Displaying all 14 results
- Conference Session
- Programmatic Issues in Engineering Physics
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Jonathan Bougie, American University; Philip Johnson, American University; Nathan Harshman, American University; Teresa Larkin, American University; Michael Black, American University
- Tagged Divisions
- Engineering Physics & Physics
AC 2007-2555: REDESIGNING A MAJOR: A CASE STUDY OF A CHANGINGCURRICULUMJonathan Bougie, American UniversityPhilip Johnson, American UniversityNathan Harshman, American UniversityTeresa Larkin, American UniversityMichael Black, American University Page 12.1232.1© American Society for Engineering Education, 2007 Redesigning a Major: A Case Study of a Changing CurriculumAbstractThis paper presents a case study of a significant change and reorientation in the curriculum andcourse progression of a physics program at a national university. Faculty designed this newcurriculum based on comparative research of 22 undergraduate programs in physics. Data fromthis study includes
- Conference Session
- Programmatic Issues in Physics or Engineering Physics Programs
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Winston Jackson, California Institute of Technology; Jennifer Franck, California Institute of Technology; James Maloney, California Institute of Technology; Juan Pedro Ochoa-Ricoux, California Institute of Technology; Julian Rimoli, California Institute of Technology; Luz Rivas, California Institute of Technology
- Tagged Divisions
- Engineering Physics & Physics
and instructorinvolvement and concern. Some of these comments are identified below:“The instructors were fun and presented their material well.”“The instructors were very concerned with making sure that everyone understood everything.”“The instructors really made me feel that it was important to understand the material and theywere very encouraging.”“Huge shout outs to all of the physics instructors, they each brought something fun andinteresting to the table when they were helping us learn some new concepts.”Lastly, students submitted positive comments regarding the curriculum, but many characterizedthe course as hard or challenging. Here are some of the comments regarding the curriculum:“…I may not have done that well on any of the homework
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Frank V. Kowalski, Colorado School of Mines; Susan E. Kowalski, Colorado School of Mines; Patrick B. Kohl, Department of Physics, Colorado School of Mines; Hsia-Po Vincent Kuo, Colorado School of Mines
- Tagged Divisions
- Engineering Physics & Physics
motivational concerns which are then addressed by the facilitator.As discussed earlier, there is a concern in the dynamics of group creativity that there maydifficulty in the group moving forward if they generate common or similar ideas. However, themenu of techniques for generating new ideas has been fruitful in circumventing this potentialnegative group interaction. Likewise, the concern that groups often do not choose novel ideas butrather what they think is feasible (see earlier) is addressed here by having the group develop ametric at an early stage and using it to guide the final decision.The utility of this work rests in part on using a problem that does not have a single solution.Indeed, a realistic evaluation depends on many issues not
- Conference Session
- Innovations in Teaching Physics or Engineering Physics I
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Kristi J. Shryock, Texas A&M University; Arun R. Srinivasa, Texas A&M University, Department of Mechanical Engineering; Jefferey E. Froyd, Texas A&M University
- Tagged Divisions
- Engineering Physics & Physics
. The third area causing concern dealt with free-body diagrams including a free-fallcondition. Approximately 17% of students selected an answer choice that included a normalforce. Answer selections including a velocity vector was selected by 39% of students.The average response from 362 students on the beta version of the instrument is 52%. Thisvalue was considered much lower than the targeted 75% number. Looking at the results, twostudents scored a perfect score with a student answering only two questions on the instrumentcorrectly and earning a score of 12%.ConclusionAfter administering the instrument and analyzing the results, the authors were able to inform theparticipating engineering faculty members of the strengths and weaknesses of
- Conference Session
- Innovations in Teaching Physics or Engineering Phy
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Teresa Larkin, American University; Dan Budny, University of Pittsburgh
- Tagged Divisions
- Engineering Physics & Physics
introductory physics course for non-majors and a freshman level introduction to engineeringcourse. The techniques to be described here permit students to experience all aspects ofpreparing a professional paper for publication. The students' experiences culminate with apresentation of their papers at either The New Millennium Conference at American University(AU) or the Sustainability in the New Millennium Conference at the University of Pittsburgh(Pittsburgh). The specific courses in which the writing strategies were adapted, Physics for aNew Millennium (AU) and Introduction to Engineering Problem Solving (Pittsburgh), will firstbe described. The curriculum involved in the development of the writing activity will then bediscussed. This discussion will
- 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
physics department, and so this is of current interest among faculty.Instructors found that there is room for improvement in the initial deployment during these termsof 2014. One concern was with effective assessment and evaluation of student performance.Instructors were provided with rubrics to evaluate weekly student performance in the TrainingActivities, and another rubric for evaluating the formal lab reports. Instructors tended to vary intheir application of these tools, and some noted difficulty if applied too closely with a section ofup to 24 students or eight teams. Another issue that will be addressed in a future version of thecurriculum is related to consistency in the scaffolding, or gradual building up of student skills.Tools such as
- Conference Session
- Innovations in Teaching Physics or Engineering Physics II
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Jeffrey A. Jalkio, University of Saint Thomas
- Tagged Divisions
- Engineering Physics & Physics
