electrical circuits,” Am. J. Phys. 72 (1) 98-115 (2004); doi: 10.1119/1.1614813.26 R. Ross, E.P. Venugopal, G. Hillebrand, M. Murray, and M. Gonderinger, “Results of a Multi-Year Assessment of Inquiry-Based Second Semester General Physics Laboratory Activities,” in Proceedings of the 2014 American Society for Engineering Education (ASEE) Annual Conference & Exposition, Indianapolis, IN, (2014).27 R. Ross and P. Venugopal, “Inquiry-based Activities in a Second Semester Physics Laboratory: Results of a Two-year Assessment,” in Proceedings of the 2007 American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI, (2007).28 Kuder–Richardson Formula 20. (2016, November 18). In Wikipedia, The
. Page 24.1051.2Our students construct a model for electric current and use their model to predict the behavior ofsimple circuits containing lantern batteries, flashlight bulbs, light bulb sockets, connecting wireand switches. They develop operational definitions for all technical terms. Students use theirobservations to construct rules for the behavior they observe. The exercises guide the students toformulate Kirchoff’s Current and Voltage Laws. Other laboratory activities give students theopportunity to measure the resistance of a lamp and to determine if the lamp obeys Ohm’s Law.They are generally surprised to find that the graph is nonlinear and that the resistance of the bulbis a function of the current through it. A simple extension of
electronic equipment, energy efficient buildings, and other industrial applications. Page 26.21.1 c American Society for Engineering Education, 2015 A Compact Device for Inductive Instruction in General PhysicsResearch from the past three decades has found that an interactive engagement approach to teaching the scienceswhich involves physical interaction with systems helps students build effective mental models. Our team ofengineering students has developed a novel tabletop teaching device called the Touchstone Model 1 (TM1) designedto help incoming students solidify and retain knowledge of first
+ 𝐴 B) 𝐶!"𝑆! = 𝑃! 𝐶!!! + 𝑃! (𝐶!!! )𝑆! = 𝑃! 𝐶! + + 𝑃! 𝐶! = 𝑃! as 𝐶! = 0 for half adder𝑆! = 𝑃! 𝐶! + 𝑃! 𝐶! = 𝑃! 𝐺! + 𝑃! 𝐺!𝑆! = 𝑃! 𝐶! + 𝑃! 𝐶! = 𝑃! (𝑃! 𝐺! + 𝐺! ) + 𝑃! (𝑃! 𝐺! + 𝐺! )𝑆! = 𝑃! 𝐶! + 𝑃! 𝐶! = 𝑃! (𝑃! 𝑃! 𝐺! + 𝑃! 𝐺! + 𝐺! ) + 𝑃! (𝑃! 𝑃! 𝐺! + 𝑃! 𝐺! + 𝐺! )Example 2: Generate 1+𝑋 ! +𝑋 ! polynomial in a built-in-self test (BIST). Give the required diagram anddepict the comprehensive table.Solution: Clk Q(0) Q(1) Q(2) 0 1 1 1 1 0 1 1
, dental, and physical therapy majors; the physics courses PH411 andPH413 are taken by engineering majors. PH201, PH301, and PH411 are first semester physicscourses in mechanics, PH202 and PH302 are second semester physics courses in electro-magnetism and optics, and PH413 is a third semester physics course in electro-magnetism. Thispaper focuses on the different results between PH201, PH301, and PH413 (PH411 results wouldhave been a more direct comparison however an insufficient number of those students weretested). The set of expected learning outcomes common to the courses are indicated below asPHY 1, PHY 2, and PHY 3. QCC lists ten General Education outcomes; the expected learningoutcomes evaluated contribute to QCC Gen. Ed. outcomes numbered
innovation.Course content. Fis-Mat content covers (at least) all of the topics from a Physics 1 course and aMathematics 1 course for engineering students. Fis-Mat uses the physics curriculum as itsbackbone, with mathematics providing support for idea-building and operations. Themathematics concepts and procedures are studied from an application perspective.Figure 3. Concept map of connecting ideas of the first course of the integrated Physics andMathematics curricular sequence.Teaching strategies. A Physics professor and a Mathematics professor attend all the sessions ofthe course to teach what is needed when it is needed. Professors’ collaboration outside and insideof the classroom is fundamental for an almost seamless integration of the physics
GraphsIntroductionIn a previous publication we presented an argument that by organizing student learning outcomesand course objectives around the principle of the operational definition of technical terms that theassessment of student learning can in some ways be simplified. By operational definition wemean that students are describing a process, or operation, to give meaning to technical terms. Forexample we can give an operational meaning to “derivative”, by describing the followingoperation: drawing tangent lines on a position versus time graph at regular intervals of time,examine the slope of each tangent line segment and ask if it is positive or negative, and large orsmall, plot the value of the slopes of the tangent lines and generate a velocity versus
Paper ID #14669Introducing Physics Concepts with Illustrative StoriesProf. Yumin Zhang, Southeast Missouri State University Yumin Zhang is an associate professor in the Department of Physics and Engineering Physics, Southeast Missouri State University. His academic career started in China; in 1989 he obtained master’s degree on Physics from Zhejiang University and then was employed as technical staff in the Institute of Semi- conductors, Chinese Academy of Sciences. After receiving PhD degree on Electrical Engineering from University of Minnesota in 2000, he started to work as a faculty member in University of Wisconsin
