Applying Design Thinking to Teach Physics and Mathematics: A Case Study on Building a Parachute and Analyzing Its Properties

Abstract

Eleven high school students participated in a one-week STEM summer camp focused on designing and building parachutes to deliver fragile objects safely. Using the Engineering Design Process (EDP) as a framework, students explored how canopy size affects performance. They applied physics concepts such as terminal velocity, forces, and acceleration, alongside mathematical skills like diagram interpretation. The program incorporated innovative technologies, including 3D design and printing tools and the BBC micro:bit microcontroller. Students followed the EDP steps—designing, building, testing, and refining prototypes—while also discussing the nature of science and distinguishing it from engineering practices. The camp successfully met its objectives: students enhanced their understanding of physics concepts, grasped key aspects of the nature of science, and demonstrated the ability to follow the EDP. They designed and built two parachutes, collected and analyzed data from test falls, and drew meaningful conclusions. This study highlights the potential of integrating engineering, physics, mathematics, and the nature of science into STEM education. The findings suggest that guided use of the EDP and modern technologies can improve students' scientific knowledge and problem-solving skills, fostering a deeper engagement with STEM concepts.