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- W349845876 abstract "I recently came out of retirement to teach at the same school I left almost 20 years ago. I missed teaching physics and was looking forward to an exciting and challenging year ahead. But I was unsure how I would motivate my students: They had already lost two physics teachers that year, and I was to become their third in as many months. At the school where I taught, every student takes one of four physics courses: Advanced Placement B or C, Regents, or Conceptual. Guidance counselors place students in these courses according to their academic abilities, and many in Conceptual Physics resent being placed there. The teachers work hard to keep these students interested and involved, but it's always an uphill battle. For my students, losing their first two teachers only made matters worse. In anticipation of this problem, I created a real-world physics project I hoped would engage and excite my students. I introduced the project with a simple question: Did they want to learn physics while improving lives in a distant country? This immediately struck a chord, and students wanted to hear more. I explained that we could research innovative devices that use physics to help people in underdeveloped countries. Once we identified a useful device, we could raise money and send the devices to a needy population. My students were pretty excited about the idea. The universal nut sheller Thanks to the flexibility in our Conceptual Physics curriculum, I was able to dedicate one class period a week to this project throughout the school year. The first step was to identify an appropriate device. With my help, students developed a list of criteria; the device had to * involve an understandable level of physics, * solve an important problem for the end user, * be in production and cost under $100 per unit, * be fully and immediately utilized, and * be distributed to the target population by a nonprofit or nongovernmental organization (NGO) with a successful track record. Students researched several years of Tech Award winners (see On the web), who use technology in creative ways to benefit society. After finding dozens of potential devices, students chose one that met most of their criteria: the universal nut sheller--a low-tech, inexpensive peanut-shelling machine. We learned--to our amazement--that 500 million people in 100 countries depend on peanuts for their livelihood or food supply. A dozen people must work all day to shell one bushel of peanuts. It's hard, tedious work and often results in bleeding fingers. But with the universal nut sheller, one person can shell a bushel of peanuts in one hour. According to the inventor, peanut farmers who use this machine can increase their income tenfold! Students then contacted the Full Belly Project, a North Carolina-based nonprofit organization that distributes universal nut shellers to villages in 12 countries, to find out how we could work together (see On the web). Students also prepared a PowerPoint presentation describing the project, and presented it to the school's administration. As a result, we were able to purchase a scale model of the universal nut sheller for our classroom and learn the physics involved--principles of work, energy, levers, torque, friction, and simple machines--firsthand. After several weeks of instruction and as sessment, including lab experiments, quizzes, and tests, I was confident that students understood each of these principles at the level required. …" @default.
- W349845876 created "2016-06-24" @default.
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- W349845876 date "2011-09-01" @default.
- W349845876 modified "2023-09-23" @default.
- W349845876 title "Learning Physics by Helping Others" @default.
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