Start with local evidence
Validate needs through consented, anonymized interviews, surveys, and observation before finalizing a kit.
Education access · In progress
Rural Physics Initiative
An early-stage effort to design low-cost experiment kits and supporting materials for schools with limited laboratory access.
01 / Personal context
Why access became a design question.
I was born in a rural area near Nanping and now study in Xiamen. During visits home, I noticed that students often encountered physics experiments mainly as textbook procedures rather than hands-on experiences.
The long-term goal is to design low-cost experiment kits and supporting digital materials that can work within real school constraints.
02 / Current status
A research foundation, with early local conversations.
The completed work forms a research foundation for a possible pilot. School implementation, a finished kit, and student-outcome evidence remain future milestones.
I also conducted preliminary conversations with three to four friends from Nanping about their experiences with physics learning and school experiments. These conversations provide exploratory local context rather than representative evidence for Nanping schools as a whole.
Completed
- Desktop research record
- Eight-source evidence matrix
- Source-verification report
- Research log
- Draft interview, questionnaire, and observation instruments
- Preliminary conversations with three to four friends from Nanping
Next evidence required
- Confirmed school partnership
- Teacher co-design
- Validated bill of materials
- Safety review
- Completed kit prototype
- Field pilot
- Student outcome evidence
03 / Kit design principles
Design the conditions before designing the kit.
No bill of materials, safety review, completed prototype, or pilot evidence has yet been verified. These principles define the work that must come first.
Co-design with teachers
Treat teacher usability, curriculum fit, supervision, and maintenance as core design requirements.
Keep the setup realistic
Favor accessible materials, clear instructions, offline support, and repeatable measurements.
Claim only what is tested
Separate the planned intervention from completed work, and define success before a pilot begins.
04 / From research to pilot
A staged path that earns each next claim.
The sequence keeps consent, anonymity, teacher ownership, and feasibility ahead of scale.
- 01Research
- 02Local validation
- 03Teacher co-design
- 04Small pilot
- 05Revise