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Technology-Enabled Nurturing of Creativity and Innovation: A Specific Illustration from an Undergraduate Engineering Physics Course

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

Paper ID #6371Technology-Enabled Nurturing of Creativity and Innovation: A Specific Il-lustration from an Undergraduate Engineering Physics CourseProf. Frank V. Kowalski, Colorado School of Mines Prof. Frank Kowalski has been teaching physics at Colorado School of Mines since 1980.Susan E. Kowalski, Colorado School of MinesDr. Patrick B. Kohl, Department of Physics, Colorado School of MinesDr. Hsia-Po Vincent Kuo, Colorado School of Mines Page 23.1161.1 c American Society for Engineering Education, 2013

Relevance Score: 0.5975347

Can Tinkering Prepare Students to Learn Physics Concepts?

Conference Session: K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Luke D. Conlin, Stanford University; Doris B. Chin, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Engineering Physics & Physics, Pre-College Engineering Education Division

Paper ID #17283Can Tinkering Prepare Students to Learn Physics Concepts?Luke D. Conlin, Stanford University Dr. Conlin is a postdoctoral scholar in the Graduate School of Education at Stanford University. His work focuses on the learning of engineering and science in formal and informal environments.Doris B. Chin, Stanford University Dr. Chin is a Senior Research Scholar with the Graduate School of Education at Stanford University. c American Society for Engineering Education, 2016 Can Tinkering Prepare Students to Learn Physics Concepts? “Tinkering is the essential art of composing and

Relevance Score: 0.5475612

A Report on a Project to Introduce Computation into a Modern Physics Course and Laboratory

Conference Session: Engineering Physics & Physics Division Technical Session 3
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Marie Lopez del Puerto, University of St. Thomas
Tagged Divisions: Engineering Physics & Physics

, the following homework problem is assigned (part of the classical statistics unit): PHYS 225 - Homework #2 Problem #4 The following is a list of distances your classmates live from campus, where 0 represents that they live on campus. Distances are in miles. d = [21.9, 0, 10, 0, 16, 3.4, 1.8, 0, 0.7, 0.3, 0, 0, 15, 10, 0, 0, 0, 0, 13, 0.12, 9, 32.6, 0, 4, 0.5, 4, 0, 4, 0, 1.7, 8, 0.4, 25, 1, 47, 2.8]; a) Use the hist() command to generate a histogram of d. b) How does the histogram you just generated compare to your prediction from Homework #1? Explain any discrepancies. c) What is the mean distance students in PHYS 225 live from campus? d) What is the median distance students in PHYS 225 live from campus? e) If you

Relevance Score: 0.50087506

Deploying a High Performance Computing Cluster at a Predominantly Undergraduate Institution

Conference Session: Engineering Physics & Physics Division Technical Session 4
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Evan C. Lemley, University of Central Oklahoma; Thomas Chen
Tagged Topics: Diversity
Tagged Divisions: Engineering Physics & Physics

Specifications (Details on the following items), a. Operating System (Linux as is used on almost all of these clusters), b. Overall System Components Summary, c. Compute nodes, d. High-memory nodes, e. Graphics Processing Unit nodes, f. Management node(s), g. Storage node(s) - parallel?, h. High-speed network for message passing, i. Management network, j. Racks and power distribution, k. Software 2. Extended Warranty: Details of what you and your institution and/or funding agency requires. Carefully consider components that are more likely to fail and if some components are warrantied by the original equipment manufacturer. What is the

Relevance Score: 0.48775783

Peer Review From A Student Perspective

Conference Session: Programmatic Issues in Physics or Engineering Physics
Collection: 2009 Annual Conference & Exposition
Authors: Teresa Larkin, American University
Tagged Divisions: Engineering Physics & Physics

. Page 14.950.11VIII. ACKNOWLEDGEMENTSThe author would like to thank all of the awesome students in her spring 2008 PNM class. Inparticular, those students who provided many thoughtful and robust comments regarding theiroverall experiences with the conference paper activity. Your keen insight provided me with anopportunity to continue to enrich this experience for future classes. Many thanks to all of you!!IX. REFERENCES1. Jones, T. H. & Paolucci, R. (1998). The learning effectiveness of educational technology: A call for further research. Educational Technology Review, (9), 10 – 14.2. Arons, A. B. (1990). A Guide to Introductory Physics Teaching. New York: John Wiley & Sons.3. Halloun, I. A. & Hestenes, D. (1985). The initial

Relevance Score: 0.46214402

Inquiry Based Activities In A Second Semester Physics Laboratory: Results Of A Two Year Assessment