successfullypass the course. These challenges inhibit the students’ ability to complete the necessaryrequirements for transfer in a timely manner, if they are able to complete them at all. We havechosen to address these issues by developing a pre-semester physics “bootcamp” to give studentsthe necessary study skills and practice working with physics content before they start theirphysics course. Additionally, we incorporate directed support during the semester to continuedeveloping the student’s ability to succeed.Physics Jam is a 1 to 2 week free program offered to all students taking first or second semesterphysics. During the program, students work on reviewing math concepts they will need to besuccessful in their physics course, developing study
Foundations of Engineering” text during this academic year. We surveyed the currentclass about the level of the material and the difficulty of the quantitative and conceptualproblems contained in the book. Results compiled from 24 responses out of a class of 30 areshow in Figures 1-3.In general, the students find the course to be quite challenging. The Engineering Leadershipprogram mixes together students who have studied in all engineering disciplines. Ourobservation is that students with a background in electrical or mechanical engineering have aneasier time with the course than those with a background in civil or industrial engineering, withchemical engineers somewhere in the middle. It is notable that, as shown in Figure 1, thestudents find the
this article, reflection through journal writing wasimplemented in a Conceptual Physics class in a community college setting, which is rarely seenin literatures. The description of the study, preliminary data and results are presented.II. Description of the studyThe typical PH101 Conceptual Physics course has three 50-minute lectures and one 1 hr 50minute long laboratory per week. The official textbook for the course is “Conceptual Physics” byPaul Hewitt. Students are generally required to write lab reports for each lab they do but they do Page 24.1152.4not do any other writing except homework for lectures. Regular student-centered lectures
Page 24.1173.1 c American Society for Engineering Education, 2014 Teaching Vectors to Engineering Students through an Interactive Vector Based GameAbstractIn recent years, science and particularly physics education has been furthered by the use ofproject based interactive learning.1 There is a tremendous amount of evidence2 that use of thesetechniques in a college learning environment leads to a deeper appreciation and understanding offundamental concepts. Since vectors are the basis for any advancement in physics andengineering courses the cornerstone of any physics regimen is a concrete and comprehensiveintroduction to vectors. Here, we introduce a new turn based vector game
SessionGroups, labeled as group 1, group 2 and group 3. These Interactive Learning Session Groupswere supervised by different instructors. The data obtained for each question was analyzed usinga basic excel spread sheet. The following survey questions (Q) were analyzed for this report. Q1: Rate how much the Pre-Chapter questions/tutorials help to learn the engineering physics concepts in advance, before the lecture (5-high to 1-low)? Q2: Rate how much the hints given in the Pre-Chapter questions/tutorials were useful to understand and solve the engineering physics problems (5-high to 1-low)? Q3: Rate the number of Pre-Chapter questions/tutorials (five tutorials per chapter) from sufficient (5) to not enough (1
course that is taught by our physics faculty entitled Changing Views ofthe Universe. Changing Views is a course that is part of our general education core of courses ina curricular area entitled Traditions that Shape the Western World. Courses taught within thiscurricular area are typically taught by such departments as anthropology, art history,communication, government, history, and philosophy. Students who enroll in this course arenon-science majors who are looking to fulfill their general education requirements towardsgraduation in this particular content area. Because the course is filled with non-science majors,the often technical course content must be presented in a non-mathematical way. Since thecourse content includes just about
exam. Moreover, since tutorsonly had student performance on a major exam that generally covered one-third of the course,each tutor needed to take additional time in tutoring sessions to identify individual studentweaknesses before actual tutoring could commence.To address these issues and improve student performance, the traditional lecture, recitation andexam physics course was split into two separate courses: a traditional lecture, recitation andexam (LRE) course as “control” and an “experimental” mastery-based, self-paced (MSP) coursethat drew on elements of Bloom’s Learning for Mastery (LFM) model and Keller’s PersonalizedSystem of Instruction (PSI) model. The overall goal of this study was to determine if thepromising results noted in the
