Washington, District of Columbia
April 6, 2018
April 6, 2018
April 7, 2018
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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