AAPT 127th National Meeting
Physics Outside the Box
August 2-6, 2003 -- Madison, WI
To Cohort or Not to Cohort:
An Experiment in Extensive Integration
and Partial Differentiation
Yevgeniya V. Zastavker
Franklin W. Olin College of Engineering
Why a New Engineering College?
A call for “systemic engineering education reform” to prepare
leaders able to predict, create and manage the technologies
of the future.
NSF, ABET, ASCE, NAE, ASEE, NRC
circa 1990
A superb command of the engineering fundamentals
Broad perspectives on the role of engineering in
society
The creativity to envision new solution to engineering
challenges
The entrepreneurial skills to bring vision to reality
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Clean Slate: Creating a “Renaissance Engineer”
Size: Projected total enrollment – 600.
Program: Undergraduate engineering.
Majors: B.S. in electrical and computer engineering, mechanical
engineering and engineering
Curriculum: Project-based, team-oriented approach emphasizing
business and entrepreneurship, arts and humanities and rigorous
technical fundamentals.
Scholarship: All admitted students receive a four-year full-tuition
scholarship valued at $120,000.
Faculty: 25 full-time and 2 academic partners; 17 men and 10
women
Student to Faculty Ratio: Currently 5 to 1; anticipated ratio of 10
to 1 at full enrollment of 600 students.
Innovations: No tenure awarded, no academic departments;
faculty is multi-disciplinary.
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Physics Outside the Box
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Curricular Philosophy
Rigorous Engineering
Fundamentals
AHS
E!
Arts/Humanities/Social Sciences
Creativity, Innovation,
Design, and Communications
Business/Entrepreneurship
Philanthropy and Ethics
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Physics Outside the Box
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Curriculum Distinctive Features
interdisciplinary teaching;
an emphasis on teamwork and communication;
consideration of the social, economic, and political
contexts of engineering;
an emphasis on design- and project-based learning:
“do-learn” environment;
passionate pursuits and co-curricular activities;
gates: regular institution-wide assessment periods;
sophomore and senior design projects: capstones.
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Curricular Structure
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Foundation Years Curricular Scope
Gates
Non-Degree Credit
Learning Plans
AHS
Sophomore
Design Project
Cohort
Free-Standing
Courses
COHORTS:
integrated block of course(s) and project(s);
FREE-STANDING COURSES:
non-cohorted courses and projects, including free electives;
AHS:
arts, humanities and social sciences;
SOPHOMORE DESIGN PROJECT:
team design and implementation of a student-chosen
product;
NON-DEGREE CREDIT:
extracurricular activities undertaken for non-degree credit,
e.g. Passionate Pursuits, Co-Curricular Activities, Research,
or Independent Studies;
GATES:
end of year assessment activities;
LEARNING PLANS:
student-written documents used to shape his/her education.
Foundation Structure
Year 1, Fall Semester
Option 3
Option 2
Option 1
Arts,
Humanities,
And Social
Sciences
(AHS)
Signals
and
Systems
Cohort: Physical and Mathematical
Foundations of Engineering I
and Engineering Project
Calculus
Newtonian
Mechanical
and
Mechanics,
Engineering
Ordinary Thermodynamics, Project(s)
Differential
Fluids,
and
Equations
and
Practica
Waves
Year 1, Spring Semester
Passionate
Pursuits
Research
(optional)
Option 3
Option 2
Option 1
Arts,
Humanities,
And Social
Sciences
(AHS)
Free Elective
-orIndependent
Study
Cohort: Physical and Mathematical
Foundations of Engineering II
and Engineering Project
Linear
Algebra
and
Vector
Calculus
Electricity
and
Magnetism,
Circuits
and
Optics
Electrical
Engineering
and CS
Project(s)
and
Practica
Passionate
Pursuits
Research
(optional)
Gate
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“Cohort” Philosophy and History
Course Sequence
–ORIntegrated course block
Rose-Hulman Institute of Technology:
Math, Physics, Chemistry, Design,
Graphical Communication, CS;
Arizona State University:
English, Math, Physics, Engineering
Design;
North Carolina State University:
CS, Civil Engineering, Math, Physics, ECE;
Drexel University:
Math, Science, and Engineering.