grouplaboratory. Typically the classroom experience is comprised of lectures and it is fairly commonfor the laboratory and lecture to be administered by different individuals.While this structure may be effective at processing students through the science courses, studieshave shown that it has some significant educational disadvantages. Over the past severaldecades, physics education research has shown that students were not learning the conceptsand/or were not engaged by the methods used in “traditional” physics education.1-4 Those andother studies have motivated a significant amount of research on physics education and muchprogress has been made. A significant body of physics education research has focused ondeveloping and incorporating classroom
, students can quickly forget them because we usually do not use them daily inour busy life.However, if the professor or instructor adds some comments that for any soil/rock larger than thelength of his or her foot or 12 inches, the soil/rock is defined as boulder, the students will have alonger and maybe even a lifelong memory of boulder size in the USCS soil classification.Next size boundary is 3 inches length, about one of a person’s figure length, also equal to 1 foot(12 inches) divided by number four (#4 sieve). So any rock/soil larger than 3 inches, a finger’slength, but smaller than 12 inches or one foot is considered as cobbles.The number 4 sieve, roughly 5 mm (4.75mm) is approximately the width of a person’s pinkyfinger nail width.So if the
Paper ID #20358Analysis of reasoning paths of engineering studentsProf. Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico & Universidad Andres Bello, Santiago,Chile Genaro Zavala is Full Professor of Physics and Director of Educational Innovation in the School of Engi- neering and Sciences at Tecnologico de Monterrey. Also, he is currently collaborating with the School of Engineering of the University Andres Bello at Santiago, Chile. Professor Zavala is National Researcher Level 1 of the National System of Researchers of Mexico and leads the Physics Education Research and Innovation Group. He works with the
so they can fully appreciate their capabilities as well as their limitations. Studentassessment has shown that our approach greatly enhances understanding of helical antennasystems and has caused significant increase in student enthusiasm for selected topics in antennas.Introduction The helical antenna was invented by Dr. John D. Kraus in the 1940s [1]. The uniquedesign has given this type of antenna several advantages over other directional antennas. Theseadvantages include universal polarization, relatively high gain, broad band capability -withrespect to both directionality and SWR- greater immunity to multipath interference, as well ashaving a relatively simple structure and feed system. Helical antennas are widely used in
next lab report. Thissequential feedback led to significant and gradual improvement in their formal scientific writing. III. Survey AnalysisThe survey given at the end of the course had four main sections: Learning Goals, TeachingMethods, General Feedback and Experiments.In Section-1: Learning Goals, students were requested to rate the following four learning goalstatements between 1 and 5 (1-Low and 5-High).Section-1: Learning Goals 1. I have become intimately familiar with each apparatus used in the lab in order to collect precise as well as accurate data. 2. I have understood the techniques for determining the uncertainties in both measured and final values. 3. I have gained real-life valuable experience in
their lives. In addition, the millennial also wants to know that what they arelearning can somehow be connected to making society and the world a better place. This isprimary issue for millennials and one we feel is not necessarily addressed or addressed in detailin the classroom. Hence, our future efforts will more closely focus on how learning in physicsand STEM can be better linked to societal and global issues. We feel this may have amotivational effect on the millennial learner which in turn will serve as a factor which canenhance their learning within the physics and broader STEM classrooms.Bibliography[1] Shaw, Haydn (2013). Sticking Points: How to Get 4 Generations Working Together in the 12 Places They Come Apart (pp. 94-96
-centered Formative Assessment using Reflective Quiz Self-corrections in a Calculus Physics Course Wenli Guo and Vazgen Shekoyan City University of New York/Queensborough Community College, 222-05 56th Avenue, Bayside, NY 11364 ABSTRACTCalculus Physics I is a calculus based general physics course covering fundamental principles ofmechanics. The overwhelming majority of students in this course are prepared for admissionwith advanced standing to a Bachelor of Science engineering program. Often found in theclassroom are that many students have difficulty in solving problems, skills that are crucial forstudents to be successful in this rigorous curriculum. In spite
