 26.353.2students’ career decisions. We want them to select a program because it has
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
active learning approach2,3,4;• promoting a better interpretation of physics and its application in practical situations5promoting activities where students can understand how physics works instead of just doingcalculations;• developing skills and competencies for a professional life as an Engineer6, such as gainingan understanding of different cultures, foreign language skills, oral and written expression,time management, and teamwork, amongst others.The pedagogical features of the developed project were as follows:• development of scientific thinking and reflection using physical problems. Page 26.147.3• application of real problems with increasing
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Hamid Mohajeri, DeVry University, Pomona
- Tagged Divisions
- Engineering Physics & Physics
Emission similar to lasingwill occur in the active layer of the junction. Also, In addition to the requirement for an opticalcavity in one direction at end points, an optical confinement perpendicular to this cavity ishelpful to keep the photons that are achieved within the cavity. At the same time change in theindex of Refraction of the adjacent layers, where The active layers normally have a little higherindex of refraction, so that the total internal reflection takes place similar to that in an opticalfiber11 is an important design in the growth of these QW laser diodes.Wavelength dependence of Semiconductor forbidden band gap:The relationship between band gap and the wavelength is given by Einstein Equation12
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Evan C. Lemley, University of Central Oklahoma; Aric M. Gillispie; Mathew Benton
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
points on the Posttest. Qualitative observations were that as reflected in Table 2, students worked more on homework and in a more much more timely fashion than observed in the past. The oneonone interactions helped better deal with issues in problemsolving, including the issue of how students approached problems. This appears to be indicated in the improvement in the Final Exam scores. In addition, the interactions with the instructor enhances student performance on the teambased projects compared to previous semesters and other courses. After using a flipped methodology in several courses and looking at all evidence: quantitative and qualitative, the lead author thinks that the students’ ability to learn
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Physics & Physics
both (i) incorrectanswers and (ii) correct answers supported only by explicitly worked out computations. Sinceour data come from a final exam, we expected that many students would do explicit calculationseven if they thought of a quick, heuristic answer, in order to get “full credit” or to be sure of theiranswers. Therefore, we coded answers as reflecting mathematical sense-making if any part of astudent’s solution included mathematical sense-making, whether or not the student also did acalculation. The details of the sense-making coding on each problem are described in the nextsub-section.Our preliminary coding scheme was generated by three of the authors by looking at a smallsubset of the student responses (N=25). Two authors then coded 45