Displaying all 5 results
- 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 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
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- 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
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- 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 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
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- Diversity
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- 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