Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280743
Christopher Martino, D. Opila, J. Lomax, Brent West, L. Sellami, John D. Stevens, D. Mechtel
Practical laboratory exercises improve student understanding and motivation for learning abstract engineering concepts. The Department of Electrical and Computer Engineering at the United States Naval Academy (USNA), a four-year undergraduate institution, is tasked with teaching all students a course in electrical circuits and power. The course aimed at non-STEM majors includes a weekly two hour laboratory period to assist in drawing out these abstract concepts. The instructors for an Electrical Engineering circuits and power course for non-STEM majors jointly developed and troubleshot a series of five real-world, laboratory experiments. These experiments are intended to demonstrate real world skills and applications of the abstract concepts covered during the class.
{"title":"Electrical Engineering Core Course Laboratory Creation for Non-STEM Majors","authors":"Christopher Martino, D. Opila, J. Lomax, Brent West, L. Sellami, John D. Stevens, D. Mechtel","doi":"10.1109/ISEC49744.2020.9280743","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280743","url":null,"abstract":"Practical laboratory exercises improve student understanding and motivation for learning abstract engineering concepts. The Department of Electrical and Computer Engineering at the United States Naval Academy (USNA), a four-year undergraduate institution, is tasked with teaching all students a course in electrical circuits and power. The course aimed at non-STEM majors includes a weekly two hour laboratory period to assist in drawing out these abstract concepts. The instructors for an Electrical Engineering circuits and power course for non-STEM majors jointly developed and troubleshot a series of five real-world, laboratory experiments. These experiments are intended to demonstrate real world skills and applications of the abstract concepts covered during the class.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126075766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9397822
Jose Rafael Aguilar-Mejia, Santa Tejeda
With the increase in the use of mobile applications and advances in artificial intelligence, the use of emerging technologies such as chatbots has increased. Given its characteristics, this type of applications is beginning to be used in the educational area, so there is a need to measure its impact and ensure its effectiveness in the learning process. This study implements the use of a chatbot to increase the conceptual understanding of Newton’s laws, integrating it into a didactic sequence in conjunction with active learning activities. For the analysis of the data, an exploratory study with a pre-experimental design was carried out on several university physics groups, with a total of 122 participants. Hake’s g was calculated to know the gain in the students’ conceptual understanding. The results of this study demonstrate that although there is an increase in students’ conceptual understanding, the design of the didactic sequence needs to be improved to increase the percentages obtained. Likewise, it is necessary to develop instruments that allow direct measurement of the impact of the use of chatbot on student learning and the selection of a control group to compare the results of students who completed the didactic sequence, with those that take a traditional physics class.
{"title":"Using virtual assistant for learning selected topics of Physics","authors":"Jose Rafael Aguilar-Mejia, Santa Tejeda","doi":"10.1109/ISEC49744.2020.9397822","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397822","url":null,"abstract":"With the increase in the use of mobile applications and advances in artificial intelligence, the use of emerging technologies such as chatbots has increased. Given its characteristics, this type of applications is beginning to be used in the educational area, so there is a need to measure its impact and ensure its effectiveness in the learning process. This study implements the use of a chatbot to increase the conceptual understanding of Newton’s laws, integrating it into a didactic sequence in conjunction with active learning activities. For the analysis of the data, an exploratory study with a pre-experimental design was carried out on several university physics groups, with a total of 122 participants. Hake’s g was calculated to know the gain in the students’ conceptual understanding. The results of this study demonstrate that although there is an increase in students’ conceptual understanding, the design of the didactic sequence needs to be improved to increase the percentages obtained. Likewise, it is necessary to develop instruments that allow direct measurement of the impact of the use of chatbot on student learning and the selection of a control group to compare the results of students who completed the didactic sequence, with those that take a traditional physics class.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125501252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280671
A. Rao
The fast pace of advancement in fields of computer science and engineering creates enormous opportunities for the use and application of computing devices. The internet of things (IoT) constitutes an area experiencing significant growth. If IoT systems are not configured and used correctly, there is potential for widespread disruption and harm due to cyberattacks. Hence, the new generation of professionals in the field of computer technology needs to be conversant with cybersecurity and the design of protection of computer systems. Cybersecurity is not restricted to a specific domain such as hardware or software and needs to address all aspects of operation of computer systems. Consequently, we have found it beneficial to introduce students to cybersecurity through an embedded systems course. Based on three years of teaching cybersecurity to students in an embedded systems course, we observe that students are excited and motivated to participate in hands-on lab exercises. We have taken special care to orient these lab exercises to breaking news articles about developments related to safety and cybersecurity. We also found it helpful to unify multiple lab exercises around a specific target application domain such as healthcare or retail. Our results over a three-year period demonstrate that it is possible to teach essential cybersecurity concepts within a one-semester course to students who do not have prior exposure to this area. This knowledge needs to be expanded upon in other courses, thereby weaving a thread of cybersecurity through the students’ educational experience.
