To Cohort or Not To Cohort

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
August 2 - 6, 2003
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.
August 2 - 6, 2003
Curricular Philosophy
Rigorous Engineering
Fundamentals
AHS
E!
Arts/Humanities/Social Sciences
Creativity, Innovation,
Design, and Communications
Business/Entrepreneurshi
p Philanthropy and Ethics
August 2 - 6, 2003
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.
August 2 - 6, 2003
Curricular Structure
August 2 - 6, 2003
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
August 2 - 6, 2003
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
Year 1, Spring Semester
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
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
August 2 - 6, 2003
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.
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.
August 2 - 6, 2003
10
Cohort Structure
Things That Go Cohort

or miniature drag racers
August 2 - 6, 2003
Moving On Up! Cohort

or rice ramp devices
Kinetic Sculpture Cohort

or integrating motion and art
11
Cohort Vision and Implementation



# of
projects
Project
uniqueness
common
common
unique
MathPhysics
Integration
strong
weak
moderate
MathProject
Integration
strong
weak
moderate
PhysicsProject
Integration
strong
weak
moderate
August 2 - 6, 2003
12
Cohort Syllabus Map


12
12
12
12
10
15
12
10
10
hours/week
Physics
40 0
35
10
30
10
25
15
20
10
14
15
weeks 1 - 3
13
10
weeks 4 - 6
10
17
weeks 7 - 10
12
Math
August 2 - 6, 2003
12
11
40 0
weeks 13 - 15
weeks 10 - 12
11
35
30
25
12
20
hours/week
weeks 1 - 3
15
11
10
10
weeks 4 - 6
15
weeks 7 - 10
14
weeks 10 - 12
25
15
weeks 1 - 3
12
10
weeks 4 - 6
11
10
weeks 7 - 10
weeks 13 - 15
weeks 10 - 12
weeks 13 - 15

20
hours/week
Project
13
25
30
35
40
Project Syllabus:
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
August 2 - 6, 2003
14
Cohort Syllabus:
Week Number
Cohort Physics
o
o
o
o
o
Introductions
Teaming exercise
Vectors, Sequences, limits, induction
Estimation
Measurement, drawing
o Lhopital, improper integrals, coordinates,

o parametric equations
o 3D Kinematics
o SolidWorks
o 1st order DEs and applications

o Newtons Laws, forces
o SolidWorks, fabrication practicum
o 1st order Des and applications

o Work, forces, energy
o Fabrication practicum
o Series, center of mass

o Momentum
6
7
o Series
o Thermodynamics
o Fabrication
o Series, discs, washers, shells
o Moments of inertia, torque, and rotational
energy
o Rocket 2
August 2 - 6, 2003
Week Number
8
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 Thermodynamics
o Design
12
o
o
o
DEs and applications

Waves
Fabrication
13
o
o
o

Waves
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
Week Number
Cohort Physics
Week Number
Traditional Physics
o
o
o
o
o
Introductions
Teaming exercise
Vectors, Sequences, limits, induction
Estimation
Measurement, drawing
Preludes: Estimation, Measurements,

Uncertainties, Dimensional Analysis,
Scaling Arguments
Vectors: Addition, Multiplication, Dot and
Cross Products
o
o
o
o
Lhopital, improper integrals, coordinates,

Parametric equations
3D Kinematics
SolidWorks
o 1st order DEs and applications

o Newtons Laws, forces
o SolidWorks, fabrication practicum
Circular Motion
Newtons Laws of Motion
Forces: Tension
o 1st order Des and applications

o Work, forces, energy
Forces: Friction, Gravitation

Hookes Law
Simple Harmonic Motion
o Series, center of mass

o Momentum
Work Done by Various Forces

Conservative and Nonconservative Forces
Kinetic Energy
6
7
o Series
o Thermodynamics
o Fabrication
o Series, discs, washers, shells

o Moments of inertia, torque, and rotational
energy
o Rocket 2
Gravitational PE
Escape Velocities, Orbits
Momentum and Collisions
August 2 - 6, 2003
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:
Week Number
8
9
Traditional Physics
o Review
o 2nd order DEs and applications
o Angular Momentum, Conservation of
Angular Momentum
o Teaming
10
o
o
o

Thermodynamics
Design, information literacy
11
o
o
o

Thermodynamics
Design
Week Number
Traditional Physics
Center of Mass;
Rockets Impulse, Rockets
Angular Momentum, Spin, Orbital Motion
Keplers 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

o Waves
o Fabrication
12
Liquids and Gases

Thermodynamics: the First Law
Ideal Gas
13

o Waves
o Fabrication
13
Kinetic Theory: Isothermal Atmosphere,

Phase Diagrams, Phase Transitions
Specific Heat, Equipartition Theorem
14
15
o Fabrication
o Preliminary demonstration
14
15
The Second Law of Thermodynamics

Engine, the Carnot Cycle, Entropy
o Fabrication
o Product demonstration
o Competition
August 2 - 6, 2003
Review
17
Physics Syllabus:
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
August 2 - 6, 2003
18
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
Teaming Practicum;
Introduction to Sculpting;
SolidWorks
Fabrication Practicum;
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
Kinetic Sculpture:
Individual Math and Physics
Tutoring;
Dragster Design Modeling:

SolidWorks and MatLab
and Fabrication
Dragster:
Fabrication and Competition
August 2 - 6, 2003
Fabrication and Prototyping

Kinetic Sculpture:
Fabrication, Show, and
Written Report
19
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
August 2 - 6, 2003
20
Student Reactions to Physics:

Cohort Comparison
The Content of This Course Was
This Course Stimulated My Interest in the Subject
100%
100%
80%
80%
60%
60%
40%
40%
20%
20%
0%
0%
Not Challenging
Challenging
Strongly
Disagree
Highly Challenging
This Course Provided Opportunities to

Apply the Knowledge I Gained
Disagree
Neutral
Agree
Strongly Agree
Assignments in This Course Contributed

Effectively to My Learning
100%
100%
80%
80%
60%
60%
40%
40%
20%
20%
0%
Strongly
Disagree
Disagree
Neutral
Agree
Strongly Agree
Not Applicable
0%
Strongly Disagree
Things That Go
August 2 - 6, 2003
Moving On Up!
Disagree
Kinetic Sculpture
Neutral
21
Agree
Strongly Agree
All Courses
Not Applicable
Student Reactions to Physics:

Cohort Comparison
This Course Was Well-Coordinated With Other Courses In This Cohort
100%
80%
60%
40%
20%
0%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
This Course Was Well-Integrated With Other Courses In This Cohort

100%
80%
60%
40%
20%
0%
Strongly Disagree
Disagree
Things That Go
August 2 - 6, 2003
Neutral
Moving On Up!
Agree
Strongly Agree
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:
Im not sure what was reinforcing whatit 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.
Were 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.
August 2 - 6, 2003
23
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 others 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 projectWhat 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 dont 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. Its 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.
August 2 - 6, 2003
24
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.
August 2 - 6, 2003
25
We Welcome You
To Visit Us at
College!
August 2 - 6, 2003
26

To Cohort or Not To Cohort

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AAPT 127th National Meeting

Physics Outside the Box