Conference Session: Innovations in Teaching Physics
Collection: 2007 Annual Conference & Exposition
Authors: Robert Ross, University of Detroit Mercy; Eswara Venugopal
Tagged Divisions: Engineering Physics & Physics

does not indicate a single pattern that can be established to explainstudent performance on these questions. For example, questions 3 and 7 involve circuits withmultiple batteries, either in series or parallel with each other, and with lamps. However, studentswere not exposed to such situations in laboratory activities. We interpret the results as indicatingan area for improvement of the experiments.On the other hand, we found an interesting contradiction in student performance on Question 29,which is reproduced below: Question 29: What happens to the brightness of bulbs A and B when the switch is closed? C (A) A stays the same, B dims. A (B) A brighter, B dims

Relevance Score: 0.42432916

Implementing And Assessing A Modern Introductory Physics Course At A Large University

Conference Session: Innovations in Teaching Physics or Engineering Phy
Collection: 2008 Annual Conference & Exposition
Authors: Matthew Kohlmyer, Georgia Institute of Technology; Michael Schatz, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology; Marcus Marr, Georgia Institute of Technology
Tagged Divisions: Engineering Physics & Physics

), developed by R. Chabay and B. Sherwood at North Carolina StateUniversity, is an innovative introductory physics curriculum that emphasizes fundamentalphysical principles, the microscopic structure of matter, a more coherent formulation linkingclassical and modern content, and modeling complex systems through computation. We discussour motivations for introducing the curriculum, implementation issues, and ongoing assessment.IntroductionThe calculus-based introductory physics course is a key component of the educational mission ofthe Georgia Institute of Technology, due to its status as one of the nation’s leading universities inengineering education, and due to the sheer number of students that take the course. Nearlyevery student at Georgia Tech is

Relevance Score: 0.41438255

Fis-Mat Integrated Physics and Mathematics: A Proposal for a Curricular Sequence

Conference Session: Engineering Physics Technical Session 1
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Angeles Dominguez, Tecnologico de Monterrey (ITESM) and Universidad Andres Bello ; Jorge Eugenio de la Garza Becerra, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey (ITESM) and Universidad Andres Bello ; Cynthia Concepción Castro, Tecnologico de Monterrey, Campus Monterrey
Tagged Divisions: Engineering Physics & Physics

Education from Syracuse University, New York. Professor Dominguez is a member of the Researchers’ National System in Mexico (SNI) and currently she is the President of Red de Investigaci´on e Innovaci´on en Educaci´on del Noreste de M´exico (REDIIEN). Angeles has been a visiting researcher at Syracuse University, at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and graduate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education at the Tec- nologico de Monterrey. Her main research areas are: a) models and modeling, b) use of technology to improve learning and c) evaluation. In addition, Professor Dominguez is the coordinator of

Relevance Score: 0.413238

Teaching Outside the Discipline: A STEM-related Course in a Non-STEM Curricular Area

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

Technology Review, (9), 10 – 14.[3] Deslauriers, L., Schelew, E., and Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862 – 864.[4] Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., and Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122 – 124.[5] Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, N.J.: Prentice Hall.[6] Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27(9), 664 – 670.[7] Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59(10

Relevance Score: 0.4099196

Reflections on Teaching a Consolidated Capstone Design Course to a Mixed Student Body

Conference Session: Innovations in Teaching and Research in Physics or Engineering Physics I
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Jian Peng, Southeast Missouri State University; Santaneel Ghosh, Southeast Missouri State University; Ken Surendran, Southeast Missouri State University
Tagged Divisions: Engineering Physics & Physics

- vancement, Tucson, Ariz.; ”Faculty Research Award,” Southeast Missouri State University, COSM, 2010; ”Tony B. Award,” Association of laboratory Automation, 2010, 2011; Center of Nanoscale Science and Technology-University of Maryland, College Park (CNST-UMD) Scholarship, 2009-2011; and Marquis ”Who’s Who in America,” 2009. He has involved both undergraduates (22 to date) and graduates (five) in his research projects. He has established a laboratory for Nano-biotechnology and micro- and nanoflu- idics at Southeast and created and developed interest at the pre-college level by incorporation of science in K-12 classroom.Dr. Ken Surendran, Southeast Missouri State University Ken Surendran is a professor in the Department of

Relevance Score: 0.4071473

Gender Effects in a General Physics Laboratory Assessment

Conference Session: Engineering Physics & Physics Division Technical Session 2
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Robert A. Ross, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Meghann Norah Murray; Gary P. Hillebrand, University of Detroit Mercy; Matthew Gonderinger, University of Detroit Mercy, Wayne State University
Tagged Topics: Diversity
Tagged Divisions: Engineering Physics & Physics

