This talk was given at Bangkok University on May 29, 2013. It was covered the necessity for a new era of learning. Specific examples at KMUTT were covered and detailed discussion were extended towards the end of ~3 hours show. Video tape was available at http://qa.bu.ac.th/cop/index.php/knowledge/35-new-approaches-to-learning-kmutt-experience-s
1. Worawarong Rakreungdet, Ph.D.
Learning Institute and
Dept. of Physics, Fac. of Science
แบบบรรยาย (Lecture method)
แบบอภิปราย (Discussion method)
แบบการอภิปรายกลุ่มย่อย (Small group discussion)
แบบสาธิต (Demonstration method)
แบบแสดงบทบาทสมมติ (Role playing)
แบบแสดงบทบาทสมมติ (Role playing)
แบบเน้นกระบวนการ (Process)
แบบร่วมมือ (Cooperative learning)
แบบการแข่งขันเกมส์เป็นทีม (Team Games Tournaments: TGT)
แบบใช้คำถาม (Questioning method)
แบบเทคนิคเรื่องราว (Storyline)
แบบชี้แนะ (Direct instruction)
แบบแก้ปัญหา (Problem solving method)
แบบใช้ชุดการสอน (Instructional package)
แบบโมดูล (Instruction module)
แบบศูนย์การเรียน (Learning center)
แบบบูรณาการ (Integration)
แบบจัดกรอบมโนทัศน์ (Concept mapping technique)
แบบสืบเสาะหาความรู้เป็นกลุ่ม (Group investigation method)
แบบการใช้นิทาน (Tale)
แบบพัฒนาบุคลิกภาพ (Personality development)
แบบโครงงาน (Project method)
แบบทัศนศึกษา (Field trip)
แบบการใช้คอมพิวเตอร์ช่วยสอน (CAI)
การพัฒนาการเรียนรู้รูปแบบใหม่
(New Approaches in Learning)
1Project-BasedLearning
just
ดร.วรวรงค์ รักเรืองเดช
•รองผู้อำนวยการสถาบันการเรียนรู้ และ อาจารย์ประจำภาควิชา
ฟิสิกส์ คณะวิทยาศาสตร์ มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าธนบุรี
•บัณฑิตในโครงการพสวท. และผู้เชี่ยวชาญของสสวท.
•อนุกรรมการวิชาการโครงการพัฒนาโรงเรียนจุฬาภรณราช
วิทยาลัย (โรงเรียนวิทยาศาสตร์ภูมิภาค) และผู้ทรงคุณวุฒิ สพฐ.
•ประธานกรรมการวิชาการ โครงการคัดเลือกผู้แทนประเทศไทยไป
แข่งขันฟิสิกส์สัประยุทธ์ระหว่างประเทศ ศูนย์มหาวิทยาลัยเทคโนโลยี
พระจอมเกล้าธนบุรี
•กรรมการสมาคมฟิสิกส์ไทยและกองบรรณธิการวารสารฟิสิกส์ไทย
•กรรมการวิชาการการแข่งขันฟิสิกส์โอลิมปิกระดับชาติและระดับ
นานาชาติ
•ที่ปรึกษาและกรรมการประจำรายการ “วิทยสัประยุทธ์” (ช่อง 5) และ
รายการ “วิทย์สู้วิทย์” (ช่อง 9 อสมท.)
Physics
Olympiad
29 พฤษภาคม 2556
NEW APPROACH in LEARNING
ณ มหาวิทยาลัยกรุงเทพ
Learning
Institute
HOW
HAT
W
Y
Making Transition Towards Student-
Centered Learning For The 21st Century:
A Case Study in Thailand.
