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 . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: 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 .
### Output: 