: Investigation of student understanding,” Am. J. Phys. 60, 994–1003 (Nov. 1992); https://doi.org/10.1119/1.17003.6 Shaffer, P.S. and McDermott, L.C., “Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies,” Am. J. Phys. 60, 1003–1013 (Nov. 1992); https://doi.org/10.1119/1.16979.7 Ekey,R., Edwards, A., McCullough, R., Reitz, W., and Mitchell, B., “A Fan-tastic Alternative to Bulbs:Learning Circuits with Fans,” Phys. Teach. 55, 13 (2017); doi: 10.1119/1.4972490.8 L.C. McDermott, ”Millikan Lecture 1990: What we teach and what is learned-Closing the gap.” Am. J. Phys. 59, (4) 301 (April 1991); doi: 10.1119/1.16538.9 National Science Foundation, Division

Relevance Score: 0.4047925

A Study on Enhancing Advanced Physics Laboratory Teaching

Conference Session: Engineering Physics & Physics Division Technical Session 2
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Haridas Kumarakuru, Northeastern University; Don Heiman, Northeastern University; Bala Maheswaran, Northeastern University
Tagged Divisions: Engineering Physics & Physics

troubleshooting the equipment or setup via finding my own solutions to problems. 4. I have mastered the scientific methods of experimental documentation. (a) (b) (c) (d)Figure 1: Results of survey for the first four statements outlined in Section-1: Learning Goals.Figure 1(a-d) shows the outcome of the questions in Section-1: Learning Goals. Statement 1 (Fig:1a), received the ratings of 4 and 5 by 69% and 25% of the students, respectively. Statement 2(Fig: 1b), received the ratings of 4 and 5 by 31% and 56% of the students, respectively. Statement3 (Fig: 1c), rated as 4 and 5 by 44% of the students. Finally, statement 4 (Fig: 1d) was rated as 3and 4

Relevance Score: 0.4041201

The Introductory Physics Lab as a Consulting Firm

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

). Available from URL http://carbon.ucdenver.edu/~bwilson/training.html, accessed 18 December 2014.7. Collins, A., Brown, J. S., Holum, A., "Cognitive apprenticeship: Making thinking visible." American Educator 15 (3), 6-11 (1991). pp. 6-11.8. This description is paraphrased from the website of the American Modeling Teachers Association, URL http://modelinginstruction.org, accessed 18 December 2014.9. Redish, E. F., Saul, J. M., Steinberg, R. N., “Student Expectations in Introductory Physics,” Am. J. Phys. 66, 212-224 (1998).10. Kashdan, T. B., Rose, P., Fincham, F. D., “Curiosity and Exploration: Facilitating Positive Subjective Experiences and Personal Growth Opportunities,” Journal of Personality

Relevance Score: 0.40406865

A Comparison of Student Misconceptions in Rotational and Rectilinear Motion

Conference Session: Engineering Physics & Physics Division Technical Session 2
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Warren A. Turner, Westfield State University; Glenn W. Ellis, Smith College; Robert J. Beichner, North Carolina State University
Tagged Divisions: Engineering Physics & Physics

markedly different. Of particular note are questions where an incorrectanswer is chosen with more frequency than the expected answer, even after instruction.Table 2: Percentage of students choosing a particular answer for each examination item. The whitecolumns on the left for each question refer to TUG-R and the grey shaded columns on the right foreach question are adapted from Beichner4 for the TUG-K. The correct answer is indicated inboldface.Question 1 2 3 4 5 6 7 A 11 41 0 2 22 8 6 2 2 3 22 45 28 31 B 28 16 10 10 0 0 23 14 4 2 46 25 24 20 C 1 4 15 24 27 20 32 23 52 73 5 6 12 10 D 28 22 4 2 44 62 25

Relevance Score: 0.35756835

A Learner Centered Approach For Preparing At Risk Students

Conference Session: Programmatic Issues in Physics or Engineering Physics Programs
Collection: 2008 Annual Conference & Exposition
Authors: Glenn Ellis, Smith College; Mary Moriarty, Smith College; Gary Felder, Smith College
Tagged Divisions: Engineering Physics & Physics

pace within the course framework to address these needs. The role of formative assessment for helping them identify these needs and monitor their progress was also discussed.• Students completed a content-based pre-assessment (see Appendix B). Page 13.54.3• Students worked on developing an intuitive understanding of position-time and velocity-time graphs and the derivative/integral relationship between them by completing an extensive series of kinesthetic activities. In these activities students used Vernier motion detectors2 to measure and plot their position or velocity in real time as they walked to match different motion

