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

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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

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

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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

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

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: 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

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

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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

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)

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2005 technical specifications. LSI Technical Manual, pages 1–72, 2005. doi: 10.1016/S0260-6917(95)80103-0.[10] D Kolb. Experiential learning: Experience as the source of learning and development. Prentice-Hall, 1984.[11] Rita Stafford Dunn and Kenneth J Dunn. Teaching students through their individual learning styles. Prentice- Hall, 1978.[12] I B Myers. The Myers-Briggs Type indicator. Consulting Psychologists Press, 1962.[13] R M Felder and B A Soloman. Index of learning styles questionnaire, 2001. URL https://www.engr.ncsu.edu/learningstyles/ilsweb.html.[14] Malgorzata S Zywno. A contribution to validation of score meaning for felder- soloman ’ s index of learning styles. In Engineering Education, pages 1–16. American Society

Conference Session

Engineering Physics Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert A Ross, University of Detroit Mercy; Katherine Snyder, University of Detroit Mercy

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. 7For the past 19 years we have posed a set of similar problems to all incoming engineering andscience students taking introductory physics. The problems involve the analysis of velocity as afunction of time graphs, v(t), for the one dimensional motion of six identical objects. Theseproblems are based upon the work of Arons found in Ref.1. Using graphs of velocity as afunction of time allows us to ask questions regarding information that can be directly obtainedfrom the graph, as well as what can be gleaned from the derivative and integral of the graph. Asan example we show below in Fig. 2 the graphs given to students during the winter term of 2015. A B

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

David K. Probst P.E., Southeast Missouri State University

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Paper ID #12154On the effectiveness of teaching Optics as a webinarDr. David K. Probst P.E., Southeast Missouri State University David Probst is Professor and Chair of the Physics and Engineering Physics Department at Southeast Missouri State University. Prior to joining Southeast, he was with McDonnell Douglas Corporation (now the Boeing Company) in St. Louis, MO. Page 26.1198.1 c American Society for Engineering Education, 2015 On the Effectiveness of Teaching Optics as a

Conference Session

Engineering Physics Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Courtney Hadsell, Cañada College

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Paper ID #15634Physics Jam, a Physics Preparation Program to Increase Student Performanceand Success in Introductory Physics Courses ˜Dr. Courtney Hadsell, Canada College I graduated with my PhD in Physics from The University of North Carolina in 2013. I am currently a physics instructor and physics program services coordinator at Ca˜nada College. I have a deep passion in promoting understanding and success for physics students thought pre-semester and continuing academic support. c American Society for Engineering Education, 2016 Physics Jam, a Physics Preparation

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

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Paper ID #12758RESISTANCE IS FUTILE: A NEW COLLABORATIVE LABORATORYGAME BASED LAB TO TEACH BASIC CIRCUIT CONCEPTSDr. James G. O’Brien, Wentworth Institute of Technology James G. O’Brien is an associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmo- sphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara Masi, University of Rochester; Dan M. Watson, University of Rochester; Arie Bodek, University of Rochester; Dev Ashish Khaitan; Erik Garcell

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instruments for infrared astronomy. His educational activities include mastery learning, tutorial learning, and the application of online resources and assessment in physics and astronomy courses, both for STEM students and non-majors.Prof. Arie Bodek, Departmente of Physics and Astronomy, University of Rochester Prof. Bodek received his B.S. in Physics (1968) from the Massachusetts Institute of Technology, and his Ph.D. in Physics (1972) also from MIT. He was a postdoctoral associate at MIT (1972-74) and a Robert E. Millikan Fellow at Caltech (1974-77). Prof. Bodek joined the University as an Assistant Professor of Physics in 1977. He was promoted to Associate Professor in 1980 and to Professor in 1987. Prof. Bodek was

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico & Universidad Andres Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico & Universidad Andres Bello, Santiago, Chile

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learningBenford and Lawson (2001) conducted a quantitative study to test the hypotheses: a) teacher’scientific reasoning positively relates to an effective use of inquiry-based learning, and b) aneffective implementation of inquiry-based learning fosters the development of scientificreasoning in students. Both hypotheses were accepted, meaning scientific reasoning works as apredictor of an effective implementation of inquiry-based learning and students improve theirscientific reasoning when effectively using inquiry-based learning.Scientific reasoning and problem solvingAguilar et al. (2002) conducted a quantitative study to determine the relationship betweenproblem solving skills and different levels of scientific reasoning. In this study, 78 high

Conference Session

Engineering Physics & Physics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Hayen, Oregon Institute of Technology

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y  a x3 b x2  c x (30)where a , b , and c are presumed to be positive constants. This particular equation, referred toas the cubic law, is selected because its graph has the following additional properties, beyond theproperty described above, which qualify it to be a suitable approximation for an actual trajectoryof a projectile: 1. The graph has an intercept at the origin (corresponding to the projection point). 2. The graph has a relative maximum (i.e., an apex for the projectile trajectory) at b 2  3a c  b x (31

