Pub Date : 2020-08-01DOI: 10.1109/isec49744.2020.9397829
Victor Hu, Jeffrey Cheng
This poster is about how tsunami warning systems can be used in Tsunami prone regions. Tsunamis are devastating natural forces that are dominant in Southeast Asia, where there are a lot of developing countries that cannot recover quickly when a disaster strikes. With tsunamis come a lot of loss of life because tsunamis can be deadly. One of the best ways to prepare for a tsunami is to know in advance that a tsunami is coming. If you know that a tsunami is coming, you have time to leave the coastal area. Approximately 65% of Indonesians (about 171 million people) live within 50 miles of the coast. Moreover, coastal resources have been used for further economic growth in countries within that region. For example, these economic sectors account for 25% of the GDP and 20% of the workforce in Indonesia. Further income inequality in this region will drive more people away from their homes and towards the coastal areas where there is an influx of new jobs in manufacturing, fishing, and agriculture. This will mean that there will be more people in this area with high risk of tsunamis, intensifying the need for a reliable tsunami warning system that will keep the hundreds of millions of people in this situation safe. The tsunami warning system should be able to meet multiple criteria, including, but not limited to, keeping costs low, maximizing warning time, and minimizing false alarms to avoid loss of public trust in the system. This system will have multiple parts, including the warning system and all the components that make it work. This poster makes an excellent example that ties into STEM in many ways. For the science portion, it relies on concepts of geology, such as how tsunamis are created, ways to detect tsunamis, and their impacts. We need to tie in technology in multiple parts of the system. First of all, we need to determine how to warn the public in the event of a tsunami, whether it be through mobile alerts/social media or possibly an alarm system throughout the region. We will also need to work out the technology needed to detect tsunamis, from the sensors to the control rooms. This includes learning the types and specialties of each sensor that could be used. Engineering will be a big part of this system, especially factoring into its design and deployment. We will need to use our knowledge of sensor types and tectonic plate boundaries in the area to make a prototype warning system. Mathematical equations and software simulation tools will be used to calculate the probability of a tsunami within a certain period of time and the effectiveness of the warning system. In conclusion, this poster demonstrates that knowledge in STEM is critical to help solve real world problems.
{"title":"How STEM can help save lives in Tsunami prone areas","authors":"Victor Hu, Jeffrey Cheng","doi":"10.1109/isec49744.2020.9397829","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397829","url":null,"abstract":"This poster is about how tsunami warning systems can be used in Tsunami prone regions. Tsunamis are devastating natural forces that are dominant in Southeast Asia, where there are a lot of developing countries that cannot recover quickly when a disaster strikes. With tsunamis come a lot of loss of life because tsunamis can be deadly. One of the best ways to prepare for a tsunami is to know in advance that a tsunami is coming. If you know that a tsunami is coming, you have time to leave the coastal area. Approximately 65% of Indonesians (about 171 million people) live within 50 miles of the coast. Moreover, coastal resources have been used for further economic growth in countries within that region. For example, these economic sectors account for 25% of the GDP and 20% of the workforce in Indonesia. Further income inequality in this region will drive more people away from their homes and towards the coastal areas where there is an influx of new jobs in manufacturing, fishing, and agriculture. This will mean that there will be more people in this area with high risk of tsunamis, intensifying the need for a reliable tsunami warning system that will keep the hundreds of millions of people in this situation safe. The tsunami warning system should be able to meet multiple criteria, including, but not limited to, keeping costs low, maximizing warning time, and minimizing false alarms to avoid loss of public trust in the system. This system will have multiple parts, including the warning system and all the components that make it work. This poster makes an excellent example that ties into STEM in many ways. For the science portion, it relies on concepts of geology, such as how tsunamis are created, ways to detect tsunamis, and their impacts. We need to tie in technology in multiple parts of the system. First of all, we need to determine how to warn the public in the event of a tsunami, whether it be through mobile alerts/social media or possibly an alarm system throughout the region. We will also need to work out the technology needed to detect tsunamis, from the sensors to the control rooms. This includes learning the types and specialties of each sensor that could be used. Engineering will be a big part of this system, especially factoring into its design and deployment. We will need to use our knowledge of sensor types and tectonic plate boundaries in the area to make a prototype warning system. Mathematical equations and software simulation tools will be used to calculate the probability of a tsunami within a certain period of time and the effectiveness of the warning system. In conclusion, this poster demonstrates that knowledge in STEM is critical to help solve real world problems.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"26 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":"132981504","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/ISEC49744.2020.9397843
Blessed Isaac C. Conde, Daniel Jerlan S. Coladilla
This study aims to alleviate the problem of concrete deterioration by introducing a material to be used as a cement reinforcement to concrete roof tiles that will decrease its water absorption percentage, without decreasing its flexural tensile strength score. Five sample groups consisting of four experimental and one control group of downgraded (modified size) flat concrete roof tiles were used for experimentation. The experimental groups were reinforced with equal amounts (15 grams) sand optimal volume ratio. Using the p -value method on Kruskal-Wallis H -test $(alpha=0.01, N=10, d f=4)$ in both tests, results show that each sample group distribution had no significant difference among the other groups in terms of both test scores. Despite both p -values $(p approx 0.081)$ falling to the null hypothesis non-rejection region of $p geq$ 0.01, it may still be observed that all experimental groups scored lower flexural tensile strength and water absorption percentage scores. The results showed the potential of adding nylon to reduce the water absorption of concrete. Nylon-added samples have the least mean percentage of water absorbed and mean flexural tensile strength score while the control group had the highest mean scores on both tests. Consequently, adding synthetic fabrics lessened water absorption and flexural tensile strength scores. It is recommended to consider other properties under the Roofing Tile Association of Australia (RTAA) and to explore if increasing the sample size will show significant differences in the scores across all sample groups.
