We present the Electricity and Magnetism Conceptual Assessment (EMCA), a new assessment aligned with second-semester introductory physics courses. Topics covered include electrostatics, electric fields, circuits, magnetism, and induction. We have two motives for writing a new assessment. First, we find other assessments such as the Brief Electricity and Magnetism Assessment and the Conceptual Survey on Electricity and Magnetism not well aligned with the topics and content depth of our courses. We want to test introductory physics content at a level appropriate for our students. Second, we want the assessment to yield scores and gains comparable to the widely used Force Concept Inventory (FCI). After five testing and revision cycles, the assessment was finalized in early 2015 and is available online. We present performance results for a cohort of 225 students at Siena College who were enrolled in our algebra-and calculus-based physics courses during the spring 2015 and 2016 semesters. We provide pretest, post-test, and gain analyses, as well as individual question and whole test statistics to quantify difficulty and reliability. In addition, we compare EMCA and FCI scores and gains, and we find that students' FCI scores are strongly correlated with their performance on the EMCA. Finally, the assessment was piloted in an algebra-based physics course at George Washington University (GWU). We present performance results for a cohort of 130 GWU students and we find that their EMCA scores are comparable to the scores of students in our calculus-based physics course.
Considerations for the use of white light emitting diode (LED) sources to produce illumination for automotive forward lighting is presented. Due to their reliability, small size, lower power consumption, and lower heat generation LEDs are a natural source choice for automotive lighting systems. Currently, LEDs are being successfully employed in most vehicle signal lighting applications. In these applications the light levels, distributions, and colors needed are achievable by present LED technologies. However, for vehicle white light illumination applications LEDs are now only being considered for low light level applications, such as back-up lamps. This is due to the relatively low lumen output that has been available up to now in white LEDs.With the advent ofnew higher lumen packages, and with the promise of even higher light output in the near future, the use of white LEDs sources for all vehicle forward lighting applications is beginning to be considered. Through computer modeling and photometric evaluation this paper examines the possibilities of using currently available white LED technology for vehicle headlamps. It is apparent that optimal LED sources for vehicle forward lighting applications will be constructed with hereto undeveloped technology and packaging configurations. However, the intent here in exploring currently available products is to begin the discussion on the design possibilities and significant issues surrounding LEDs in order to aid in the design and development of future LED sources and systems. Considerations such as total light output, physical size, optical control, power consumption, color appearance, and the effects of white LED spectra on glare and peripheral vision are explored. Finally, conclusions of the feasibility of current LED technology being used in these applications and recommendations of technology advancements that may need to occur are made.
During the middle school years, interest in Science Technology Engineering and Math (STEM) falls off, especially among Black and Latinx students and women. In underserved districts, a small percentage of students graduate prepared for college and even less are prepared for undergraduate STEM coursework. Beginning in the 2009-10 academic year, we implemented an informal STEM program for upper elementary and middle school students from a nearby underserved district. Students chose from STEM offerings including hands-on engineering and computer technology courses, coding courses, and physics courses taught through hands-on activities and video games. We found that participants are similar in ethnicity, poverty, and residency, but outperform non-participants in a variety of New York State standardized measures of achievement while participating in the program and years after leaving. For example, program participants outperform non-participants in high school assessments in physics, chemistry, and math. They are also over-represented in advanced science classes, and in receiving diplomas with advanced designation-a key indicator of preparedness to pursue a STEM major in college.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.