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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this paper,we argue that there can be a trade-off between emphasizing mathematical sense-making andemphasizing traditional problem-solving, both of which we define more carefully below.Our data come from the first-semester physics course taken by almost all engineering majors atBig University. One section, taught by an experienced, well-regarded professor, emphasized“traditional” quantitative problem solving (Instructor A). Two other sections, one taught by anovice instructor (Instructor B) and the other taught by an instructor experienced with “active-learning” pedagogy (Instructor C), emphasized mathematical sense-making. Our evidence showsthat traditional problem solving and mathematical sense-making do not automatically reinforceeach other

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts, Lowell

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of x, (b) Calculate 𝑍!" at 𝜆! /8 away from the load, (c)Calculate Γ! , (d) Calculate VSWR and (e) Calculate the transmitted power and reflected power as apercentage of incident power 𝑃!"Solution: (a)        𝑍! = 0, 𝑍! = 50  Ω. !! !!!          Γ! = = -1 = 𝑒 !!"# => Γ! = 1 50  Ω 𝑍!   !! !!!   Φ = 180 ! !/! Applying this for 𝑉(𝑥) , we get ( 𝑉(𝑥) = 𝑉! (1 + Γ!  )! − 4  𝑠𝑖𝑛! (𝛽𝑥

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)

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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 Uni- versity, at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and grad- uate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education at the 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 the coordi- nator

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

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. 14­19, January, 2004. 16 Khlar, D. and M. Nigam, “The Equivalence of Learning Paths in Early Science Instruction,”  Psychological Science​ , ​ 15​ (10), 661­667, 2004. 17 Tuovinen, J.E., and J. Sweller, “A Comparison of Cognitive Load Associated With Discovery Learning  and Worked Examples,” ​ Journal of Educational Psychology​ , ​ 91​ (2), pp. 334­341, 1999. 18 Lemley, E.C., and B. Jassemnejad,“USE OF SUPPLEMENTARY ONLINE LECTURE MATERIALS  IN A HEAT TRANSFER COURSE,” Transactions of the Amer. Soc. for Engr. Ed., ​ AC 2012­5110

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ian Frommer, US Coast Guard Academy; Paul Benjamin Crilly, U.S. Coast Guard Academy

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Transactions on Education, Vol. E-26, No. 2, May 1983, pp. 49-51.3. Crawford, M. B., Shop Class as Soulcraft: An Inquiry into the Value of Work. New York: Penguin Press, 2009.4. Olin College Olin Collaboratory: Co-Designing Transformational Education. Accessed from: http://www.olin.edu/sites/default/files/shane_walker_headshop_smaller.jpg, 2015.5. Montoya, Y., Pacheco, A., Delgado, E., Webb, I, and Vaughan, M. (2015). “Developing Leaders by Putting Students in the Curriculum Development Driver Seat,” 2015 ASEE Conference and Exposition, Seattle, WA, June 2015.6. Papert, S. Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books, 1980.

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

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question #35 is much more difficult than question #34, butits percentage of correct answer is higher (53.8%). We believe that the cause lies at thecorrelation among the questions #32-34, because all of them are on the same P-V diagram shownin Fig. 2 (b). More specifically, they are on work (#32), internal energy (#33), and heat transfer(#34). The details of the test result are the following: five students (32, 33, 34), twostudents (32, 33, 34), three students (32, 33, 34). These ten students might haveapplied the first law of thermodynamics in answering question #34. If they made one mistake ineither question #32 or question #33, they would select a wrong answer in question #34. On theother hand, the remaining three students did not pay

Conference Session

Engineering Physics Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri P.E., Instituto Mauá de Tecnologia; Paulo Alexandre Martin, Instituto Mauá de Tecnologia; Nair Stem, Instituto Mauá de Tecnologia; Keiti Pereira Vidal Souza, Instituto Mauá de Tecnologia

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Paper ID #14650Ten Ways to Improve Learning Physics as Part of an Engineering CourseProf. Rodrigo Cutri P.E., Instituto Mau´a de Tecnologia Cutri holds a degree in Electrical Engineering from Maua Institute of Technology (2001), MSc (2004) and Ph.D. (2007) in Electrical Engineering - University of S˜ao Paulo. He is currently Titular Professor of Maua Institute of Technology, Professor of the University Center Foundation Santo Andr´e, and consultant - Tecap Electrical Industry Ltda. He has experience in Electrical Engineering with emphasis on Industrial Electronics and Engineering Education, acting on the following topics

Conference Session

Engineering Physics Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts, Lowell

