SAIP2026

Whats in the Box? a tactile remote sensing approach to teaching wave physics and spatial reconstruction.

8 Jul 2026, 12:00

20m

Lecture Hall C9 (University of the Western Cape)

Oral Presentation Track E - Physics for Development, Education and Outreach Physics for Development, Education and Outreach

Speaker

Ms Seaelo Nonky Ramohoeba (School of physical and chemical sciences, Fuculty of Natural and agricultural sciences, North_West University, South Africa)

Description

"what's in the box?" presents a low cost, enquiry driven laboratory activity designed to enhance the teaching of wave physics through an authentic remote sensing framework.in this practical, students are challenged to identify a hidden object inside a sealed box using only distance measurements obtained from a sensor.

The activity is grounded in real world application such as a radar, LiDAR, and satellite mapping, and is based on the fundamental relationship between wave speed, travel time and distance. Students collect discrete spatial measurements across a structured grid and reconstruct a hidden object on a tactile surface, producing a scaled contour representation.

The approach supports the development of representational fluency, enabling students to translate between numerical, Spatial and physical representations (Bollen et al.,2017). The inquiry driven and collaborative structure aligns with established frameworks linking active engagement to improved learning outcomes (Chi & Wylie, 2014), while also leveraging prior knowledge as a predicator of conceptual gain.

Preliminary classroom implementation indicates improved student engagement and an enhanced ability to connect abstract wave concepts to applied contexts. this activity is scalable, low-cost and adaptable for large undergraduate classes and resource constrained environments. This work demonstrates how transforming invisible physical phenomena into tangible learning experiences can support deeper conceptual understanding and provides a practical model for embedding authentic scientific practice in undergraduate physics education.

references:

1. Binder, T., Sandmann, A.,Friege, G., Theyssen, H., & Schmienmann, P. (2019). Assessing Prior knowledge types as predictors of academic achievement in the introductory phase of biology and physics study programmes. International Journal of STEM Education, 6(1),1-5 https:do//doi.org/10.1186/s40594-019-0189-9
2. Chi, M.T.H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning and outcomes. Educational Psychologist, 49(4),219-243. HTTPS://doi.org/10.1080/00461520.2014.965823