{"title":"A three-year retrospective on offering an embedded systems course with a focus on cybersecurity","authors":"A. Rao","doi":"10.1109/ISEC49744.2020.9280671","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280671","url":null,"abstract":"The fast pace of advancement in fields of computer science and engineering creates enormous opportunities for the use and application of computing devices. The internet of things (IoT) constitutes an area experiencing significant growth. If IoT systems are not configured and used correctly, there is potential for widespread disruption and harm due to cyberattacks. Hence, the new generation of professionals in the field of computer technology needs to be conversant with cybersecurity and the design of protection of computer systems. Cybersecurity is not restricted to a specific domain such as hardware or software and needs to address all aspects of operation of computer systems. Consequently, we have found it beneficial to introduce students to cybersecurity through an embedded systems course. Based on three years of teaching cybersecurity to students in an embedded systems course, we observe that students are excited and motivated to participate in hands-on lab exercises. We have taken special care to orient these lab exercises to breaking news articles about developments related to safety and cybersecurity. We also found it helpful to unify multiple lab exercises around a specific target application domain such as healthcare or retail. Our results over a three-year period demonstrate that it is possible to teach essential cybersecurity concepts within a one-semester course to students who do not have prior exposure to this area. This knowledge needs to be expanded upon in other courses, thereby weaving a thread of cybersecurity through the students’ educational experience.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116728544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280745
Ralph C. Tillinghast, Daniel C. Appel, Carla Winsor, M. Mansouri
Science, Technology, Engineering and Math (STEM) professionals are in demand to meet the current challenges within our society. STEM outreach plays a critical role in promoting, understanding and increasing interest in the STEM disciplines. Outreach activities provide a unique platform to reach students through many delivery methods and audience tailoring that bring impacts otherwise unattainable through standard curricula. This work presents a literature framework and review of works that pertain to the STEM outreach system. From this review, a practical definition of STEM outreach is presented. The overall purpose of this work is to expand and aid in the further research to optimize the benefits of outreach activities in the STEM fields to help prepare students for future STEM careers.
{"title":"STEM Outreach: A Literature Review and Definition","authors":"Ralph C. Tillinghast, Daniel C. Appel, Carla Winsor, M. Mansouri","doi":"10.1109/ISEC49744.2020.9280745","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280745","url":null,"abstract":"Science, Technology, Engineering and Math (STEM) professionals are in demand to meet the current challenges within our society. STEM outreach plays a critical role in promoting, understanding and increasing interest in the STEM disciplines. Outreach activities provide a unique platform to reach students through many delivery methods and audience tailoring that bring impacts otherwise unattainable through standard curricula. This work presents a literature framework and review of works that pertain to the STEM outreach system. From this review, a practical definition of STEM outreach is presented. The overall purpose of this work is to expand and aid in the further research to optimize the benefits of outreach activities in the STEM fields to help prepare students for future STEM careers.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117004487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280695
Lauren Garofalo, S. Sandler, Deeksha Seth
Due to the popularity of biomimicry, the integration of biology and applied sciences is becoming increasingly visible in curricula, especially in museums where animal-related behaviors are popular. Recognizing the need for interactive tools that can make the integrated education fun and effective, a biologically accurate model of a snake jaw was developed to teach an integrated lesson on biology, mathematics, and engineering. The goal of this work was to evaluate the effect of using the snake jaw robot on students’ interest in engineering, biology, mathematics, perception of the robot’s effectiveness, and ability to make connections between nature and engineering. Data was collected by administering a survey with 71 sophomore mechanical engineering students at Villanova University. The group of students was given a short lesson on the python jaw, focusing on the quadrate bone’s function, followed by a demonstration. The group was split into two cohorts. The first cohort’s demonstration used the robot while the second cohort’s demonstration used an existing educational video. The survey was administered after the session. The results showed promise for both educational tools, the video, and the robot, compared to traditional lectures or problems commonly found in classes. The use of the robot showed significant benefit compared to the video when it came to students’ interest in engineering and integration as well as students’ ability to make connections between different disciplines. A complete understanding of the effectiveness of the robot can help (a) enhance educational programs by making them more integrated and hands-on, and (b) develop useful educational robots that can be used to instill an integrative mindset in students from a young age.