Worawarong Rakreungdet
Deputy Director of Learning Institute, KMUTT
ASAIHL 2012 Philippines
2. FlowofPresentation
Towards the 21st Century Education
Summary
Examples
Teaching Learning
Leaning Goals / Leaning Outcome
Science
Foundation
General
Education
Engineering
Specialities
Senior
Project
Value Added
1750s 1850s 1950s 2050s
Year
Industrial
Q1 Science
(Gestation)
Q2 Technology
(Growth)
Q3 Business
(Maturity)
Q4 Organization
(Decline)
It’s Alive
Coals
Oils
Nuclear
Developed Economy
From It’s Alive by
Stan Davis and
Christopher Meyer
Teachers from
practitioners
Teachers not from practitioners,
teaching knowledge not professions
Fragmentation of
Implicit Knowledge
into numbers of
Explicit Knowledge
Institutionalized Education
School-based Colleges/
Technical universities
usable, applicable
knowledgeedible salable
teach
pre-institutionalized education
usable, applicable
edible salable
teach
post-institutionalized education
we have to be
real careful with
teaching now
usable,
applicable
edible salable
disseminable,
publishable
knowledge
skills
Outcome-oriented
currently giving low value
Output-oriented
now giving high value
Tacit Knowledge
Embedded Knowledge
Implicit Knowledge
Integrated Knowledge
Holistic Knowledge
Explicit Knowledge
Fragmented Knowledge
Natural science
(Math, Physics, Biology,
Chemistry, Agriculture,
Medicine, Engineering )
Social science and humanities
Big problems if our graduates are not ‘employable’
Value Added
1750s 1850s 1950s 2050s
Year
Industrial
Q1 Science
(Gestation)
Q2 Technology
(Growth)
Q3 Business
(Maturity)
Q4 Organization
(Decline)
It’s Alive
From It’s Alive by
Stan Davis and
Christopher Meyer
S-Curve of Developed Countries
Inform
ation
Biotechnology
Nanotechnology
Materials
M
olecular
WW2
Industrial Economy
Service Economy
Knowledge-based Economy
Atomic bomb
DNA discovery
Sputnik launch
Transistor invention
IC invention
Desktop computer
Source: Krissanapong Kiratikara (Thailand)
3. 1750s 1850s 1950s 2050s
Year
ประเทศไทย (Thailand)
Source: Krissanapong Kiratikara (Thailand)
agriculture
It’s Alive
Modernized the country,
to be independent
Early Thai Universities
Thai graduates replaced foreigners
Country infrastructure
King Rama IVKing Rama IV
1850s - 1950s
1750s 1850s 1950s 2050s
Year
ประเทศไทย (Thailand)
Source: Krissanapong Kiratikara (Thailand)
agriculture
It’s Alive
towards wealth,
internationalization
economically independent
King Rama IVKing Rama IV
Next Generation of Thai Universities
developing democracy,
agriculture, health, educational systems
developing industries
ww2
1950s - 2010s
molecular
industry
information
Multi-disciplinary
Convergence of disciplines
Orientation Clips at KMUTT: http://www.youtube.com/watch?v=Ru7YM_XsV14
Expectation for new-generation graduates
“Employability”
Apply knowledge Design & Conduct Experiment & Testing
Teamwork Design for people
Communicate Effectively
Life-Long Learning Accountability
Local & Global Players
Thai Qualification Framework for Higher Education (TQF:HED)
Ethics and Morality
Knowledge
Cognitive Skills
Interpersonal Skills &
Responsibility
Numerical Analysis,
Communication and ICT Skills
Source: Commission on Higher Education, Ministry of Education,Thailand
adapted and
implemented by
Thai universities
...
