FUTURE PROGRAM
myIDEA
OVERVIEW
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.
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.
The Physics of CSI
Kyle Miletic, kmiletic@umich.edu, LS&A Economics, 2010
PROJECT SNAPSHOT
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.
WHAT I LEARNED
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.
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