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. Presentation of advanced technologies in classroom is of primeimportance. In order to demonstrate it, I would like to recite a number of Hi-Tech courses; I am involved in teaching and research at the moment. 2.0 Depiction of Physics Fundamentals in the State-of-Art Technology courses. Illustration of integration of Physics in my courses namely 1) MMICDesign and Fabrication, 2) VLSI Design, and 3) VLSI Fabrication will bepresented through the examples in these courses.2.1 MMIC Design and FabricationExample 2.1: Using Kirchhoff current and voltage laws, derive A, B, C, Dmatrix and calculate the input VSWR for the circuit shown below. The lineis connected to a matched load given

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

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rectangular conductor loop formatand calculate the magnetic field at its center.4) In the following situations, use the simulations arranged:http://web.mit.edu/8.02t/www/802TEAL3D/index.html (Copyright MIT TEAL / Studio Page 26.147.10Physics Project), presents a graphic display of the screen and explain physically what happenswith: a) the magnetic forces between the parallel conductors carrying the current in the samedirection; b) the magnetic forces between the parallel conductors carrying current in oppositedirections; B APPENDIXSheet Project DateTeacher

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello; Arturo Cristian Millan, Universidad Andres Bello; Mauricio Gonzalez, Universidad Andres Bello

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bache- lor degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics 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 Uni- versity, at the University of Texas at Austin. She teaches undergraduate courses in Mathematics and grad- uate courses in Education. Professor Dominguez is a thesis advisor on the master and doctoral programs on education at the Tecnologico de Monterrey. Her main research areas are: a) models and modeling, b

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ramanitharan Kandiah P.E., Central State University; Subramania Iyer Sritharan, Central State University; Gorgui S. Ndao, Central State University

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. identify potential future students and to guide and mentor them in exploring their career options and opportunities, b. elevate the educational gaps between the high school and the first year university for a potential candidate by introducing intermediate topics that can bridge the gaps, and c. provide a campus environment in which the middle school students and high school students can experience their independence and learn responsible decision making as growing adultsThe recruitment avenues include summer or weekend camps for the targeted students and areascience fairs, and feeder school visits (Barger et. al, 2104). Among them, summer camps withspecific themes for the middle and high school students are one of the

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey and Universidad Andres Bello ; Angeles Dominguez, Tecnologico de Monterrey and Universidad Andres Bello

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. 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 the conTIgo T3 Latin America group that focuses

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christos Zahopoulos PhD, Northeastern University

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Paper ID #16764Newton’s Third Law of Motion: Elusive Even Among Graduate EngineeringStudentsProf. Christos Zahopoulos PhD, Northeastern University Christos Zahopoulos is Associate Professor at Northeastern University, with a joint appointment in the Gordon Engineering Leadership Program, the Department of Physics and the Graduate School of Edu- cation. He is also the Founder and, until last year, the Executive Director of Northeastern University’s Center for STEM Education. For more than 20 years, Professor Christos Zahopoulos has been actively involved in STEM Education at the local, state and national levels, playing a key

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Huang, SparkFun Electronics

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Paper ID #14073Open-source Hardware – Microcontrollers and Physics Education - Integrat-ing DIY Sensors and Data Acquisition with ArduinoMr. Brian Huang, SparkFun Electronics Brian Huang is an Education Engineer for SparkFun Electronics, a cutting edge open-source hardware and electronics education company. Brian started his career in engineering with wireless transport tech- nologies for ADC Telecommunications in Minneapolis, MN. While working at ADC, Brian volunteered at the Science Museum of Minnesota and quickly discovered a passion for teaching and working with students - especially in an environment that fostered and

Conference Session

Engineering Physics Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

James O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology; Franz J Rueckert, Wentworth Institute of Technology

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Paper ID #15473Undergraduate Research in Science as an Elective Course for EngineersDr. James O’Brien, Wentworth Institute of Technology James G. O’Brien is an associate professor of Physics at Wentworth Institute of Technology in Boston, MA. James is currently pursuing educational pedagogies in engineering education through game-ification of education and the design of competitive table top games which engage students in an exciting atmo- sphere to help facilitate learning of essential physics concepts. Aside from a love of gaming and its role in education, James is also the Vice President of the International

Conference Session

Engineering Physics Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hamid Mohajeri, DeVry University, Pomona , CA , 91768

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teaching Quantum Mechanics to Engineering Students was discussed in lastyear's Conference in Seattle, WA, so in this present research the author has made a survey ofhow this material was perceived by senior year Electronics Engineering Technology students. Itwas taught to a class of 22 students who took their 2nd Physics class, in their senior year. Theoutcomes analysis show that for most advanced or even average students majoring in ElectricalEngineering programs, the subject is very consumable and exciting and understandable so longas the calculus by which the equation is solved is kept at minimal level.It was also thought that the possibility of providing a 2 credit hours course entitled “BasicQuantum Mechanics “, or could be given any other