4. Thai Qualification Framework for Higher Education (TQF:HED)
Ethics and
Morality
Knowledge
Cognitive Skills
Interpersonal Skills &
Responsibility
Numerical Analysis,
Communication and
ICT Skills
Source:Thipakorn, B. (2012)
adapted and
implemented by
Thai universities
example II:
values
knowledge
& Skills Skills &
Attributes
Social Change
Agents
Integrity & Ethics /
Responsibility &
Accountability /
(Global) Citizenships
knowledge / thinking
& learning skills /
communication leadership /
adaptability /
integration
ระบบการศึกษาในศตวรรษที่ 21 (ศ.วิจารณ์ พานิช)
http://gotoknow.org/post/tag/ทักษะครูเพื่อศิษย์
ทักษะเพื่อชีวิตในศตวรรษที่
๒๑ รวมสาระวิชาหลักคือ
• ภาษาแม่ และภาษาโลก
• ศิลปะ
• คณิตศาสตร์
• เศรษฐศาสตร์
• วิทยาศาสตร์
• ภูมิศาสตร์
• ประวัติศาสตร์
• รัฐ และความเป็นพลเมืองดี
ทักษะด้านสารสนเทศ, สื่อ, และ
เทคโนโลยี
• ความรู้ด้านสารสนเทศ
• ความรู้เกี่ยวกับสื่อ
• ความรู้ด้าน ICT
ทักษะด้านการเรียนรู้และนวัตกรรม
• ความริเริ่มสร้างสรรค์และนวัตกรรม
• การคิดอย่างลึกซึ้งและการแก้ปัญหา
• การสื่อสารและการร่วมมือ
21st%Century%Student%Outcomes%and%Support%Systems
ทักษะชีวิตและอาชีพ
• ความยืดหยุ่นและปรับตัว
• การริเริ่มและเป็นตัวของ
ตัวเอง
• ทักษะสังคม และสังคมข้าม
วัฒนธรรม
• การเป็นผู้สร้างหรือผลิต และ
ความรับผิดรับชอบเชื่อถือได้
• ภาวะผู้นำและความรับผิดชอบ
หัวข้อสำหรับศตวรรษที่ ๒๑
!!• ความรู้เกี่ยวกับโลก
• ความรู้ด้านการเงิน เศรษฐศาสตร์
ธุรกิจ และการเป็นผู้ประกอบการ
• ความรู้ด้านการเป็นพลเมืองดี
• ความรู้ด้านสุขภาพ
• ความรู้ด้านสิ่งแวดล้อม
นอกจากนั้นโรงเรียนและครูต้องจัดระบบสนับสนุนการเรียนรู้ต่อไปนี้
• มาตรฐานและการประเมิน ในยุคศตวรรษที่ ๒๑
• หลักสูตรและการเรียนการสอนสำหรับศตวรรษที่ ๒๑
• การพัฒนาครูในศตวรรษที่ ๒๑
• สภาพแวดล้อมที่เหมาะสมต่อการเรียนในศตวรรษที่ ๒๑
h"p://www.p21.org/documents/P21_Framework.pdf
Cases at
New Approaches
in Learning
values
knowledge
& Skills Skills &
Attributes
Social Change
Agents
Integrity & Ethics /
Responsibility &
Accountability /
(Global) Citizenships
knowledge / thinking
& learning skills /
communication leadership /
adaptability /
integration
“บ่มเพาะ อุปนิสัยและทัศนคติการเรียนรู้อย่างมีคุณภาพ
เพือพัฒนาตนเองสู่การเป็นผู้นําในสังคมศตวรรษที 21”
Goal:
Launching Tomorrow’s
Social Change Agent
"Fostering quality learning attitude for personal development
towards leadership in the 21st Century Society"
Our Graduates
Education 3.0 @ KMUTT
5. Experience
Learning
General
Education
TQF and
KMUTT-QF
Graduates
21st Century
Skills
Integrated
Curriculum
Curriculum Design (cont'd)
Education 3.0 @ KMUTT
Education 3.0 @ KMUTT
Curriculum Design (cont'd)
Conceptual Knowledge
(Know Why)
Tacit Knowledge
(Experience)
Foundation Year:
Introduction to
Science, Engineering,
Design ,Scientific
Knowledge, General
Education
Integrated and Modular Curriculum
English Proficiency,
Professional and Personal and
Interpersonal Skills/Attributes
Core Subjects for each
Discipline
Advance Subjects for
each Discipline
Research/Work
/Service Integrated
Learning
Cross – Culture
Exchange
Experience
Learning
Service
Learning
Education 3.0 @ KMUTT