{"title":"Evaluation of a Snake Jaw Robot to Teach Integrated Biology, Mathematics, and Engineering","authors":"Lauren Garofalo, S. Sandler, Deeksha Seth","doi":"10.1109/ISEC49744.2020.9280695","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280695","url":null,"abstract":"Due to the popularity of biomimicry, the integration of biology and applied sciences is becoming increasingly visible in curricula, especially in museums where animal-related behaviors are popular. Recognizing the need for interactive tools that can make the integrated education fun and effective, a biologically accurate model of a snake jaw was developed to teach an integrated lesson on biology, mathematics, and engineering. The goal of this work was to evaluate the effect of using the snake jaw robot on students’ interest in engineering, biology, mathematics, perception of the robot’s effectiveness, and ability to make connections between nature and engineering. Data was collected by administering a survey with 71 sophomore mechanical engineering students at Villanova University. The group of students was given a short lesson on the python jaw, focusing on the quadrate bone’s function, followed by a demonstration. The group was split into two cohorts. The first cohort’s demonstration used the robot while the second cohort’s demonstration used an existing educational video. The survey was administered after the session. The results showed promise for both educational tools, the video, and the robot, compared to traditional lectures or problems commonly found in classes. The use of the robot showed significant benefit compared to the video when it came to students’ interest in engineering and integration as well as students’ ability to make connections between different disciplines. A complete understanding of the effectiveness of the robot can help (a) enhance educational programs by making them more integrated and hands-on, and (b) develop useful educational robots that can be used to instill an integrative mindset in students from a young age.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128398472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280584
Reem S. Hassan, A. Z. Yonis, K. K. Mohammed
The research paper presents a simulation study to develop and improve the overall performance of sigma delta ($SigmaDelta$)A/D modulator, the circuit structure and technique used were explained and the processes of different parameters of $SigmaDelta$ modulator over the conventional modulator were explained clearly. Simulated results of the proposed $SigmaDelta$ system shows a good improvement in the spurious noise produced by the conventional A/D converter.
本文对sigma delta ($SigmaDelta$) a /D调制器的整体性能进行了仿真研究，阐述了其电路结构和所采用的技术，并对$SigmaDelta$调制器不同参数相对于传统调制器的变化过程进行了清晰的说明。仿真结果表明，$SigmaDelta$系统较好地改善了传统a /D转换器产生的杂散噪声。
{"title":"Performance Improvement of 18-bit ΣΔ A/D Convertor","authors":"Reem S. Hassan, A. Z. Yonis, K. K. Mohammed","doi":"10.1109/ISEC49744.2020.9280584","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280584","url":null,"abstract":"The research paper presents a simulation study to develop and improve the overall performance of sigma delta ($SigmaDelta$)A/D modulator, the circuit structure and technique used were explained and the processes of different parameters of $SigmaDelta$ modulator over the conventional modulator were explained clearly. Simulated results of the proposed $SigmaDelta$ system shows a good improvement in the spurious noise produced by the conventional A/D converter.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129292429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280661
Sanish Rai
During lecturing, a whiteboard is the instructor’s most used tool. While the instructors provide lecture slides to students, the whiteboard contains more valuable information which all are erased as the lecture progress to make space for new content. In this work, a study is performed to improve method of instruction by using an iPad and Apple pencil as a digital whiteboard and marker with a projector. A digital tablet allows to provide all the notes written during a lecture to be saved and provided to students. The technology is used in the classroom to be used as a cheaper and better alternative to the instructor’s computer and whiteboard without need of any new software or hardware requirements. The study showed that iPad and apple pencil could be an effective instructor tool if the instructor can utilize available iPad apps.