AC 2011-216: MEASUREMENT UNCERTAINTY IN UNDERGRADUATEPHYSICS STUDENT MISCONCEPTIONS AND POINTS OF DIFFICULTYJeffrey A. Jalkio, University of Saint Thomas Jeff Jalkio received his Ph.D in Electrical Engineering from the University of Minnesota and worked for thirteen years in industry in the fields of optical sensor design and process control. In 1984, he co- founded CyberOptics Corporation, where he led engineering efforts as Vice President of Research. In 1997 he returned to academia, joining the engineering faculty of the University of St. Thomas where he teaches courses in digital electronics, computing, electromagnetic fields, controls, and design
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Harold T. Evensen, University of Wisconsin, Platteville; W. Doyle St.John, University of Wisconsin, Platteville
- Tagged Divisions
- Engineering Physics & Physics
Page 23.140.6valuable, as students learned that their open-ended systems could very well be strongly nonlinear– and not well served by DOE unless they carefully confined the range of their input parameters.Reflection and future implementationsWe feel that starting to adapt our upper level measurements lab around the theme of “metrology,measurement quality, and design of experiments” has served us well. Continuing this processwill make the course more recognizable to employers as something valuable, and will make iteasier for students and faculty to convey its value to others. This “metrology/quality” approachto a measurements lab brings together the “win” in experimental techniques with the “win” inrelating them directly to issues relevant to
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Teresa L. Larkin, American University; Jessica Uscinski, American University
- Tagged Divisions
- Engineering Physics & Physics
discussion of how our plan provides us with critical and timely information aboutwhat, and how, our physics students are learning will be presented. While assessment is oftennot viewed as a favorite item on the “to do” list of any faculty member or administrator, we havefound enormous value in the continued attention we place on our annual assessment efforts. Wehope that by sharing the evolution of our curricular efforts, others will find useful ideas andstrategies that could be adapted to an existing assessment plan; or, that could be used to helpbuild the foundation for a new one. The overarching goal of this paper is to share successfultechniques that we’ve used to assess student learning. We hope these techniques will be usefulfor others as
An Evaluation of a Digital Learning Management System In High School Physics Classrooms (Evaluation)
- 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
Paper ID #17350An Evaluation of a Digital Learning Management System In High SchoolPhysics Classrooms (Evaluation)Dr. Meera N.K. Singh PEng, University of Calgary Meera Singh obtained her PhD. from the University of Waterloo, Canada, specializing in fatigue life prediction methods. Following her PhD studies, she joined the Department of Mechanical Engineering at the University of Manitoba, Canada, where she was a faculty member for 12 years. During that time, she conducted research primarily in the area of the fatigue behaviour of composite materials, regularly taught courses in applied mechanics, and served as the Chair
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics II
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Steve E. Watkins, Missouri University of Science & Technology
- Tagged Divisions
- Engineering Physics & Physics
optimized chip layout with regard to performance, power, size, etc.This paper describes a sophomore-level electronic devices course that gives a balanced treatmentof semiconductor physics and associated circuit analysis. The course serves as a requirement inthe electrical engineering and computer engineering curricula at Missouri University of Scienceand Technology (formerly the University of Missouri-Rolla). It was developed in response toconcern about the number of lower-level coursework options for majors, development of thecomputer engineering program, comments from employers wanting more electronics instruction,and other pedagogical issues. The scope, objectives, design, assessment instruments, andassociated laboratory for the course are
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Raul Armendariz, Queensborough Community College; Tak Cheung, Queensborough Community College, CUNY; Charles Neuman, Queensborough Community College, CUNY
- Tagged Divisions
- Engineering Physics & Physics
of 2014 QCC enrolled more than16,000 students and employed 391 full-time and 530 part-time Faculty [1]. QCC has an openenrollment policy meaning that any applicant with a high school diploma or equivalent GED iseligible for admission to an Associate’s Degree Program [2]. It has been reported however thatlarge numbers of graduating high school students are not ready for college [3,4]; and that in NewYork City and some surrounding communities the percentages of graduating students are muchhigher than those “college ready” based on their New York State Regents algebra exam scores[5]. This is a big concern because proficiency in Algebra II is expected for students enteringSTEM disciplines [6]. Although the college has an open enrollment policy
- 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
closer to whatpracticing engineers do4, 5. Other faculty tout the importance of additional skills a physics classmight teach, such as basic math skills or use of software such as MATLAB.Historically, most physics courses have emphasized traditional problem solving. Theidentification of these other possible instructional goals raises the issue of whether and how they Page 26.1499.2should be treated in physics curricula. Given the unchanged time constraints of introductoryphysics courses, can an instructional target such as mathematical sense-making be emphasizedwithout taking away from developing students’ traditional problem-solving skills? In
- Conference Session
- Innovations in Teaching and Research in Physics or Engineering Physics I
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Polin Yadak, Cañada College; Amelito G Enriquez, Canada College
- Tagged Divisions
- Engineering Physics & Physics
210 and 250 on WebAssignThe Summer Physics Jam was developed with the following program goals: 1- Reducing students’ concerns regarding their first college physics course by familiarizing them with physics and mathematics topics taught in Physics I with algebra and calculus. 2- Increasing students’ awareness of the skills and resources they need to be successful college students. 3- Developing a community of learners among program participants. 4- Testing the effect of a short-term intensive calculus-based Physics I course on a group of students.Physics Jam was held from 9:00 a.m. to 3:00 p.m., Monday through Thursday during a four-week period that coincided with CañadaCollege’s break between the end of Spring and