Curriculum, Contents, Learning Facilities
ProfessionalLecturers
Teachingand
LearningProcesses
LearningandLiving
Campus
Learning Outcomes
Management, Policy and ICT
Key Components
Education 3.0 @ KMUTT
6. Faculty
Development
Instructional
Development
Organizational
Development
Aim for:
อาจารย์มืออาชีพ
(ครูเพื่อศิษย์)
การเรียนรู้จาก
ตนเองของ
ศิษย์
สังคมการ
เรียนรู้ร่วมกัน
Education 3.0 @ KMUTT
อาจารย์ "มืออาชีพ"
นักวิชาการ/
วิชาชีพ (จิตวิญญาณความเป็นครู)
บริการสังคม
ความรู้
ทักษะการสอน
จิตสาธารณะ
ครู
ครูเพือศิษย์
Education 3.0 @ KMUTT
สถาบันการเรียนรู้
สํานักงานพัฒนาและบริการ
การศึกษา
สํานักหอสมุด
Pedagogic/Learning
Method (R & D)
Information + Space +
ICT for Learning and
Teaching (D & I)
Educational Process,
Policy, Strategic
Planning, Assessment
and Evaluation, Quality
Assurance
VP for ED
Educational
Development
Cluster (C4ED)
Education 3.0 @ KMUTT
สถาบันการเรียนรู (Learning Institute)
หนวยยุทธศาสตรในการขับเคลื่อน มจธ. สูการเปนองคกรแหงการเรียนรู
7. Research&
Development
In Learning
Pilot
Learning
Project
Training
& Outreach
A s s e s s m e n t
Variety of Learning
Process
E n g a g e m e n t
New Approach
To Learning
Special
Programs
Customer
Focus
Knowledge
Management
Facilitators
Content
Preparations
Design of
Learning
Process
Cognitive&
Brain Science
Neuroscience
Brain LAB
Learning
Tools
Development
Individual
Based
Learning
Work
Integrated
Learning
SCiUS
Minister
of Sci&Tech
E-Learning/
Netbook
Learning
Process/
Constructionism
Faculty
Development
Outreach
Training Services
KMUTT!Learning!
Tools
Encourage!Learning
Excellency!
Development
Networking
1.!New!Approach!to!
Learning
2.!S&T!Core!capability!and!
clustering
3.!HumanizaJon
4.!Good!Governance!&!
Modern!Management
5.!Networking!and!
Resource!UJlizaJon
6.!InternaJonalizaJon
GenEd
WiL
NAS
NAS
NAS
KMUTT QF
(students + teachers)
CELT
KMUTT Student Workshop
(Mind map, Lego, PBL, etc.)
Website reform
ความรวมมือกับมหาวิทยาลัยตางประเทศ
(ระดับมัธยมศึกษาและอุดมศึกษา)
Pi-chep
Pedagogy in higher education
Constructionism Lab
Embedded Tech and System
Brain Activity behind Learning
CoPs
Science Education for Talented Children
หองเรียนวิศว-วิทย (วมว.)
GenEd
Learning Tech in Rural Schools
Center of Effective Learning and Teaching (CELT) Initiatives
Organization
Restructure
GenEd
Large Science Class
Flipped Classroom
GenEd
In-class Research-Based
Demonstration Tools (Pilot in
Physics Class)
Internal English training for Staffs
Lang, J.D. and Cruse, S. and McVey, F.D. and McMasters, J., 1999. Industry expectations of new
engineers: A survey to assist curriculum designers, Journal of Engineering Education, Vol. 88, 43–52.
Apply knowledge
Design & Conduct Expt.
Teamwork
Design a system
Communicate Effectively
Life-Long Learning
Accountability
Industry Expectation of New Engineers
...
ที่มา: ดร.กฤษณพงศ กีรติกร บรรยายเรื่องมาตรฐานผลการเรียนรูกับการเรียนการสอนและการประเมินผล มอ.หาดใหญ 31 ต.ค. 55
8. Apply knowledge
Design & Conduct Expt.
Teamwork
Design a systemLife-Long Learning
Accountability
Communicate Effectively
...