{"title":"Improving method of instruction in classrooms","authors":"Sanish Rai","doi":"10.1109/ISEC49744.2020.9280661","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280661","url":null,"abstract":"During lecturing, a whiteboard is the instructor’s most used tool. While the instructors provide lecture slides to students, the whiteboard contains more valuable information which all are erased as the lecture progress to make space for new content. In this work, a study is performed to improve method of instruction by using an iPad and Apple pencil as a digital whiteboard and marker with a projector. A digital tablet allows to provide all the notes written during a lecture to be saved and provided to students. The technology is used in the classroom to be used as a cheaper and better alternative to the instructor’s computer and whiteboard without need of any new software or hardware requirements. The study showed that iPad and apple pencil could be an effective instructor tool if the instructor can utilize available iPad apps.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"87 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114025332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9397846
C. Tan, Lin Ling, Pei-Duo Yu, C. Hang, M. Wong
The essence of science and engineering lies in the abstract thinking and logical reasoning skills. Advanced mathematical topics such as probability theory and modular arithmetic can be introduced to students at middle or pre-college schools to cultivate their capacity for logical thinking and problem-solving skills, as well as gaining mathematical competency required in fields of science and engineering. In this paper, we introduce the idea of mathematics gamification and its application to a mobile app educational software development. We define mathematics gamification as the process of embedding mathematical concepts and their logical manipulations in a puzzle game-like setting aided by computing technologies. This is a form of personalized learning technologies that facilitate learning with peers in a social environment. In particular, we first present PolyMath, a meticulously designed mobile app software with many varieties of bite-sized games. The key idea in mathematics gamification is to motivate the users to level up from easy to more challenging gameplay. Then we describe several mathematics gamification instances in PolyMath, and report its use in the annual Julia Robinson Mathematics Festivals in Hong Kong. The efficacy of mobile app software in a math circle environment opens up new pedagogical ways to teach and learn advanced mathematics.
{"title":"Mathematics Gamification in Mobile App Software for Personalized Learning at Scale","authors":"C. Tan, Lin Ling, Pei-Duo Yu, C. Hang, M. Wong","doi":"10.1109/ISEC49744.2020.9397846","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397846","url":null,"abstract":"The essence of science and engineering lies in the abstract thinking and logical reasoning skills. Advanced mathematical topics such as probability theory and modular arithmetic can be introduced to students at middle or pre-college schools to cultivate their capacity for logical thinking and problem-solving skills, as well as gaining mathematical competency required in fields of science and engineering. In this paper, we introduce the idea of mathematics gamification and its application to a mobile app educational software development. We define mathematics gamification as the process of embedding mathematical concepts and their logical manipulations in a puzzle game-like setting aided by computing technologies. This is a form of personalized learning technologies that facilitate learning with peers in a social environment. In particular, we first present PolyMath, a meticulously designed mobile app software with many varieties of bite-sized games. The key idea in mathematics gamification is to motivate the users to level up from easy to more challenging gameplay. Then we describe several mathematics gamification instances in PolyMath, and report its use in the annual Julia Robinson Mathematics Festivals in Hong Kong. The efficacy of mobile app software in a math circle environment opens up new pedagogical ways to teach and learn advanced mathematics.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127639659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/isec49744.2020.9397838
Tvisha Bhanushali
Good afternoon! My name is Tvisha Faria and I am currently an 8th grader studying at Hillsborough Middle School. I am part of Professor Littman's Engineering Projects in Community Service program at Princeton University. Using the vast concepts of science, we duplicate original experiments and share them via our events which occur in local schools, libraries as well as community programs. I have recreated a project known as the homopolar motor. My essential goal for this presentation is to teach individuals about the homopolar motor. I doubt many people know about the homopolar motor and I would like to inform people about their capabilities. or Faraday's motor uses electromagnetism to create a rotational movement around a battery. Michael Faraday, the creator of the motor, was an English scientist of the 19th century, known for studying electromagnetism and electrochemistry. The homopolar motor essentially uses Lorentz force, a combination of electric and magnetic force, to spin a copper coiled wire around a battery and three magnets. This invention led to the making of motors and the discovery of electromagnetism in 1821. My poster board will include information about the history and the science behind homopolar motors. Students will also be able to learn about homopolar motors through