five academicschools within the university with over 60 undergraduate majors available. With such amix of diverse academic options, the setting encompasses a wide range of studentperspectives.In terms of its faculty, 95% of full-time teaching faculty at American University holds thehighest degree in their field. The student-faculty ratio is approximately 12:1. As requiredby its robust general education program, all students are required to complete two coursesfrom within the various STEM departments on campus as well as a basic math course.To analyze the perceptions of students of a career in STEM, it was important to collect awider framework for the empirical data. The majority of subjects originated from the300-level, Modern Physics course
programming in general, they do notalways provide broad opportunities to apply this knowledge in an engineering or physicsenvironment. This is similar to the required writing courses that students complete as part of theirfreshman general education core. While these courses teach the mechanics of writing, it is in abroad spectrum and not always applicable directly to writing in a technical field.Students in the traditional physics and applied physics tracks at UCA are required to complete a3-hour introduction to programming course offered in the Department of Computer Science. Thiscourse currently uses Python as the programming language of choice. Students are required todevelop code for an end-of-semester project of their choosing. While the course
for the course text. It was not used Page 24.549.2again in PHYS 205 until the opportunity arose to change textbooks in 2012 to Physics forScientists and Engineers, 3rd edition by Knight. MasteringPhysics was more quickly adopted forthe algebra based General Physics I (PHYS 175) as the department was already using Giancoli’sPhysics: Principles with Applications 6th edition. It was used with Giancoli’s text from Fall 2010until Fall 2012 when the text for this course was changed to College Physics 2nd Edition byKnight, Jones, and Field.In all of these instances, students were assigned 8-12 End of Chapter problems AND 2-4 conceptquestions per
ideas of quantum information. We briefly introduce adensity matrix formalism as it is essential to quantum information and quantum computation.Besides our existing lab experiments on thin-film growing, STM analysis, NMR analysis, etc.,we have added three experiments from our new QIL: (1) Quantum random number generator, (2)Coincidence measurements of entangled photons, and (3) Quantum eraser using entangledphotons. Students usually find the entanglement–based quantum eraser to be the most striking.Advanced Quantum MechanicsAdvanced Quantum Mechanics is required for physics and engineering physics students but isnot required for general engineering students. However, we strongly recommend it to studentswho plan to work in the fields of materials
location of the lens’ principalplanes is not known exactly, leading to an uncertainty contribution. Additionally, assuming theobject is at infinity in the thin lens equation [(1/f) = (1/o) + (1/i), where f is the focal length] isequivalent to identifying the inverse of object distance (1/o) as negligible compared to theinverse of image distance (1/i). This generally introduces a systematic overestimate of focallength by 5% in our experiment. This is typically not apparent to the students until aftercomparison to the other measurement methods, helping to drive home the idea that the model’sassumptions can pose significant limits on the quality of a measurement.The second method is an improvement but is still limited by the determination of “best
. The students weredivided into six groups trying to maximize the variance of these factors. Each group was alsodivided into two geographical locations, for example, combining students from Australia andNorway.The course also connected with 18 representatives of teaching staff, including 6 professors and12 teaching assistants, who were participating in the weekly coaching sessions and collaboratingwith IdeaSquare on creating the shared online teaching material.All the collaborating universities were selected based on them having previous expertise onsimilar design thinking -driven product development courses and active prototyping experiencewith students. The two biggest and partially overlapping common nominators were the ME310 /Sugar
and Engineering Aspects in 2016. 10 1 Master’s thesis One master’s thesis on fuel cell cooling plates was completed in May 2016. 11 Virtualized sessions for certain software Certain software runs exclusively in that runs in other operating systems.. Microsoft Windows ® and now can take advantage of Buddy cluster hardware.This paper has a companion poster in which some of the research results are highlighted. Inparticular some of the results from classes and research are available on the poster.The direct impacts on computational research and computationally oriented classes that havebeen observed
Paper ID #18619Thinking and Understanding from WritingProf. Yumin Zhang, Southeast Missouri State University Yumin Zhang is an associate professor in the Department of Physics and Engineering Physics, Southeast Missouri State University. His academic career started in China; in 1989 he obtained master’s degree on Physics from Zhejiang University and then was employed as technical staff in the Institute of Semi- conductors, Chinese Academy of Sciences. After receiving PhD degree on Electrical Engineering from University of Minnesota in 2000, he started to work as a faculty member in University of Wisconsin- Platteville