Skill Set
Knowledge Set
Engineering applications
PHYSICSMathematics
General Science
Humanities
different approaches
Project-based learning
is directed to the application of knowledge
Mills, J.E. and Treagust, D.F., 2003. Engineering education—
Is problem-based or project-based learning the answer?,
Australasian Journal of Engineering Education, Vol. 3, 2–16.
One method is
Approach to learning situated in
problem-solving experiences
C.E.Hmelo-Silver, 2004. Problem-Based Learning:
What and How Do Students Learn?, Educational
Psychology Review, Vol. 16 No. 3, 235-266.
http://www.worksheetlibrary.com/teachingtips/projectbased.html
What is Project-Based Learning
Knowledge
Skills
Attributes How did we do it?
A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
9. A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
Summer Internship / Industrial Apprenticeship / Work-Integrated Learning
Pros: real-world problem solving
Cons: only in the 4th year of education
Source: Polwaisate,W.
A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
In addition to regular courses:
Project-Based Learning have been implemented
Source: Polwaisate,W.
http://www.facebook.com/wutthichai.polwisate
INC 351 Instrumentation and Control System Practices
Source:Polwaisate,W.
10. Source: Polwaisate,W. A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
multi-disciplinary workshop
http://www.acimt.com/engineering.html
Source: Polwaisate,W.
INC 281
Applications of
Industrial
Engineering for
Multi-Disciplinary
Workshop
Source: Polwaisate,W.
ป่าดิบท้องทุ่งทะเล INC 281 Multi-Discipl.Workshop
11. A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
A Distance-Calibrated, Rubber Band-Powered Toy Car:
A Demonstration of Project-Based Learning in Introductory College Physics for Engineering Students
Lang, J.D. and Cruse, S. and McVey, F.D. and McMasters, J., 1999. Industry expectations of new
engineers: A survey to assist curriculum designers, Journal of Engineering Education, Vol. 88, 43–52.
Apply knowledge
Design & Conduct Expt.
Teamwork
Design a system
Communicate Effectively
Life-Long Learning
Accountability
Industry Expectation of New Engineers
...
“Vectors. Adding and multiplying
vectors. Systems of particles and
Newton's 2nd Law. Linear momentum.
Center of mass. Conservation of
angular momentum. Systems with
varying mass. Collisions in 1D and 2D.
Rotation of rigid body. Rolling, torque,
and angular momentum. Fluid
m e c h a n i c s . S i m p l e h a r m o n i c
oscillations. Wave propagation. Sound
waves. Heat. Entropy. The 1st and 2nd
laws of thermodynamics. Kinetic
theory of gasses.”
Core Knowledge in Physics I
KNOWLEDGE SKILLS
Apply knowledge
Design & Conduct Expt.
Teamwork
Design a systemLife-Long Learning
Accountability
Communicate Effectively
...
Early experienced with
Scientific method
Re-design of Introductory Physics at
the non-trivial problem:
“to build a distance-calibrated,
non-metal, rubber-band toy car”making predictions
drawing
conclusion
asking and refining
questions
debating ideas
designing plans
and/or experiment
collecting and
analyzing data
communicating
their ideas and
findings to others
asking new
questions
creating artifacts
Ref:<Blumenfeld,<P.C.,<Soloway,<E.,<Marx,<R.W.,<Krajcik,<J.S.,<Guzdial,<M.<and<Palincsar,<A.,<1991.<MoOvaOng<projectQbased<
learning:<Sustaining<the<doing,<supporOng<the<learning,<EducaOonal<psychologist,<Vol.<26<No.<3Q4,<369Q398.
Giving!in!the!first!day!of!class.!Students!
have!10!weeks!to!work!on!the!task.!
Required!distance!was!not!given!to!allow!
students!to!refine!their!ideas
students!are!assign!to!work!in!a!group,!
to!share!ideas!and!exchange!in!thoughts.!
DistanceVcalibrated!requirement!allow!
students!to!going!thu!scienJfic!process
Project6Based%Learning%in%Introductory%Physics%at%KMUTT
Dr.Worawarong*Rakreungdet,*Department*of*Physics,*Faculty*of*Science
Trail!and!error
Calibrate!
their!car
Poster!
presentaJon
Students’!
