The physics of innovation

Introduction  Physics Innovation and Entrepreneurship (PIE) modules when developed to leverage design  thinking provide attention to human needs creatively and appropriately in contrast to presenting  physics topics in a manner that students perceive to be uninspiring or not relevant to real-world  applications. The design thinking approach in recent years has found its way from traditional  design fields to a variety of non-traditional settings, including the design of courses and  curricula. This includes the development of a toolkit by IDEO, a leading design consultancy, that  focuses on application of design thinking for educators in terms of course and curriculum   reimagining using design thinking . The use of the design thinking approach enables us to  formulate physics problems in a context that reveals the purpose behind the application of  physics knowledge, which may be attractive to all students, especially underrepresented minority  students, considering how it connects Physics Innovation and Entrepreneurship (PIE) with the  empathic and user-oriented aspects of a technical feasibility using physics knowledge .The  use of the design thinking approach, even if only a brief introduction in the context of teaching  physics allows for enhanced learning using context analysis. We recognize that in the  absence of a sufficient body of work on presenting physics topics using design thinking, more  work is needed to better understand how design thinking may be used in teaching physics  concepts. The impact of such an approach also depends on the unique features of each physics  course that may affect the use of design thinking in teaching various physics topics and  applications. However, there is clear evidence that standard end-of-chapter homework problem  are not effective in imparting these skills to students.  Implementation:  The Hyper loop is a high-speed transport system proposed by a joint team from Tesla and Space.  Most students have heard about the hyper loop, as it and similar concepts have been much in the  news .We have developed end-of-chapter type problems, based on the Hyper loop that are  beneficial pedagogically in helping students understand basic physics concepts, but also lead  naturally to questions of design and human desirability.

 Our first problem involves accelerated motion.    The second exercise involves a discussion of centripetal acceleration in the Hyper loop.   The third exercise involves an analysis of the forces that act on a passenger undergoing

the tangential and centripetal accelerations.

Summary and Conclusion:  To use physics courses to better prepare physics majors for various careers or to engage and  excite all students taking introductory physics courses requires teaching physics that better  connects with students. This does not mean that we need to abandon the rigorous technical  education that is part of the physicist education. However, even in introductory physics courses  there may be ample opportunities for preparing students for today’s careers. Physics topics  presented in the context of relevancy and social impact can better serve and are more likely to  attract a more diverse set of students with a broader range of career interests.  Design of new physics modules such as the one presented here should consider elements that go  beyond a rigorous physics and technical knowledge. For example, new modules in physics can  include elements that can have an impact on broad consensus regarding needed skills,  knowledge, and attitudes for students such as understanding how science and technology are  used in real-world settings and understanding the context in which physics topics are introduced.  According to the Phys21 report, physics majors should gain knowledge in four areas to be

successful in the future which include; (I) Physics-specific knowledge, (II) Scientific and  technical skills, (III) Communication skills, and (IV) Professional and workplace skills. The  module introduced here goes beyond the physics-specific knowledge that traditionally is covered  in physics courses by incorporating elements from scientific and technical skills, as well as  professional skills using problem-based examples that requires understanding or awareness  beyond traditional physics knowledge and emphasis on relevance and the relationship with  various elements in addition to solid understanding of the laws of physics.

