Creative Process in the Physical Sciences
- Division: Math, Natural, and Health Sciences
- Original: N/A
- Pilot: New Course, Programming
Students will explore problems of the physical sciences, create and test hypotheses, interpret results, and iterate designs. Mechanical and electronic devices will be designed and built using physical science and computational reasoning and calculation. The creative process of science will be emphasized and practiced throughout the course. The course provides an interdisciplinary approach that builds computational thinking, deepens learning across subjects, and demystifies technical skills.
Virtual World
Assignment Summary
This project integrates all the Swift programming and computational thinking skills students have developed in Learn to Code 1 and 2. Students will complete three main tasks: 1) develop a program to build a 3D virtual world and incorporate a puzzle element, demonstrating their ability to design and implement a comprehensive 3D environment; 2) create a program to solve the puzzle within their 3D world, applying problem-solving strategies, algorithms, and coding principles; and 3) present their project to the class, effectively communicating their design decisions and coding approaches. All work will be conducted in the “World Creation” playground in the Arrays section.Student Deliverables
Physical Computing
Assignment Summary
In this assignment, students will apply their Swift programming skills to control a Sphero robot and paint the ACM logo, which should not exceed 2 by 4 feet. They will write and test their code in the Swift Playgrounds IDE, demonstrating their ability to use functions with and without arguments, ensure proper code formatting, and apply geometric calculations for robot heading. Students will also refactor their code to account for fluid dynamics and practice effective teamwork through pair programming and group collaboration. The task culminates in coating the Sphero in paint and using it to create the logo on paper, integrating technical skills with hands-on execution.Student Deliverables
Bottle Rocket
Assignment Summary
As the final class project, students will design and build a bottle rocket using a 1-liter bottle, launcher, and pump to achieve the longest possible airtime. They will apply aerodynamic principles to create an optimal rocket design, focusing on elements such as the shape and placement of fins, the nose cone, and the water-to-air ratio for propulsion. The project emphasizes both technical and creative skills, as students integrate artistic elements into their design while ensuring functional effectiveness.Student Deliverables
Instructor Comments
Pilot effectiveness: 5/5
Students achieved a solid introduction to programming while creating and building using physical science methods and principles.
Value added to the learning content: 5/5
Creative Process is everything. Information is ubiquitous and can be looked up using smartphones. It’s not important anymore. What is important is being able to use information with your imagination to create new experiences and products. Elucidation and reflection of your creative process is necessary for honing and sharpening your abilities.
Improvements for next implementation:
I am doing major optimization of the creative coding lessons based on student feedback and expanding the water rocketry project.
Takeaways (Closing the Loop)
Viewing science through an artistic lens and art through a scientific paradigm opened new vistas of understanding for students and provided insightful experiences for the faculty. The faculty felt a sense of accomplishment and enthusiasm about continuing to push academic boundaries. However, they recognized the need for a more balanced approach, as it became apparent that they had leaned more towards the broadness of creativity and art. This tendency to overcompensate is natural for subject matter experts venturing into new territory. It is recommended that the faculty administer pre- and post-test surveys. These will be used to examine the students’ initial understanding of the subject matter and thoughts about the course.
The key points are:
- Recognizing and addressing compensatory bias can help achieve a more balanced approach as the faculty gain experience teaching the interdisciplinary course over time. Because this is a DP-designated course, greater emphasis will need to be placed on scientific rigor.
- Technology is already at the forefront–leaving room for the faculty to build students’ critical thinking capacity.
- The faculty can be better prepared to pivot, if needed, after evaluating the submitted pre-test surveys. Likewise, post-test surveys will capture significant qualitative data for future iterations of the course, such as specific examples of how students were encouraged to innovate through technical enhancements and experiments.