PEDAGOGY OF OSCILLATION IN PHYSICS USING CONTROL THEORY EIGENVALUE STABILITY WITH EXTENSION TO ...

PEDAGOGY OF OSCILLATION IN PHYSICS USING CONTROL THEORY EIGENVALUE STABILITY WITH EXTENSION TO OSCILLATION WITHOUT PHYSICS IN POST-COVID ERA
Sunil Dehipawala, City University of New York Queensborough Community College, United States of America / Kelvin Yao Case, Western Reserve University, United States of America / Todd Holden, City University of New York Queensborough Community College, United States of America / Tak Cheung, City University of New York Queensborough Community College, United States of America
(Presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 17-20, 2024 in Chicago, USA. (www.istes.org/..., and at the nternational Conference on Engineering, Science and Technology (IConEST) (www.istes.org/...) organized by the International Society for Technology, Education and Science (ISTES) www.istes.org).
The damped harmonic oscillator physics problem is a standard oscillation problem in calculus physics for pre-engineering students in a community college. The alternative linear algebra eigenvalue stability approach, such as the Kalman filter, etc. is consistent with the upper engineering courses using control theory. The external force and friction damping would become the control and feedback respectively in control theory. The pedagogy of using the control theory notations in the standard damped harmonic oscillator problem would provide a seamless transition for pre-engineering students and an understanding of the requirement of linear algebra at a minimum threshold in the transfers to senior colleges. The objective of quantifying stability has wide applications from Lego to Arduino driven educational robotic systems in mechanical engineering student projects. The IllustrisTNG galaxy simulation data and the Skynet Robotic Telescope Network Supernova data are also open-source data for student projects taking on the stability objective. The equity of authentic experience in the outcome of each student would require differential unequal input conditions across the cohort of students each year. The eigenvalue pedagogy can serve as a complementary component in all the hands-on student projects based on engineering. An extension to oscillation without physics is mathematically justified when the studied system could be represented as two coupled linear first order differential equations. All the teaching contents were extracted from the open sources posted on the websites of leading university professors and professionals. The eigenvalue pedagogy is also ready for the online delivery of student skill learning projects in the post-COVID era, given a community college setting. The assessment has been conducted with the what-if critical thinking perspective. The sustainability of the eigenvalue pedagogy in community college student skill learning projects in the post-COVID era is discussed