Relevance Score: 0.35505077

Active Learning Laboratories in a Restructured Engineering Physics–Mechanics

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

Relevance Score: 0.3540051

Integrated Physics and Math course for engineering students: A first experience

Conference Session: Innovations in Teaching and Research in Physics or Engineering Physics II
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Angeles Dominguez, Tecnologico de Monterrey (ITESM); Genaro Zavala, Tecnologico de Monterrey; Juan Antonio Alanis
Tagged Divisions: Engineering Physics & Physics

Educaci´on del Noreste de M´exico (REDIIEN). Professor Dominguez has been a visiting researcher at Syracuse University and at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and graduate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education of the Virtual University of Tecnologico de Monterrey. Her main research areas are: a) models and modeling, b) use of technology to improve learning and c) evaluation. In addition, Professor Dominguez is consultant for Texas Instruments (TI), she leads the group conTIgo T3 Latin America, and organizes and moderates webinars on the use of TI technology.Prof. Genaro Zavala, Tecnologico de

Relevance Score: 0.352835

A Compact Device for Inductive Instruction in General Physics

Conference Session: Engineering Physics & Physics Division Technical Session 4
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Taylor Sharpe, Portland State University; Geng Qin, Portland State University; Gerald W. Recktenwald, Portland State University
Tagged Divisions: Engineering Physics & Physics

curriculum.III. Resultsa. Student Response Following the device’s deployment, a short supplemental questionnaire was added to theexisting Physics with Calculus Workshop evaluation sheet. It was comprised of two questions:“Did working with the device change your experience in the workshop? Please explain.” and“Did the device help you understand where the physics formulas come from? Did the devicehelp you understand how physics formulas interact together?” The survey is available inAppendix B. Because the workshop allows students to be absent during one of the nine meeting times,and because the final meeting during which the evaluation sheet was administered occurredduring the week before final exams, attendance in both PIM workshop sessions

Relevance Score: 0.350013

A Learning By Doing Approach To Teaching Computational Physics

Conference Session: Innovations in Teaching Physics or Engineering Physics
Collection: 2010 Annual Conference & Exposition
Authors: Radian Belu, Drexel University; Alexandru Belu, Case Western Research University
Tagged Divisions: Engineering Physics & Physics

Page 15.46.3level of understanding as well as critical and creative thinking. Finally, we introduce ascientific solving problem paradigm based on the above typology and we presentsoftware applications in various thematic units. Our goal is to provide students with directexperience in modeling non-trivial physical systems and to impart to them the minimalset of techniques for dealing with the most common problems encountered in such work.The computer was to be viewed neither as a "black box" nor as an end in itself but ratheras a tool for gaining a deeper understanding of physics.II. Brief Course DescriptionThe objectives of this course are: a) to use computers as an aid to understanding realphysical systems; and b) learn efficient methods for

Relevance Score: 0.350013

Operational Definition and Assessment

Conference Session: Engineering Physics & Physics Division Technical Session 2
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Robert A. Ross, University of Detroit Mercy
Tagged Divisions: Engineering Physics & Physics

operational procedure and base the assessment on an explanation of what onewould expect to happen if the experiment were performed or why the apparatus acts the way itdoes. For simplicity we only show 5 learning outcomes that are operationally based and brieflydiscuss the assessment of the first two. Many of the assessments used in this work are taken oradapted from Ref 1. The student will: (a) develop operational definitions of electrical charge; (b) explain the evidence for the existence of only two types of charge; (c) determine if a material is a conductor, a dielectric, or a photoconductor; (d) apply Coulomb’s law to systems of charged objects; (e) identify charge transfer mechanisms;...Examples of the

Relevance Score: 0.34915704

Lessons from Senior Design and a Shifting Interpretation of Appropriate Technology

Conference Session: Engineering Physics Technical Session 3
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Greg S Mowry, University of St. Thomas; Camille M George, University of St. Thomas
Tagged Topics: Diversity
Tagged Divisions: Engineering Physics & Physics

sweet sorghum stalk post-harvesting in sub-Saharan Africa, consequentlythe century-long historic processing of sorghum juice in the United States was used as a baselineand reference. In the United States, sweet sorghum stalks are crushed and the fresh juice isconcentrated by approximately a 10:1 volume reduction via water removal into shelf-stable syrup.Sorghum molasses is a lucrative boutique product used as a honey, maple syrup, or liquidsweetener substitute. Sorghum syrup is a natural product that unlike refined sugar, uses nochemicals in its manufacture. It is a source of calcium, magnesium, phosphorus, potassium, zincand vitamin B-6.10The new sorghum hybrid was bred by ICRISAT to be a dual-use crop which simultaneously yieldsacceptable

