Displaying all 25 results
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- Engineering Physics & Physics Division Technical Session 3
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- 2015 ASEE Annual Conference & Exposition
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- Marie Lopez del Puerto, University of St. Thomas
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Teresa L. Larkin, American University
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Daniel Ludwigsen, Kettering University
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Timothy J. Garrison, York College of Pennsylvania
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Taylor Sharpe, Portland State University; Geng Qin, Portland State University; Gerald W. Recktenwald, Portland State University
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- Robert A. Ross, University of Detroit Mercy
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- 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
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- Stephen W. McKnight, Northeastern University; Christos Zahopoulos, Northeastern University
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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
- Conference Session
- Engineering Physics and Physics Division Poster Session
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- 2015 ASEE Annual Conference & Exposition
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- Daniel Raviv, Florida Atlantic University; Adam Ginton, NA
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- Engineering Physics & Physics
as this statement is, by adding an example of a ball thrown against a wall and bouncing back, any uncertainty of what you meant should be avoided. B. Excerpt from An Alternative Approach to Teaching Waves Matter has mass All matter is made of atoms. Atoms can combine to form elements, which in turn can combine to form molecules such as H2O, which in turn can combine to form different substances, such as ice, water, and steam. Each atom is itself made up of different combinations of subatomic particles - protons, neutrons, and electrons. Matter is anything that has mass and takes up space. Even subatomic particles such as the proton and electron have some mass (approximately 1.67 × 10-27 kg and 9.11 × 10
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
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- Yu Gong, Purdue University; Tugba Yuksel, Purdue University; Alejandra J. Magana, Purdue University; Lynn A. Bryan, Purdue University
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- Engineering Physics & Physics
could be the “hierarchy of instructors’intended learning goals for using modeling and simulation”28. This conceptual frameworksuggest eight qualitatively different categories that detailed ways in which instructors canconceptualized the incorporation of simulation tools as learning activities into courses. Theseeight categories are depicted in Figure 1 below and can be summarized into two majorlearning goals: (a) executing (using) simulations to identify and describe the governingfundamental physical principles or behaviors of devices, materials and other artifacts, and (b)building (programming) simulations to apply modeling and computational techniques toapproach engineering tasks. Figure 1. Hierarchy of instructors’ intended learning
- Conference Session
- Engineering Physics & Physics Division Technical Session 2
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- 2015 ASEE Annual Conference & Exposition
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- David K. Probst P.E., Southeast Missouri State University
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- Diversity
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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 & Physics Division Technical Session 2
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- 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
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- 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 & Physics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Jeffrey C. Hayen, Oregon Institute of Technology
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- Diversity
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- Engineering Physics & Physics
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 2
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- 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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- 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 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 2
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- 2015 ASEE Annual Conference & Exposition
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- Hank D. Voss, Taylor University; Scott Henry Moats, Crown College; Bill Chapman, University of Arizona
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- Engineering Physics & Physics
. Figure 4. Small University LACU start-up example5.0 Proposed Two Year Standardized Curriculum and AssessmentProposed freshman classes would include Introduction to Engineering, Software, and Ethics (3hrs.), Calculus (8 hrs.), University Physics (8 hrs.), and 16 hours of other courses. Proposed Page 26.638.9sophomore classes would be Chemistry (4 hrs.), Programming (3 hrs.), Differential Equations (4hrs.), Principles of Engineering (4 hrs.), Introduction to Electronics or Statics/Dynamics-B (3hrs.) and Digital Circuits or Strength/Materials (2 hrs.) and 15 hours of other courses (Figure 5below).A sophomore “Capstone-like” class (better named a
- Conference Session
- Engineering Physics & Physics Division Technical Session 1
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- 2015 ASEE Annual Conference & Exposition
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- 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 & Physics Division Technical Session 4
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- 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 and Physics Division Poster Session
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- 2015 ASEE Annual Conference & Exposition
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- Kenneth M Purcell, University of Southern Indiana
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Page 26.908.21. IntroductionOver the last 12 months, Wiley has introduced WileyPlus with ORION1, an adaptiveonline learning system that is personalized to students needs. After completing a twentyquestion diagnostic exam to determine their initial proficiency in the chapter subjectmaterial, students are presented with multiple choice practice problems of a difficultydetermined by their performance on the diagnostic exam. The difficulty of practiceproblems presented to them as they continue with their practice also adapts to match theirlevel of performance. To guide their studying, students are provided with reports thatshow performance and study time data broken into specific subject material displayed asa red, yellow or green level and
- Conference Session
- Engineering Physics & Physics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Hamid Mohajeri, DeVry University, Pomona
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- Engineering Physics & Physics
this recombination takes place via an impurity level within the band gap8 inQW active layer.Fig. 4 Illustration of Recombination process and Photon Emission in a) Direct band gap and b) in an indirect band gap semiconductor.9The QW layers can be constructed to enhance the concentration of carriers and hence a largeryield of recombination to emit larger quantities of photons. Fig. 5 shows a typical quantum wellstructure10. As an example a structure consisting of a 10 nm wide GaAs quantum wellembedded between two Al0.1Ga0.9As barriers are shown. The conduction band offset is assumedto be 0.3 eV, the effective mass is assumed to be the mass of GaAs (0.067 m0) in both materials.The grid resolution is 0.5 nm
- 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
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- 2015 ASEE Annual Conference & Exposition
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- Brian Huang, SparkFun Electronics
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- Diversity
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- Engineering Physics & Physics
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 & Physics Division Technical Session 4
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- 2015 ASEE Annual Conference & Exposition
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- Franz J. Rueckert, Wentworth Institute of Technology
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- Engineering Physics & Physics
of general physical principles.In the past, student engagement has suffered as students struggled to relate class topics to thedesign fields. Borrowing from successful aspects of engineering education, I have recentlyredesigned this course to better complement the practical and applied nature of these disciplines.Rather than traditional problem solving and calculations, students learn through analysis ofcomplex systems. In lieu of homework and exams, the focus of the class has been shifted togroup projects and case studies which demonstrate the application of important topics. As acenterpiece of the course, students are tasked with the construction and presentation of RubeGoldberg chain-reaction machines. This provides a structure by which
- Conference Session
- Engineering Physics and Physics Division Poster Session
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Evan C. Lemley, University of Central Oklahoma; James E Stewart; Aric M. Gillispie, University of Central Oklahoma; Grant M Armstrong; Lillian Gabrielle Seay
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- Engineering Physics & Physics
Paper ID #13978Integrating Research into the Undergraduate Engineering ExperienceDr. Evan C. Lemley, University of Central Oklahoma Professor Lemley teaches thermo-fluid engineering and works with undergraduates to perform fluid dy- namics research mostly focused on small scale flow problems. He currently is an Assistant Dean of Math- ematics and Science and a Professor of Engineering and Physics at the University of Central Oklahoma; his home institution for over fifteen years. Previously, Professor Lemley worked as a mechanical engineer in the power industry. His Bachelor’s degree is in physics from Hendrix College and
- Conference Session
- Engineering Physics & Physics Division Technical Session 3
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University
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- Engineering Physics & Physics
Paper ID #12261Fishing with Broken Net: Predicament in Teaching Introductory PhysicsDr. Yumin Zhang, Southeast Missouri State University Yumin Zhang is an associate professor in the Department of Physics and Engineering Physics, Southeast Missouri State University. His academic career started in China; in 1989 he obtained master’s degree on Physics from Zhejiang University and then was employed as technical staff in the Institute of Semi- conductors, Chinese Academy of Sciences. After receiving PhD degree on Electrical Engineering from University of Minnesota in 2000, he started to work as a faculty member in University of