innovation and interactive experiments. My group and I have done this project in the past and have presented it in front of other individuals. My presentation will include mini-experiments using the homopolar motor concept. Some of these experiments may include the battery and copper wire rotation or the circular battery motion on aluminum foil. My poster will include research about homopolar motors: their origin, evolution, fun facts, and more. My future goals are to continue to teach all about homopolar motors to people. My team and I often go to different locations to expose people to the realms of engineering and science. Homopolar motors fall under this category, and I am exotic to teach individuals about how they work. Also, I have a younger sister at home who loves learning about circuits. In the future, I would like to show her this experiment, which could be incorporated in her life. Her elementary school hosts an annual science fair every year, which is when I can teach her this project in such a way that she can share it with her classmates. Essentially, my goal is to show people how homopolar motors work. I would like to show people how interesting science and engineering is. Thank you, Tvisha Faria tvishafaria@gmail.com
{"title":"Homopolar Motor","authors":"Tvisha Bhanushali","doi":"10.1109/isec49744.2020.9397838","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397838","url":null,"abstract":"Good afternoon! My name is Tvisha Faria and I am currently an 8th grader studying at Hillsborough Middle School. I am part of Professor Littman's Engineering Projects in Community Service program at Princeton University. Using the vast concepts of science, we duplicate original experiments and share them via our events which occur in local schools, libraries as well as community programs. I have recreated a project known as the homopolar motor. My essential goal for this presentation is to teach individuals about the homopolar motor. I doubt many people know about the homopolar motor and I would like to inform people about their capabilities. or Faraday's motor uses electromagnetism to create a rotational movement around a battery. Michael Faraday, the creator of the motor, was an English scientist of the 19th century, known for studying electromagnetism and electrochemistry. The homopolar motor essentially uses Lorentz force, a combination of electric and magnetic force, to spin a copper coiled wire around a battery and three magnets. This invention led to the making of motors and the discovery of electromagnetism in 1821. My poster board will include information about the history and the science behind homopolar motors. Students will also be able to learn about homopolar motors through innovation and interactive experiments. My group and I have done this project in the past and have presented it in front of other individuals. My presentation will include mini-experiments using the homopolar motor concept. Some of these experiments may include the battery and copper wire rotation or the circular battery motion on aluminum foil. My poster will include research about homopolar motors: their origin, evolution, fun facts, and more. My future goals are to continue to teach all about homopolar motors to people. My team and I often go to different locations to expose people to the realms of engineering and science. Homopolar motors fall under this category, and I am exotic to teach individuals about how they work. Also, I have a younger sister at home who loves learning about circuits. In the future, I would like to show her this experiment, which could be incorporated in her life. Her elementary school hosts an annual science fair every year, which is when I can teach her this project in such a way that she can share it with her classmates. Essentially, my goal is to show people how homopolar motors work. I would like to show people how interesting science and engineering is. Thank you, Tvisha Faria tvishafaria@gmail.com","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115852004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-01DOI: 10.1109/ISEC49744.2020.9280656
G. Tewolde
This paper presents the experience of the author from a senior embedded systems course at an engineering college. The course is primarily made up of lecture and laboratory components. Besides those two components the course also includes a peer-teaching component and a final-project. In the peer-teaching component the students are expected to choose a topic related to the course material, perform thorough research, and then present the material to teach it to the whole class. The goal of the final project component is to challenge the students to come up with a problem of their own that can be solved using the material learned in the course. The students are encouraged to dig deep into their creative minds and come up with practical projects that address real problems. They spend time to brainstorm ideas for their projects and present their proposals to the whole class for comments and approval, before they actually start to implement their work. The main take away from the experiences of these projects is that the students felt ownership of their projects and spent every effort to bring their ideas to fruition. Most of the project teams involved two or three students from different disciplines so they bring their expertise from their respective fields to the project. Overall, based on the grade performance of the students in the course and feedbacks received at the end of the course, this student-inspired project-based-learning approach was found to be successful in enhancing the learning experiences of the students.
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