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

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

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Divisions

Engineering Physics & Physics

thecoil/loop. Torque obtained using  = B = NIAB sin. Students were requested to showdetailed calculations and to optimize torque for higher angular speed.Data AnalysisUpon completion of the project at the end of the semester, several survey questions were asked.Appendix 2 shows the list of questions. About one hundred students took part in the survey. Thedata obtained for each question was analyzed using a basic excel spread sheet. The followingsurvey questions were analyzed for this report. Q1: Rate your knowledge / background in motor related Physics concepts before doing Page 23.681.3 the project

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Physics & Physics

Paper ID #6107A Gentle Bridge between Dynamics and ThermodynamicsDr. David K. Probst P.E., Southeast Missouri State University David Probst is Chair of the Department of Physics and Engineering Physics at Southeast Missouri State University. He teaches courses for students majoring in physics or engineering physics, as well as a conceptual physics course for general education.Dr. Yumin Zhang, Southeast Missouri State University Page 23.48.1 c American Society for Engineering Education, 2013

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A Ross, University of Detroit Mercy

Tagged Divisions

Engineering Physics & Physics

Paper ID #6014A Simple Demonstration of the Power FactorDr. Robert A Ross, University of Detroit Mercy Page 23.103.1 c American Society for Engineering Education, 2013 A Simple Demonstration of the Power FactorAbstractThe power factor is a useful topic covered as part of the curriculum on alternating currentcircuits. The first exposure is typically in introductory courses. It is revisited in upper levelnetwork theory or circuit analysis courses in physics and engineering. It is standard practice toinclude the power

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Eblen-Zayas, Carleton College

Tagged Divisions

Engineering Physics & Physics

Paper ID #6164Development of a materials science course to serve diverse constituenciesDr. Melissa Eblen-Zayas, Carleton College Melissa Eblen-Zayas is an associate professor of physics in the Physics and Astronomy Department at Carleton College in Northfield, MN. She completed her BA in physics from Smith College in Northamp- ton, MA and her PhD in physics at the University of Minnesota, Twin Cities. She an experimental con- densed matter physicist interested in the electronic and magnetic properties of correlated electron materi- als as well as physics education

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie Lopez del Puerto, University of St. Thomas; Adam S Green, University of St. Thomas; Jeffrey A. Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Paul R Ohmann, University of St. Thomas (MN)

Tagged Divisions

Engineering Physics & Physics

. Steyn-Ross and A. Riddell, “Standing waves in a microwave oven,” The Physics Teacher 28, 474 (1990).7. National Institute of Standards and Technology Atomic Spectra Database: http://www.nist.gov/pml/data/asd.cfm8. R. B. Kidd and S. L. Fogg, “A Simple Formula for the Large Angle Pendulum Period,” The Physics Teacher 40,81 (January 2002)9. D. S. Lemons, Perfect Form, Princeton New Jersey: Princeton University Press (1997)10. C. W. Wong and K. Yasui, “Falling Chain,” American Journal of Physics 74, 490-496 (2006).11. A. S. Green, P. R. Ohmann, N. E. Leininger, and J. A.Kavanaugh, “Polarization Imaging and Insect Vision,” ThePhysics Teacher 48, 17 (January 2010).12. K. J. Braun,  C. R. Lytle, J. A.Kavanaugh,  J. A.Thielen, andA. S. Green, “A Simple

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Varun Kumar Karingula, Indiana University Purdue University, Indianapolis; Hazim A El-Mounayri, Indiana University Purdue University, Indianapolis; Tamer M. Wasfy, Indiana University Purdue University, Indianapolis; Hatem M Wasfy, Advanced Science and Automation Corp.; Jeanne Michele Peters, Advanced Science and Automation Corp.

Tagged Divisions

Engineering Physics & Physics

alloowed while doingthe experiment in thee virtual ph b the expeeriment in tthe end has to be perfoormed hysics lab, butindividuallly. Group discussions area encouraged because tthey stimulaate innovativve thinking. Aftercompletin ng the experriment, a po ost test is conducted c oon the samee topic. Thee time periood forconducting the post teest is 20 minutes. On an n average, sstudents havve 2 minutess for solvingg eachquestion.  The levell of difficultty of the pre--test is comp parable to thhat of the posst-test. The qquestions aree almost id dentical but not

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas Mark Scaife, University of Wisconsin-Platteville; Andrew F Heckler, Ohio State University

Tagged Divisions

Engineering Physics & Physics

preconception more than students with an alternativepreconception. Meanwhile, students with the alternative preconception are helped more by a secondmode of instruction. Such a situation is illustrated in Figure 1D and will be referred to as a crossover Page 23.1169.2interaction. A. Main Effect of Instruction B. Main Effect of Preconception C. Main Effects of Instruction & D. Crossover Interaction of Preconception Instruction & Preconception Figure 1: Plots showing the possible effects of instruction on differing preconceptions. In

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

circuits; and the last digit for thespecific course.) Prerequisites for many upper-level courses in EE made it difficult for CPEstudents to cross over and vice versa for EE students wanting CpE courses. New elective coursestended to be developed for either EE majors or for CpE majors. Calculus II Circuits I (a) Prior EE Calculus II Circuits I (b) Prior CpE & Lab. Curricula & Lab. Curricula EE 151 EE 151 & 152 Programming & 152 C++Programming

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

. Department Learning Outcomes Upon completion of the BS in Physics, students will be able to: A demonstrate their understanding of the foundations in physics. B competently solve appropriate problems in upper level physics courses. C demonstrate competency in experimental design and scientific data collection and analysis. D demonstrate competency in their understanding of scientific information

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

senior design course, and is an important partof our curriculum. The primary ABET outcomes associated with this course are [a] and [b]: “anability to apply knowledge of mathematics, science, and engineering” and “an ability to designand conduct experiments, as well as to analyze and interpret data.” Further, the program hasassigned several secondary outcomes to this course: experiment design, effectivecommunication, teaming, modern techniques and tools, ethics, and life-long learning [ABEToutcomes c, d, f, g, i, and k]. The determination of particular science and/or engineering topics Page 23.140.2that should be assigned to this course has been a

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

)which is statistically significant. Although, there were no questions regarding students’ feelingstoward tutors and instructor in pre-program survey, the responses in post-program surveyrepresent high supportive relationship between students and physics jam tutors and instructor(4.4 out of 5). Appendix B shows a summary of students’ comments. Page 23.978.9 Pre- Post- PercentageQuestion Program Program ChangeI feel anxious about studying physics. 2.66 2.57 3.38%1

Conference Session

Innovations in Teaching and Research in Physics or Engineering Physics I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Baha Jassemnejad, University of Central Oklahoma; Scott Tracewell StJohn; Evan C. Lemley, University of Central Oklahoma; Kevin Rada, University of Central Oklahoma, Department of Engineering and Physics; Juan Camilo Orozco

Tagged Divisions

Engineering Physics & Physics

Engineering and Physics DepartmentAbstractOur department, which offers an Engineering Physics program, with majors in ElectricalSystems, Mechanical Systems, and Physics, as well as a Biomedical Engineering program,requires all of its majors to enroll in a two-hour “Introduction to Engineering and Laboratory”course that integrates lecture, laboratory, and design components. The objective of thelaboratory and design experiences is to prepare freshmen and transfer students for upper-levelengineering laboratory courses, as well as senior design courses, required for our majors. Eachlaboratory module, presented during two-hour laboratory sessions, at a rate of one module perweek, provides either an introduction to concepts and tools required to complete