本研究旨在通过引入一种材料作为混凝土屋面瓦的水泥加固来缓解混凝土劣化问题，这种材料可以降低混凝土屋面瓦的吸水率，而不会降低其抗折强度评分。采用5个样本组，包括4个试验组和1个对照组的降阶(修改尺寸)平混凝土屋面瓦进行实验。试验组以等量(15 g)砂进行最佳体积比加固。两项检验均采用Kruskal-Wallis H检验$(alpha=0.01, N=10, d f=4)$的p值法，结果显示各样本组分布在两项检验成绩上与其他组间无显著差异。尽管p值$(p approx 0.081)$均降至原假设非排斥区域$p geq$ 0.01，但仍然可以观察到，所有实验组的抗折强度和吸水率得分均较低。结果表明，添加尼龙对降低混凝土吸水率具有一定的作用。添加尼龙的样品的平均吸水率和平均弯曲拉伸强度得分最低，而对照组的两项测试的平均得分最高。因此，添加合成纤维织物降低了吸水率和弯曲拉伸强度分数。建议考虑澳大利亚屋面瓦协会(RTAA)下的其他属性，并探索增加样本量是否会在所有样本组中显示出显着的分数差异。
{"title":"Utilizing Different Types of Synthetic Fabrics as a Cement Reinforcement for Concrete Tile Roofing","authors":"Blessed Isaac C. Conde, Daniel Jerlan S. Coladilla","doi":"10.1109/ISEC49744.2020.9397843","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397843","url":null,"abstract":"This study aims to alleviate the problem of concrete deterioration by introducing a material to be used as a cement reinforcement to concrete roof tiles that will decrease its water absorption percentage, without decreasing its flexural tensile strength score. Five sample groups consisting of four experimental and one control group of downgraded (modified size) flat concrete roof tiles were used for experimentation. The experimental groups were reinforced with equal amounts (15 grams) sand optimal volume ratio. Using the p -value method on Kruskal-Wallis H -test $(alpha=0.01, N=10, d f=4)$ in both tests, results show that each sample group distribution had no significant difference among the other groups in terms of both test scores. Despite both p -values $(p approx 0.081)$ falling to the null hypothesis non-rejection region of $p geq$ 0.01, it may still be observed that all experimental groups scored lower flexural tensile strength and water absorption percentage scores. The results showed the potential of adding nylon to reduce the water absorption of concrete. Nylon-added samples have the least mean percentage of water absorbed and mean flexural tensile strength score while the control group had the highest mean scores on both tests. Consequently, adding synthetic fabrics lessened water absorption and flexural tensile strength scores. It is recommended to consider other properties under the Roofing Tile Association of Australia (RTAA) and to explore if increasing the sample size will show significant differences in the scores across all sample groups.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"10 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":"125486867","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/ISEC49744.2020.9280619
M. Khan, M. Ibrahim, Nansong Wu, Rajvardhan Patil
This paper reports on the use of an interdisciplinary project-based learning approach for undergraduate engineering education in machine/deep learning, and the internet of things (IoT). Machine learning has evolved from pattern recognition and is an important element of artificial intelligence. IoT has also seen rapid growth in multiple application domains including embedded systems, wireless sensor networks, control systems, automation, and sensors. A challenge for traditional electrical/computer engineering curriculum is to effectively educate students in these areas through hands-on activities and projects. There is a need to develop a project-based learning approach to involve undergraduate students in real-world problem solving to develop use cases of machine learning and IoT. This paper reports on the implementation of an interdisciplinary project-based learning approach followed in the undergraduate electrical/computer engineering curriculum. The students were involved in solving real-world problems through machine/deep learning. They also developed IoT applications in multiple domains to address the limitations of existing systems and to go through the engineering design process. The qualitative results indicate that the PBL approach was highly effective in improving their learning outcomes.