REFLECTIONS
Interview
Ideas!for!more!
challenging!
problems
12. Project Instruction
"Make a non-metal toy car
run by energy stored in
rubber bands, which travels
to any desire distance"
rubber
band
• team of 3 students
• one written report (5 pt.)
• one 3-min video clips (5 pt.)
• races (<10 pt.)
• 13-meter long flat surface w/
marble finishing (informed students
just before the race)
• two trails only
• Two classes of 74 and 67
(Comp En.) students
• 2-month time frame
• outside-the-classroom
consultation
• 1 instructor + 2 TAs
• Budget supported by the
department
GEN 103 General Physics (Computer Engineering)
http://webstaff.kmutt.ac.th/~worawarong.rak/classes/2554-2/PHY103/home.html
P!h!!!"! c!î!
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Worawarong Rakreungdet, Physics Dept., KMUTT
Week 2:Vectors
Weekly Goal: Vectors.Adding and multiplying vectors.
Resource: HyperPhysics:
Physics concept maps.
http://hyperphysics.phy-
astr.gsu.edu/hbase/hframe.html
Class Textbook:
D. Halliday, R. Resnick and J.
Walker, Fundamental of Physics,
John Wiley & Son Inc., New
York, USA.
(based on graphics) (based on vector components) (based on polar forms)
Vector Calculus
• The “del,” the
collection of
partial derivatives
• Gradient:
• Divergence:
• Curl:
• LaPlacian:
Vector Product
Vector Addition
Scalar Product
B will be placed on the x-axis
and both A and B in the xy plane
ˆi ˆe1
ˆj ˆe2
ˆk ˆe3
1, if i = j
0, if i = j
ij =
Extra:
ˆei · ˆej = ij
ijk =
+1##if##(i,j,k)#is#(1,2,3),#(3,1,2)#or#(2,3,1)##
.1##if##(i,j,k)#is#(3,2,1),#(1,3,2)#or#(2,1,3)##
0##otherwise:##i = j##or##j = k or k = i#
⇥a ⇥b = ⇥c; ci =
3
j,k=1
ijkajbk
Traditional Lectures
were given
Results:
Students’ Design
Demonstration of
Science + Creativity
+ Problem Solvingshown in written work
13. Demonstration of
Computer Literacy Demonstration of Commitment
Demonstration of
Effective Communication
student’s video submission (3-minute long)
14. Interview Students’ feedbacks: What was your first impression of the task?
“Were we going to be able to do it?”
“We were shocked!”
“We were surprised. All of the sudden we were
asked to make a toy car, without metal, and run by
energy stored in a rubber band.”
“It would be fun. We should gain
knowledge together with the fun.”
“We felt quite challenged since we had never thought we would do something like this.”
“We were excited and quite interested. We made a
rubber-band toy car before but it only ran to a couple of
meters. But here we had to make it run to more than ten
meters. It was quite challenging.”
“As we received the
project statement we
really felt it was very
challenging. We had to
u s e a l o t o f
ideas in designing the
final product.”
“It sounded fun. We were
afraid that our car would
went too far, but when we
got to do it, it always
came short.”
“We felt really good. We
got our hands dirty. We
got to do real things, not
just to learn from
textbooks.”
“At first we thought it was a child activity. But we got to start it was very difficult to set
it to a distance we wanted, repeatedly. We had to redesign our car many times.”
“We did not feel anything at the
beginning. But when we started working
it, we were like. Oh my god…”
“What were principles used in this project?”
“Physics. It was the first thing in our mind in order to calibrate the distance. We used
the concept of frictions, torques, different moments, equilibrium, etc.”
“We had to use the concept of transform elastic
(potential) energy stored in a rubber
band to set the car to the distance we wanted.”
“We used the concepts of
energy, balance, motion… It
was like we had to use so much
knowledge, mixing together
in an unexplainable
manner.”
“We used a lot of physics such as frictions, low center of gravity, rolling, etc.”
