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

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert A. Ross, University of Detroit Mercy; E. Prasad Venugopal, University of Detroit Mercy; Gary P. Hillebrand, University of Detroit Mercy; Meghann Norah Murray; Matthew Gonderinger, Wayne State University, University of Detroit Mercy

Tagged Divisions

Engineering Physics & Physics

thesequestions in Figures 4 and 5, respectively. Question 7: Compare the brightness of the bulb in circuit 1 with that in circuit 2. Which bulb is BRIGHTER? (A) Bulb in circuit 1 because two batteries in series provide less voltage. (B) Bulb in circuit 1 because two batteries in series provide more voltage. (C) Bulb in circuit 2 because two batteries in parallel provide less voltage. (D) Bulb in circuit 2 because two batteries in parallel provide more voltage. Circuit 1 Circuit 2 (E) Neither, they are the same

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College; Vazgen Shekoyan, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

kindof certification. Formative assessment refers to all the activities undertaken by teachers and bytheir students in assessing themselves to provide information to be used as feedback to modifyteaching and learning activities. (Black, 1998) Three main problems about assessments arepointed out in the article named “Working inside the black box: Assessment for learning in the Page 24.591.3classroom” (Black, 2004): a. the assessment methods that teachers use are not effective inpromoting good learning; b. grading practices tend to emphasize competition rather thanpersonal improvement; c. assessment feedback often has a negative impact

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Teresa L. Larkin, American University; Victoria "Tori" Vogel, American University

Tagged Divisions

Engineering Physics & Physics

carefully crafted set of interview questions wasdeveloped. The thrust of the questions remained essentially identical, with the wordingmodified slightly based on whether the interviewee was a student or a practicingprofessional. The corresponding set of interview questions for each population ofparticipants can be found in Appendices A and B. Each interview was audio recorded andthen later transcribed.Transcribed interviews were rearranged into a master file that separated each response byquestion. To separate the identity of the participant from their response, each intervieweewas given a code letter. After the data was organized, responses were first analyzed tosearch for emergent themes. The most relevant questions and the data accompanyingthem

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold T. Evensen, University of Wisconsin, Platteville

Tagged Divisions

Engineering Physics & Physics

Page 24.125.9Using Excel and VBA for instrument communication was implemented for the first time in theSpring 2014 offering of Sensor Lab. Because it is anticipated that students will be interested inthis “little known” feature of Excel, and motivated to investigate further for their ownapplications, some time will be devoted to VBA programming. The order of presentation is: A. Introduction to VBA. Writing simple functions and macros. B. Subroutines; using controls and buttons in VBA. C. Creation of UserForms.At this point, students will shift to constructing a temperature sensor. Once its operation isverified, they will use Excel/VBA with a DAQ to monitor the sensor’s output. D. Serial port communication with VBA E

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Physics & Physics

Society for Engineering Education, 2014 SAGE off Stage: Teaching Electromagnetics with a Symbolic Computation Tool Yumin Zhang, David K. Probst Department of Physics and Engineering Physics Southeast Missouri State University Cape Girardeau, MO 63701AbstractElectromagnetics is often considered the most challenging undergraduate course for manystudents, and there are several challenges: mathematics, imagination, as well as new conceptsand approaches. Instructors and students alike have trouble in dealing with so many new issuesin a short period of time. Among these challenges

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Divisions

Engineering Physics & Physics

Paper ID #8735A New Teaching Approach for Ancient Engineering Physics: Master Physicsvia Mastering Physics! A Study and SurveyDr. Bala Maheswaran, Northeastern University 367 Snell Engineering Center College of Engineering 360 Huntington Ave. Boston, MA 02115 ma- hes@coe.neu.edu Page 24.79.1 c American Society for Engineering Education, 2014 A New Teaching Approach for Ancient Engineering Physics: Master Physics via Mastering Physics! A Study and

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Maarij M. Syed, Rose-Hulman Institute of Tech; Richard W. Liptak, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

