2023 ASEE Annual Conference & Exposition

This complete evidence-based practice paper analyzes the development of Physics modeling competencies and soft-skills of First Year Students in Engineering courses. In the Physics laboratory, there are three types of activities: a) Weekly laboratory experiments, b) Applied Physics Seminars and c) Problem learning projects. This work is focused on Applied Physics Seminars where students by using a simulator software "Speed Calculations for Traffic Accidents" – SCTA study the process of collision in a real situation, developing a role similar to the one performed by a forensic investigator where by means of the skid mark and type of pavement he can estimate the initial vehicle speed. In the Physics laboratory, teams of students must: 0) Read the original paper about "Speed Calculations for Traffic Accidents" and pay attention for general teacher’s explanation during class laboratory, 1) Use Design Thinking methodology for project planner, 2) Do Physical modeling of the phenomenon trying to extend the model that was presented in the original paper, 3) Do simulations and check model’s validity (by means of graphic analysis and comparing the fitted curves to the model predictions), and 4) Prepare a presentation about the selected traffic accident scene, explaining the model of the original paper, and presenting their graphic analysis, as well. In this way, through a contextualized problem, we intend to develop physics modeling competencies and soft-skills like teamwork, oral and written communication skills. Their final presentations were performed to the whole class and they were evaluated by rubrics. At the end of each final presentation teachers showed both the good points and the points that had to be improved to the teams. In order to verify the students' perception regarding the development of the project, a Likert-style questionnaire was applied. In 2020, 70 responses were received from a universe of 600 students (approximately 12%). More than 66% of the students found the theme of the project interesting or super interesting, and for more than 88% felt the time was adequate to carry it out, 93% of the students found the guidelines for the project adequate, and for 96% the previous presentation of the rubrics helped them to better prepare the work. For 82% of the students, the project improved the understanding of the theory and for 82% it presented applications involving physics applied to engineering. In 2021, during pandemic, the project was not evaluated. In 2022, the “evaluation laboratory” tool of Open LMS was added to the project in design thinking methodology. Using this tool, students can submit the initial seminar planning to be evaluated by teachers and at the same time do peer review of other groups activities. They can ask questions and make reflections about other groups activities so developing critical thinking during this process before submitting the final seminar presentation. The project has attended expectations, resulting in better academic performance, as well as contributing to the development of the competencies and skills that were aimed to be developed.