Table 5-4 Alignment of Criteria 3(a) through (k) to upper division Engineering
Physics core curriculum*
P
H
G
N
2
1
5
(a) apply knowledge of math,
science and engineering
(b i) design and conduct
experiments
P
P
H
G
N
3
0
0
/
3
1
0
P
P
H
G
N
3
8
4
P
P
H
G
N
3
1
1
P
P
H
G
N
3
1
5
P
P
H
G
N
3
1
7
P
P
H
G
N
3
2
0
P
P
H
G
N
3
2
6
P
P
H
G
N
3
4
1
P
P
H
G
N
3
5
0
P
P
H
G
N
3
6
1
P
P
H
G
N
4
6
2
P
P
H
G
N
4
7
1
/
4
8
1
P
H
G
N
4
7
2
/
4
8
2
P
P
P
P
P
P
P
P
(b ii) analyze and interpret data
P
P
P
P
P
P
(c) design a system component or
process
P
P
P
P
P
P
(d) function on multidisciplinary
teams
S
S
S
S
S
P
P
(e) identify, formulate and solve
eng. problems
S
S
S
S
P
P
(f) understand ethical and
professional responsibility
S
S
S
S
P
P
S
P
P
P
P
S
S
S
S
P
P
S
(g) communicate effectively
(h) understand engineering
solutions in context
S
P
P
P
S
P
S
S
S
S
S
S
S
S
S
S
S
(i) life-long learningऀ
(j) knowledge of contemporary
issues
(k) use modern tools for
engineering practice
S
S
S
P
S
S
S
P
P
S
S
S
S
P-Primary S-Secondary
Physics (PHGN200). The Department of Engineering Physics hosts one course in the
Distributed Core Curriculum, PHGN200. Within PHGN200, Physics II, the following
ABET Criteria 3 student learning outcomes are supported by activities students undertake
in this course.
Criterion 3-a: Apply knowledge of math, science and engineering (Primary)
This over-arching criterion is present in every student activity undertaken in
the course. Each student completes a computer-based homework
assignment consisting of 10-15 quantitative and qualitative problems each
week. Immediate feedback is provided to the students and they have
multiple opportunities to arrive at the correct answer. Students participate
in twice weekly Studio activities in which they can improve their
understanding of both concepts and specific problems taught in the class.
These Studio activities include phenomenological investigations of
electromagnetic principles, structured problem-solving sessions, and
laboratory experiments. We also administer a total of four exams in the
course which include conceptual questions, standard “physics” questions,
questions about the laboratory, and occasionally questions about other “realworld” phenomena. Finally, we administer pre- and post-tests of the
Conceptual Survey on Electricity and Magnetism (CSEM), which requires
students to apply their knowledge to specific scenarios.
Criterion 3-b(i): Design and conduct experiments (Secondary)
Our sequence of laboratory experiments starts students with an essentially
cookbook laboratory, and slowly takes them to the last lab, in which they
must develop the entire procedure, including methods for analyzing and
interpreting their data.
Criterion 3-b(ii): Analyze and interpret data (Primary)
Several of our homework assignments include exercises in which students
must analyze provided graphs as part of the solution. In addition, our
laboratory exercises require students to interpret and perform error analysis
on their experimental data. Exams and the CSEM also assess students’
abilities to analyze either numeric or graphical data.
Criterion 3-c: Design a system, component or process (Secondary)
Our sequence of laboratory experiments starts students with an essentially
cookbook laboratory, and slowly takes them to the last lab, in which they
must develop the entire procedure. In addition to many other activities, as
the semester progresses students must: design a sliding mass to calibrate a
sensitive balance; optimize the number of turns in both the pick-up and field
coils of a metal detector to minimize the amount of wire used, while still
obtaining the required signal strength; determine the number of turns
required on a transformer to obtain the desired voltage; and optimize the
design of a simple electrical generator.
Criterion 3-d: Function on multidisciplinary teams (Primary)
Students spend four out of their six weekly contact hours working in the
physics Studio on three-person teams with representatives from a variety of
majors. This includes group-based assessments like quizzes and lab reports.
Criterion 3-e: Identify, formulate and solve engineering problems
(Secondary)
Students solve a different engineering problem in each of our laboratories,
and in the final lab we provide the required equipment, but students must
determine exactly how to both perform and evaluate the required
measurements. The homework also includes problems of an engineering
nature.
Criterion 3-g: Communicate effectively (Secondary)
Students are required to turn in one homework problem per week in a
written format that focuses on presentation, clarity, and procedure. In
nearly all Studio sessions, student groups find at least one question that
demands a written, plain English explanation of some concept or result.
Criterion 3-h: Understand engineering solutions in context (Secondary)
The laboratory setting provides many opportunities for students to see how
the ideas of electricity and magnetism can be applied in the context of real
problems, measurements, and devices. Among these are Studios in which
students build their own electrical generators and metal detectors.
Criterion 3-k: Use modern tools for engineering practice (Secondary)
In the laboratories, students use spreadsheets for elementary data analysis
and Logger Pro data acquisition software. On the hardware side, students
use digital multimeters, digital storage oscilloscopes, operational-amplifier
circuits, microwave transmitters and receivers, DC power supplies, and
function generators.
Template:
PHGNxxx. Course Title. The following ABET Criteria 3 student learning outcomes are
supported by activities students undertake in this course.
Criterion 3-a: Apply knowledge of math, science and engineering (Primary)
Criterion 3-b(1): Design, conduct, and interpret experiments
(Primary/Secondary)
Criterion 3-b(2): Design a system, component, or process
(Primary/Secondary)
Criterion 3-c: Design a system, component, or process
(Primary/Secondary)
Criterion 3-d: Function on interdisciplinary teams (Primary/Secondary)
Criterion 3-e: Identify, formulate and solve engineering problems
(Primary/Secondary))
Criterion 3-f: Understand ethical and professional responsibilities
(Primary/Secondary)
Criterion 3-g: Communicate effectively (Primary/Secondary)
Criterion 3-h: Understand engineering solutions in context
(Primary/Secondary)
Criterion 3-i: Understand need for life-long learning (Primary/Secondary)
Criterion 3-j: knowledge of contemporary issues (Primary/Secondary)
Criterion 3-k: Use modern tools for engineering practice
(Primary/Secondary)