Myidea: Kyle Miletic, , Ls&a Economics, 2010

myIDEA

FUTURE PROGRAM The Physics of CSI Kyle Miletic, [email protected], LS&A Economics, 2010

OVERVIEW

PROJECT SNAPSHOT

WHAT I LEARNED

For my project, I worked with another physics student, Brigette Bucholz, to implement a new way to teach high school physics. I chose this project because while I have enjoyed learning physics, I feel there is often a wide gulf between theory and application. I wanted to bridge that gap with students early on so they can realize how exciting and relevant physics can be. We worked with Mike Jones at Cass Tech High School to take many of the concepts of mechanics (simple harmonic motion, projectile motion and 2-D Kinematics, static and kinetic friction), waves (diffraction, mirrors and lenses, and electromagnetic waves), and sound (the Doppler effect) and apply them to a “real life” situation. In this case, we created a crime scene scenario and had students use their knowledge of physics to solve a fictional crime.

The students got to learn how physics can apply to their everyday lives and how vital the sciences are to a wide variety of potential careers – crime scene investigation in this case. The students gained access to state of the art physics equipment that enabled them to discover and elaborate on many fundamental theories of physics (Snell’s Law, the Doppler Effect, simple harmonic motion, etc.) without ever having seen these ideas before. They were not lectured on seemingly dry physics concepts to regurgitate on an exam. Rather, they discovered these concepts on their own through observation and measurement in a guided lab setting. Since individual groups were not able to determine who was guilty (the ultimate goal of any CSI!), they then had to present their findings and collaborate with their colleagues to come up with a final conclusion.

The FUTURE program gave me a real insight into how math and science education can be substantially changed for the better in this country. I was amazed at the enthusiasm and dedication of the students – and at their insights into and understanding of the material. I see the FUTURE program as giving me a strong understanding of and appreciation for the importance of science education in this country. Ten years from now, as a physician, I hope to draw on my experiences here to educate and mentor students and show them just how fun and relevant science can be.

TIMELINE Early-mid Feb: Liaise with teacher, get his ideas. Mid-late Feb: Brainstorm different scenarios to use. Late Feb: Determine concepts to be integrated/taught March: Apply concepts to scenario, write materials March: Determine lesson plans and student evaluation. Late March: Refine materials and ideas, troubleshoot Late March: Begin teaching and experiments Late March / Early April: Conclude testing and student presentations.

Partner Information: Brigette Bucholz School Information: Cass Tech High School Teacher Information: Michael Jones Project Coordinator: Mary Starr Project Support Staff: Cesar Delgado, Morten Lundsgaard, Justin Lomont, Tracy Lent