Technology Enabled Projects for High School Physics

Abstract

Louisiana Tech University has recently developed a high school physics curriculum called NASA-Threads which integrates engineering, mathematics, and physics concepts through handson projects. NASA-Threads combines NASA applications, fundamentals, technology, and communication with projects that are facilitated by an inexpensive robotic platform. Fundamentals are taught in this active classroom environment as projects unfold. The hands-on projects build excitement and foster the development of student confidence and creativity; they also develop student ability to solve realistic multiple-step problems. Each student participating in the NASA-Threads curriculum is provided with their own robot (Boe-Bot) which provides a tool for measurement and control of physical systems. We have adopted the Boe-Bot robotics platform from Parallax which comes equipped with a microprocessor, a variety of electrical components, sensors and two servos motors to provide robot locomotion. Students write computer programs using PBASIC to interface their robot with each project. The NASA-Threads curriculum begins with a focus on electricity and magnetism. Students use multimeters to measure voltage and current in simple circuits constructed on the breadboard of their own Boe-Bot. For example, students first build simple resistor networks powered by the DC voltage supply from the Boe-Bot to discover Ohm's Law and to verify Kirchoff's Current Law. Next, they write PBASIC programs causing LEDs to blink with specified timings; they then extend these skills by developing a countdown timer that utilizes a seven-segment LED number display. As students' intuition for electricity develops, they are introduced to the couplings between electric current and magnetic fields through projects involving motors and speakers. Other projects discussed in this paper include trusses (vectors and forces), servo efficiency (energy conversion), accelerometers (programming, vectors and gravity), homemade guitars (waves and sound), solar ovens (energy and heat), and digital cameras (gravity and projectile motion). The central focus of the NASA-Threads curriculum is to tie fundamental STEM topics to interesting applications. This paper documents a selection of our major projects and also provides data related to teacher self-efficacy for a summer 2011 workshop that prepared 26 high school teachers to deliver the curriculum at 14 high schools.

Utilizing the Engineering Design Process to Create a Framework for Curricula Design

“…The team also felt that using the microcontroller technology would act as a hook for the students to increase their interest in the material. During the Problem Formulation phase the name of the course was coined, NASA-Threads, after the funding sponsor, NASA, and the threads of fundamental concepts and projects that would be woven together throughout the course 11 .…”

Integrating Real World Engineering Examples and Mathematical Calculations Into Computer Simulations to Improve Students’ Understanding of Concept Pairs

“…For example, Newtonian mechanics (a branch of physics) involves foundational concepts such as displacement, velocity, acceleration, force, torque or moment, work, energy, impulse, momentum, and vibrations, as well as foundational laws and principles such as Newton's laws, the Principle of Work and Energy, and the Principle of Linear Impulse and Momentum [1][2][3] . Lacking a solid understanding of these foundational concepts, laws, and principles is is one of the main reasons many high school students perform poorly in physics [4][5][6] .…”