“We were going to use gears or pulleys but it
was too difficult so set and make it
stable. We used CD sandwiching on the
cardboard and put the rubber band over the
wheel to increase the friction.”
“Forces. Elasticity of the
rubber band, the ‘spring’
constant of the rubber band.
We needed to know how many
turns we needed to wound up
the rubber band in order to
get to any distances.”
“We applied the concept of frictions in rolling of the
wheels and tensional forces in elastic materials.
Without friction the wheels would stay stationary.
We put rubber bands in parallel so that our car was
not too long. We used large and heavy wheels to
increase the moment of inertia and thus
the car could travel far.”
“We used three pulleys in our designs. We could not fix the rubber to the pulleys
since it would pull the car back. We had to be really careful in wounding up the
rubber.”
“What were obstacles you had experienced in completing the task?”
“There were so many things. The real thing and what we learned in class were so
different. We had to over-estimate something to make it work. Sometimes we even did
not calculate anything, we just use the physics principle to make it work.”
“Our main problems were that we could not
repeat the target distance and
that the car did not move straight. We had
to fix it over and over.”
“Oh. Sometimes our car moved straight but
sometimes it did not. Our rubber band was
exhausted after a few times of uses.”
“Our car always turned because we
did not poke a hole centered on the wheel.”
“Oh, there were so many problems, so many problems. Firstly we bought metals which
were so heavy and made the car not go as far as we wanted. Also our car did not run
straight.”
“Our car did not run straight. However the
pattern was repeated which allowed us to
counteract the effect.”
“This toy car was the sixth version.”
15. “How did you feel upon the completion of the task?”
“It was really fun. It was our lifetime experience.”
“We still felt tired. But we had gained many things
by doing this. Regarding the class materials we really
understood how it could be applied in the real world.
We understood how it related to different parts of the
toy car. It helped us understand physics deeper and it
helped in reviewing what we had learned.”
“We were really happy to get to do this. We were
so challenged by this. It was really fun while
we did this project.”
“It was really fun. We got helped
from our friends and it was just a
great atmosphere.”
“It was awesome. Really awesome.
We did not get to sleep.”
“It was quite fun. We got to learn physics in a cool way. It was better than
taking a test. We learned theory and were able to use it for real.”
“We got to work together, got to share ideas. We did
not quite fight one another but just had different opinions.”
Worawarong Rakreungdet,
Tossaporn Lertvanithpol,
Department of Physics, Faculty of Science
Worawarong Rakreungdet,
Chantima Patamathamakul,
Learning Institute
Panuthat Boonpramuk,
Wutthichai Polwisate
Department of Control System &
Instrumentation Engineering, Faculty of
Engineering
Development of Cross-Curricular Physics Instructions for
Enhancing Students’ Engagement in Engineering Education
@
Learning
Institute
Faculty of
Science
Project I: Flying Disc
Project I:“Frisbee Tournament”
http://large.stanford.edu/courses/2007/ph210/scodary1/images/f1big.gif
Physics Report:Throwing Mechanism (5%)
Video Clip (5%)
Physics Implementation (5%)
Tournament Performance (5%)
http://northadelaideultimate.com/Files/Field.jpg
Link to the REAL world
17. The Tournament
Project II: How many nuts?
Physics Principle: Report (5%)
Project Commitment (5%)
Presentation (5%)
Accuracy (5%)
Project I:“Making a simple electronic scale”
kingship-scales.com.tw
grin.com
Presentation
Products
globosupply.com
Link to their specialty
18.
19. A specific example: engineering education at
year 1 year 2 year 3 year 4
Senior ProjectEngineering
Foundation
Engineering
Exploration
Science
Foundation
Physics/Chemistry/Biology
Mathematics / Language
General Education
Engineering
Specialties
Engineering
Specialties
values
knowledge
& Skills Skills &
Attributes
Social Change
Agents
Integrity & Ethics /
Responsibility &
Accountability /
(Global) Citizenships
knowledge / thinking
& learning skills /
communication leadership /
adaptability /
integration