Bernal, A., & Leader, J. J., & Ward, J. B. (2018, June), Creating Laboratories to Aid Student Modeling Ability in Calculus I  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30235

\bibitem{asee_peer_30235}
  Bernal, A., \& Leader, J. J., \& Ward, J. B. (2018, June), \emph{Creating Laboratories to Aid Student Modeling Ability in Calculus I}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30235

Ashley Bernal, Jeffery J. Leader, and Jessa B. Ward.  "Creating Laboratories to Aid Student Modeling Ability in Calculus I".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30235 Internet.  12 Dec, 2024

\bibitem{asee_peer_30235}
  Ashley Bernal, Jeffery J. Leader, and Jessa B. Ward.
  "Creating Laboratories to Aid Student Modeling Ability in Calculus I".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30235 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_30235
author = "Ashley Bernal, Jeffery J. Leader, and Jessa B. Ward"
title = "Creating Laboratories to Aid Student Modeling Ability in Calculus I"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30235}
number = {10.18260/1-2--30235}
}

TY  - CPAPER
AB  - In this paper we will report on the development and deployment of a laboratory sequence for Calculus 1 students.  To aid student understanding of calculus concepts, a multidisciplinary team from XXX institution created four laboratories to accompany Calculus I instruction.  The team worked together developing learning objectives, appropriate concepts, and physical implementations. Laboratory 1 explored differentiation and a Resistor-Inductor circuit.  Students learned to build a simple circuit on a breadboard and used an oscilloscope to measure the response of the circuit to a static and varying signal.  Laboratory 2 investigated time-varying weight.  Students measured the weight of water in a bucket as the bucket filled and then released water. Laboratory 3 modeled the infusion of medicine into a patient using a saline solution.  Students examined both a continuous infusion and an infusion pulse and determined time constants for the process.  Laboratory 4 required students to build a Resistor-Capacitor circuit and measure voltages.  Students also determined gain and phase shift as a function of frequency.
Initial observations indicate that students enjoy the laboratory setting.  In order to assess the impact of the addition of laboratories, final exam scores from the laboratory section will be compared with final exam scores from the traditional section.  In addition, faculty in the introductory instrumentation course will compare preparation of students in the new math class to students from the traditional math classes.

AU  - Ashley Bernal
AU  - Jeffery J. Leader
AU  - Jessa B. Ward
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Creating Laboratories to Aid Student Modeling Ability in Calculus I
UR  - https://peer.asee.org/30235
DO  - 10.18260/1-2--30235
ER  -