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Developing an engineering mindset: teacher enrichment strategies employing project-based learning in optics and cosmic ray study

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Conference

2018 ASEE Mid-Atlantic Section Spring Conference

Location

Washington, District of Columbia

Publication Date

April 6, 2018

Start Date

April 6, 2018

End Date

April 7, 2018

Tagged Topic

Diversity

Page Count

9

Permanent URL

https://peer.asee.org/29459

Download Count

32

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Paper Authors

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sunil Dehipawala Queensborough Community College

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Sunil Dehipawala received his B.S. degree from University of Peradeniya in Sri Lanka and Ph.D from City University of New York. Currently, he is working as a faculty member at Queensborough Community College of CUNY.

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Vazgen Shekoyan

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Dr. Vazgen Shekoyan is a professor of physics and his experiences include pedagogy, CubeSat, etc.

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Raul Armendariz Queensborough Community College

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Assistant professor of physics

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Kimberly Anne Riegel

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Kimberly Riegel has been an assistant professor at Queensborough since 2015. She completed her Ph.D. at Pennsylvania State University and undergraduate at Vassar College in Poughkeepsie, NY. Her research interests focus on the area of the physics of sound particularly related to noise control using computational and numerical simulations.

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Rex Taibu

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Dr. Rex Taibu has taught studio physics classes for several years. His teaching experience has shaped his research focus. Currently, Dr. Taibu is actively engaged in

1) promoting scientific inquiry attitudes in students through designing, implementing, and assessing innovative inquiry based physics labs.

2) conducting research regarding the role of language in conceptual understanding.

3) exploring cosmic rays (detection, data collection, and analysis).

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Tak Cheung

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Tak Cheung, Ph.D., professor of physics, teaches in CUNY Queensborough Community College. He also conducts research and mentors student research projects.

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Abstract

The three principles of K-12 engineering education, namely, design, science knowledge, and mindset development have been implemented in a program designed for teacher enrichment using optics and cosmic ray projects. The design guideline of using disposable products was imposed such that the designs can be translated effectively from a community college setting with technician support to a high school standalone setting. The transformation principle of a physics question to a design driven question was illustrated with examples from mechanics as a foundation for paradigm shift, and then extended to optics and particle counting. The physics principles were clarified with the various iterated designs for complying with additional constraints. A research component in solar monitoring and physics using cosmic ray public data was also implemented to further the teacher enrichment with deployable algorithms for high school setting equipped with Microsoft Excel. An assessment rubric based on design deliverables is discussed.

Dehipawala, S., & Shekoyan, V., & Armendariz, R., & Riegel, K. A., & Taibu, R., & Cheung, T. (2018, April), Developing an engineering mindset: teacher enrichment strategies employing project-based learning in optics and cosmic ray study Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference, Washington, District of Columbia. https://peer.asee.org/29459

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