August 2 - 6, 2003
coordination of curriculum to stress the links
between science, mathematics, and
engineering;
providing a common foundation to all
engineering students regardless of their
specialization;
handling of open-ended problems;
interdisciplinary learning and working on
multidisciplinary problems;
an emphasis on teamwork and cooperative
working environment.
Physics Outside the Box
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“Cohort” Philosophy and History
Integrated course block
equivalent to 1 or more conventional course(s) and project(s)
Course A
Course B
Project
Course B
Course A
interdisciplinary teaching and learning;
an emphasis on teamwork and communication;
handling of open-ended problems;
an emphasis on design- and project-based learning: “do-learn” environment;
consideration of the social, economic, and political contexts of engineering;
relationship between theory and application;
student choice of an application or “cohort flavor” or “cohort option”.
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Cohort Structure
“Things That Go” Cohort
or miniature drag racers
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“Moving On Up!” Cohort
or rice ramp devices
Physics Outside the Box
“Kinetic Sculpture” Cohort
or integrating motion and art
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Cohort Vision and Implementation
“Things That Go” Cohort
or miniature drag racers
“Moving On Up!” Cohort
or rice ramp devices
“Kinetic Sculpture” Cohort
or integrating motion and art
# of
projects
2
1
1
Project
uniqueness
common
common
unique
MathPhysics
Integration
strong
weak
moderate
MathProject
Integration
strong
weak
moderate
PhysicsProject
Integration
strong
weak
moderate
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Cohort Syllabus Map
“Things That Go” Cohort
or miniature drag racers
“Moving On Up!” Cohort
or rice ramp devices
Math
August 2 - 6, 2003
Physics
Physics Outside the Box
“Kinetic Sculpture” Cohort
or integrating motion and art
Project
13
Project Syllabus:
“Things That Go” Cohort
Weeks 1 – 3
Measurement and
Drawing; SolidWorks
Weeks 4 – 6
Fabrication Practicum;
SolidWorks
Teaming Practicum;
Weeks 7 – 9
Water Rocket: Modeling
(SolidWorks and MatLab),
Building and Competition
Information Literacy;
Weeks 10 – 12
Dragster Design:
Modeling (SolidWorks and
MatLab), and Fabrication
Weeks 13 – 15
Dragster:
Fabrication and
Competition
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Cohort Syllabus:
“Things That Go” Cohort
Cohort Physics
Week Number
1
o
o
o
o
o
Week Number
Introductions
Teaming exercise
Vectors, Sequences, limits, induction
Estimation
Measurement, drawing
2
o L’hopital, improper integrals, coordinates,
o parametric equations
o 3D Kinematics
o SolidWorks
3
o 1st order DEs and applications
o Newton’s Laws, forces
o SolidWorks, fabrication practicum
4
o 1st order Des and applications
o Work, forces, energy
o Fabrication practicum
5
o Series, center of mass
o Momentum
o Fabrication practicum
6
o Series
o Thermodynamics
o Fabrication
7
o Series, discs, washers, shells
o Moments of inertia, torque, and rotational
energy
o Rocket 2
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Physics Outside the Box
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9
Traditional Physics
o Reviews
o 2nd order DEs and applications
o Angular Momentum, Conservation of
Angular Momentum
o Teaming
10
o DEs and applications
o Thermodynamics
o Design, information literacy
11
o DEs and applications
o Thermodynamics
o Design
12
o DEs and applications
o Waves
o Fabrication
13
o DEs and applications
o Waves
o Fabrication
14
15
o Fabrication
o Preliminary demonstration
o Fabrication
o Product demonstration
o Competition
15
Physics Syllabus:
“Things That Go” Cohort vs. Traditional Physics
Cohort Physics
Week Number
Week Number
o
o
o
o
o
Introductions
Teaming exercise
Vectors, Sequences, limits, induction
Estimation
Measurement, drawing
2
o
o
o
o
L’hopital, improper integrals, coordinates,
Parametric equations
3D Kinematics
SolidWorks
3