Paper ID #9687Optical filter design, fabrication and characterization; A multifaceted ap-proach to project based curriculumDr. Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology Scott Kirkpatrick is an Assistant Professor of Physics and Optical Engineering at Rose-Hulman Insti- tute of Technology. He teaches physics, semiconductor processes, and micro electrical and mechanical systems (MEMS). His research interests include heat engines, magnetron sputtering, and nanomaterial self-assembly. His masters thesis work at the University of Nebraska Lincoln focused on reactive sput- tering process control. His doctoral

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xaver Neumeyer, Western Michigan University; Kathleen Teressa Foote, North Carolina State University; Robert J. Beichner, North Carolina State University; Melissa H. Dancy, University of Colorado, Boulder; Charles Henderson, Western Michigan University

Tagged Divisions

Engineering Physics & Physics

Paper ID #8865Examining the diffusion of research-based instructional strategies using so-cial network analysis: A case study of SCALE-UPMr. Xaver Neumeyer, Western Michigan University Xaver Neumeyer is currently a research associate at Western Michigan University, working on diffusion mechanisms of research-based instructional strategies. In his dissertation work, he examined the effect of team conflicts on students’ perceptions of effective teamwork. He received his Master of Science from the Illinois Institute of Technology. He has worked on research projects related to team learning, the role of team conflict in

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Jalkio, University of St. Thomas; Brianna R. McIntyre, University of St. Thomas

Tagged Divisions

Engineering Physics & Physics

Paper ID #8819Laboratory Exercises as an Assessment Tool in an Upper Division Electro-magnetic Fields Class – Lessons LearnedDr. Jeffrey A. Jalkio, University of St. Thomas Jeff Jalkio is currently a physics professor at the University of St. Thomas. Jeff worked for thirteen years in industry in the fields of optical sensor design and process control. In 1984, he co-founded CyberOp- tics 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 and has taught courses in elec- tronics, digital system design

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

outside classroom after every lecture. Students needed to write the following in thejournal: a. date; b. a list of activities done in class; c. what students have learned from today’sactivities (this is the meat part of the journal, they can put examples, details etc, usually shouldbe at least one page); d. questions students still have, leave 2-3 blank lines between each questionfor answers (this is a very important part of the journal, they can use this part to communicatewith professors). Journals were collected randomly once a week. When collected, journals werereviewed and graded in a 10 scale system: 9 means good, 6 is OK and 2 means bad. Studentscannot copy notes when they write journals; instead, they have to use their own words

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James G. O'Brien, Wentworth Institute of Technology; Gergely Sirokman, Wentworth Institute of Technology

Tagged Divisions

Engineering Physics & Physics

Paper ID #8929Teaching Vectors To Engineering Students Through an Interactive VectorBased GameDr. James G. O’Brien, Wentworth Institute of Technology James G. O’Brien is an assistant professor of Physics and Mathematics at WIT. His field of expertise is gravitation and cosmology, and has published numerous papers on alternative formulations of gravity. He is a strong advocate of project based learning in physics and mathematics, and is always trying to engage students in new and exciting ways to bring physics alive in the classroom and laboratory.Dr. Gergely Sirokman, Wentworth Institute of Technology

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

beencompletely restructured by combining the previously separate lecture, laboratory, and recitationcomponents into a single, integrated learning environment. Moreover, many active learningcomponents have been incorporated into the class. These include interactive laboratories, peerinstruction, and use of electronic clickers. These changes have been made in phases over severalyears and each change was assessed using the Force Concept Inventory (FCI) assessment test,given on the first and last days of class. Results from the Force Concept Inventory test show thatthe overall gain in performance has tripled as a result of the combined effects of these changes.Additionally, course grades show that the overall pass rate for the course has increased by

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth M. Purcell, University of Southern Indiana

Tagged Divisions

Engineering Physics & Physics

-lectureassignments and are provided with the needed data to use Just-In-Time Teaching strategies andquickly modify lecture content to best serve the students’ overall strengths and weaknesses. Thissame data can be used to determine if a topic should be revisited before an exam. Studentachievement can be tracked though the provided learning outcomes or objectives connected toeach assigned problem. This data can be used when assessing individual student learning orreporting course efficacy for purposes of institutional assessment.This paper will evaluate the online learning systems Pearson’s MasteringPhysics and Wiley’sWileyPlus as used by the physics program at the University of Southern Indiana (USI) for bothalgebra and calculus based first semester