Abstract:

Recently, a number of instructional strategies have been employed to encourage fundamental physics research. Some of them make use of educational techniques such as gamification and adaptive learning. In this work, we propose a challenge-based mechanics education approach that includes some components of these two teaching approaches. The idea is to build mechanical devices and measure physical properties using Arduino. The proposal is divided into five stages: research, analysis/design, construction, experimentation, and presentation of results. The first stage examines the device's physical characteristics; the second examines the mathematical model to produce a novel design for the device. In the third stage, students build the device and use Arduino and Matlab software to obtain experimental data. Finally, the experimental data and results predicted by the theoretical model are discussed in class.

Four learning theoretical modules are offered to students as part of each course in order to promote the development of their competencies. Two of them deal with the fundamentals of mechanics and how these can be applied to solve problems, while the other two deal with the mathematical and computational methods required to improve students’ abilities for solving more complex problems.

On the kinematics and force topics, challenges related with the mechanical mechanisms such as rack and pinions and crank connecting rods, have been used. In modules related with conservation laws, challenges such as car motion in slopes, roller coasters, water distribution systems, etc., were used. Multiple choice quizzes in the Canvas platform, were used to evaluate the mathematical and physical concepts.

An experimental group of 61 students and a control group with the same number of students were taken into consideration to assess the impact of this proposal. Force and Motion Conceptual Evaluation was used in a pre-post-test scheme. The results indicate that students from the experimental group showed an better learning progress. The results concerning physical concepts and mathematical tools used in the challenges were also analyzed. In this case, the students of the experimental group had a better understanding of physical concepts.

Keywords:

Arduino, Challenge Based Learning, Higher Education, Experimental Physics.