o 1st order DEs and applications
o Newton’s Laws, forces
o SolidWorks, fabrication practicum
4
o 1st order Des and applications
o Work, forces, energy
o Fabrication practicum
5
o Series, center of mass
o Momentum
o Fabrication practicum
6
o Series
o Thermodynamics
o Fabrication
7
o Series, discs, washers, shells
o Moments of inertia, torque, and rotational
energy
o Rocket 2
1
August 2 - 6, 2003
Physics Outside the Box
Traditional Physics
1
• Preludes: Estimation, Measurements,
Uncertainties, Dimensional Analysis,
Scaling Arguments
• Vectors: Addition, Multiplication, Dot and
Cross Products
2
•
•
•
•
3
• Circular Motion
• Newton’s Laws of Motion
• Forces: Tension
4
• Forces: Friction, Gravitation
• Hooke’s Law
• Simple Harmonic Motion
5
• Work Done by Various Forces
• Conservative and Nonconservative Forces
• Kinetic Energy
6
•
•
•
•
7
• Gravitational PE
• Escape Velocities, Orbits
• Momentum and Collisions
Coordinates
1D Kinematics
2D and 3D Kinematics
Relative Motion: Reference Frames
Kinetic and Potential Energies
CWE, Conservation of Mechanical Energy
Oscillations and Energy
DEs: Forced and Damped Oscillations
16
Physics Syllabus:
“Things That Go” Cohort vs. Traditional Physics
Week Number
Traditional Physics
Week Number
8
o Review
9
o 2nd order DEs and applications
o Angular Momentum, Conservation of
Angular Momentum
o Teaming
10
o DEs and applications
o Thermodynamics
o Design, information literacy
11
o DEs and applications
o Thermodynamics
o Design
12
o DEs and applications
o Waves
o Fabrication
13
o DEs and applications
o Waves
o Fabrication
14
15
o Fabrication
o Preliminary demonstration
August 2 - 6, 2003
o Fabrication
o Product demonstration
o Competition
Physics Outside the Box
Traditional Physics
8
• Center of Mass;
• Rockets Impulse, Rockets
• Angular Momentum, Spin, Orbital Motion
9
•
•
•
•
Kepler’s Laws, Elliptical Orbits
Torque
Rotating Rigid Bodies, Moment of Inertia
Rotational KE
10
• Conservation of Angular Momentum
• Solids and Elasticity
• Fluid Mechanics
11
• Hydrostatics
• Waves
• Sound Waves, Doppler Effect
12
• Liquids and Gases
• Thermodynamics: the First Law
• Ideal Gas
13
• Kinetic Theory: Isothermal Atmosphere,
Phase Diagrams, Phase Transitions
• Specific Heat, Equipartition Theorem
14
15
• The Second Law of Thermodynamics
• Engine, the Carnot Cycle, Entropy
• Review
17
Physics Syllabus:
“Things That Go” Cohort vs. Traditional Physics
o Much faster pace;
o Flexible physics calendar;
o Sequence of topics dependent on project and math necessities;
o Co-dependence on math and project for presentation of various
topics;
o Creative “lab” environment: no “canned” laboratory exercises and
write-ups;
o Learning of lab design and manufacturing skills;
o Direct application of knowledge gained in class environment
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Physics Outside the Box
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Project Syllabi:
“Things That Go” vs. “Kinetic Sculpture” Cohort
Weeks 1 – 3
Measurement and Drawing;
SolidWorks
Weeks 4 – 6
Weeks 7 – 9
Weeks 10 - 12
Weeks 13 – 15
August 2 - 6, 2003
Fabrication Practicum;
SolidWorks
Teaming Practicum;
Information Literacy;
Introduction to Sculpting;
SolidWorks
Team Sculpture Design:
Detailed Sketch, SolidWorks,
Written Report
Individual Design Reviews
Teaming Practicum;
Individual Design Reviews:
Relevant Physics & Math;
Water Rocket: Modeling
(SolidWorks and MatLab),
Building and Competition
Kinetic Sculpture Modeling:
SolidWorks and Working Model,
Written Report
Information Literacy;
Kinetic Sculpture:
Individual Math and Physics
Tutoring;
Dragster Design Modeling:
SolidWorks and MatLab
and Fabrication
Dragster:
Fabrication and Competition
Fabrication and Prototyping
Kinetic Sculpture:
Fabrication, Show, and
Written Report
Physics Outside the Box
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Physics Syllabus:
“Kinetic Sculpture” Cohort vs. Traditional Physics
o Much faster pace;
o Flexible physics calendar;
o Sequence of topics dependent on math necessities;
o Co-dependence on math and project for presentation of various