Relevance Score: 0.34779224

Integrating Curriculum, Instruction, and Assessment in a Laser Systems Course

Conference Session: Innovations in Teaching Physics or Engineering Physics I
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Patricia F. Mead, Norfolk State University; Ruth A. Streveler, Purdue University, West Lafayette; Lauren D. Thomas, Virginia Tech; Candace A. Cobb, Norfolk State University
Tagged Divisions: Engineering Physics & Physics

AC 2011-2203: INTEGRATING CURRICULUM, INSTRUCTION, AND AS-SESSMENT IN A LASER SYSTEMS COURSEPatricia F. Mead, Ph.D., Norfolk State University Patricia F. Mead, Ph.D., earned the doctoral degree in Electrical Engineering with a concentration in Electrophysics from University of Maryland, College Park, in 1994. She joined the faculty of Norfolk State University (NSU) as Professor of Optical Engineering in summer 2004. Since her appointment, Dr. Mead has been active in the development of innovative curricula for Optical Engineering courses, and she serves as Education Director for the NSF funded Nano- and Bio-Inspired Materials and Devices Center for Research Excellence in Science and Technology (CREST). Dr. Mead also

Relevance Score: 0.34711984

Revising A Micro Controller Course For Engineering Physics Students

Conference Session: Innovations in Teaching Physics or Engineering Physics
Collection: 2010 Annual Conference & Exposition
Authors: Jian Peng, Southeast Missouri State University
Tagged Divisions: Engineering Physics & Physics

, LCD and I/O ports. Write two assembly programs a) to display his/her name on LCD display, and b) to generate a square wave when a switch button is pressed. • Lab 3, Register Indirect Addressing Mode. Use register indirect addressing mode, write an assembly problem to move data and add the content. • Lab 4, Table Processing. Use table processing instructions to load data from program ROM space into data RAM space and add them. • Lab 5, Timer/Counter Programming. Write an assembly program to measure the frequency of a square wave by using a timer and a counter. Frequency is defined as the number of cycles in one second. If a timer is used to generate a one-second delay and meanwhile a counter is

Relevance Score: 0.3460962

Assessing First-Year Physics Mechanics Knowledge and Skills Needed for a Sophomore Statics and Dynamics Course

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

signs hang together 60% of students included a force in outside a doctor’s office. between the two parts within the Each sign is denoted by a overall system. 29% of students solved different letter. Each cable is for the value of the variable and put it labeled with a different on the FBD instead of leaving it in number. Which is the most terms of T for example for a cable. correct free-body diagram for the system containing signs B and D and the cable connecting them? (Figure 6 displays the sign configuration.)2 0.91 A person pulls a block across Most students answered the

Relevance Score: 0.34583464

A Modular Pedagogy For Teaching Undergraduate Electromagnetic Field Theory

Conference Session: Innovations in Teaching Upper-Level Physics
Collection: 2006 Annual Conference & Exposition
Authors: Greg Mowry, University of St. Thomas-St. Paul
Tagged Divisions: Engineering Physics & Physics

topicsFirst semester: statics – taught by the physics department with a physics perspective. Ü Vector Calculus and coordinate systems Ü E-fields: applications and boundary conditions Ü B-fields: applications and boundary conditionsSecond semester modules: taught by the engineering faculty with an engineering perspective Ü Vector Calculus – flow/flux approach Ü Introduction to dynamics and plane waves Ü Transmission lines Ü Antennas Ü Finite element modelingNote that the topics outlined in table 2 are traditional. The emphasis on developing applied E&Mmetrology skills with enough theory to understand the measurements using state-of-the artequipment without adding a lab section is new. Each module is designed to be covered in a 2

Relevance Score: 0.34558433

Scientific Foundations of Engineering: A New Curricular Model for Engineering Education

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

Paper ID #11316Scientific Foundations of Engineering: A New Curricular Model for Engi-neering EducationProf. Stephen W. McKnight, Northeastern University Stephen W. McKnight received a B. A. in Physics from Oberlin College in 1969 and a Ph. D. in Solid State Physics from U. Maryland-College Park in 1977. After completing a National Research Council Fellowship at the Naval Research Lab, he joined the faculty in the Physics Department at Northeastern University in 1980. In 1985, he took an appointment in the Center for Electromagnetics Research, an NSF-sponsored Industry/University Collaborative Research Center. In 1987 he