topics;
o LOTS of individual tutoring of physics, math, and fabrication;
o Creative “lab” environment: no “canned” laboratory exercises and
write-ups;
o Learning of lab design and manufacturing skills;
o Direct application of knowledge gained in class environment
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Student Reactions to Physics:
Cohort Comparison
The Content of This Course Was
This Course Stimulated My Interest in the Subject
This Course Provided Opportunities to
Apply the Knowledge I Gained
Assignments in This Course Contributed
Effectively to My Learning
“Things That Go”
August 2 - 6, 2003
“Moving On Up!”
“Kinetic Sculpture”
Physics Outside the Box
All Courses
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Student Reactions to Physics:
Cohort Comparison
This Course Was Well-Coordinated With Other Courses In This Cohort
This Course Was Well-Integrated With Other Courses In This Cohort
“Things That Go”
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“Moving On Up!”
Physics Outside the Box
“Kinetic Sculpture”
22
The Cohort System Pros
holistic and coherent education;
blurring the boundaries between science, engineering, and social aspects;
learning to work in a “real-world environment”;
transferability of the teaching method;
fostering learning by motivation.
Students Speaking:
I’m not sure what was reinforcing what—it all went together: exactly as I expected. WOW.
This is how the real world works. THIS IS EXACTLY HOW OLIN SHOULD BE. I LOVE MY
COHORT.
There were many times where I was unsure whether I was doing math homework, physics
homework, a projects assignment or even EC homework.
The project showed us that the math and physics had actual uses in things like projectiles. The
projects are like a direct reward for learning the math and physics.
We’re able to cover so much, so well, because it all intertwines and reinforces each other and
the project backs it up.
This was an eye-opening physics class. Practical applications of the physics were dripping all
throughout the course.
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The Cohort System Cons
large faculty time commitment;
restrictions on the choice of each discipline topics;
restrictions on scheduling of each discipline topic (dependence on other
disciplines);
steep learning curve for instructors: learning each other’s “language”;
difficulty with advanced students and their needs.
Students Speaking:
I can definitely see that for a project like Kinetic Sculpture, getting to the relevant physics in
time for students to have the resources they need, when they need them, is terribly tricky.
In this cohort, the math and physics are just normal classes like anywhere else, and we apply
what we learn in project…What would be truly innovative and useful would be if the project
class provided the motivation for learning by raising questions an instigating thought BEFORE
the other classes teach the concepts.
A big disadvantage is that if you don’t understand something in particular, you may be messed
up in the other subjects of the cohort as well.
I have come to hate do-learn. I just want to be taught, lectured to even. It’s so frustrating to be
thrown into a situation with so little preparation and so little instruction.
We can only take so much of the do-learn method before we get discouraged.
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Lessons Learned
Cohort must be physics – centered (not project – centered),
I.e. it must serve the role of the tie between math and
projects;
Many small projects must be done prior to completing a final
project;
Projects must be common, not individualized;
Project must be well-defined and well-constrained;
The choice of small projects must be made on the basis of
physics learned and fabrication skills;
Extra thought must be placed into correct utilization of the
“do-learn” methodology.
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We Welcome You
To Visit Us at
College!
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