{"title":"Interdisciplinary Project Based Learning Approach for Machine Learning and Internet of Things","authors":"M. Khan, M. Ibrahim, Nansong Wu, Rajvardhan Patil","doi":"10.1109/ISEC49744.2020.9280619","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280619","url":null,"abstract":"This paper reports on the use of an interdisciplinary project-based learning approach for undergraduate engineering education in machine/deep learning, and the internet of things (IoT). Machine learning has evolved from pattern recognition and is an important element of artificial intelligence. IoT has also seen rapid growth in multiple application domains including embedded systems, wireless sensor networks, control systems, automation, and sensors. A challenge for traditional electrical/computer engineering curriculum is to effectively educate students in these areas through hands-on activities and projects. There is a need to develop a project-based learning approach to involve undergraduate students in real-world problem solving to develop use cases of machine learning and IoT. This paper reports on the implementation of an interdisciplinary project-based learning approach followed in the undergraduate electrical/computer engineering curriculum. The students were involved in solving real-world problems through machine/deep learning. They also developed IoT applications in multiple domains to address the limitations of existing systems and to go through the engineering design process. The qualitative results indicate that the PBL approach was highly effective in improving their learning outcomes.","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":"129275412","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/ISEC49744.2020.9280603
Mayra Bachrach, Patricia Morreale, Gail Verdi
A research project underway at Kean University is exploring pedagogical interventions aimed at improving the outcomes of English Language Learners in Advanced Placement Computer Science. English Language Learners are students who come from non-English speaking homes and backgrounds. With the increasing numbers of Hispanic students in many K-12 classrooms, Spanish is the language most often spoken by English Language Learners. Advanced Placement Computer Science teachers will utilize strategies from Sheltered Instruction, an educational model from English as a Second Language and Bilingual education, in their classrooms. The impact of this approach will be measured by comparing the exam scores of students in the classroom of participating teachers with the 2020 national and state Advanced Placement Computer Science exam scores. Research outcomes of the pedagogical interventions explored will be widely utilized for teaching Computer Science to all English Language Learners, including Hispanics.
{"title":"Exploration of Pedagogical Interventions to Improve the Outcomes of Hispanics in AP Computer Science","authors":"Mayra Bachrach, Patricia Morreale, Gail Verdi","doi":"10.1109/ISEC49744.2020.9280603","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280603","url":null,"abstract":"A research project underway at Kean University is exploring pedagogical interventions aimed at improving the outcomes of English Language Learners in Advanced Placement Computer Science. English Language Learners are students who come from non-English speaking homes and backgrounds. With the increasing numbers of Hispanic students in many K-12 classrooms, Spanish is the language most often spoken by English Language Learners. Advanced Placement Computer Science teachers will utilize strategies from Sheltered Instruction, an educational model from English as a Second Language and Bilingual education, in their classrooms. The impact of this approach will be measured by comparing the exam scores of students in the classroom of participating teachers with the 2020 national and state Advanced Placement Computer Science exam scores. Research outcomes of the pedagogical interventions explored will be widely utilized for teaching Computer Science to all English Language Learners, including Hispanics.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"55 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":"133894009","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/ISEC49744.2020.9280748
Matthew Morrison, John Dimpel, Emory Smith
Herein, we present the “Preternship”, an experiential learning method for introducing industry projects in the classroom early in the CS curricula. We conduct surveys of 132 industry members and 39 faculty members, and compare the results to assess opportunity for experiential learning. Then, we present the format and post-program survey results of a Preternship for a 48-student introductory computing course and a 16student junior/senior level VLSI course, working in tandem with 27 industry Mentors, to demonstrate the potential for implementing this program early in CS curricula. The survey results show significant potential for the Preternship as a model for enhancing student skills in project planning and execution, motivating students to remain in their program, and showcase their technical and leadership potential to employers.
{"title":"The Preternship – An Academic-Industry Partnership Model for Early Experiential Learning Experiences in Computer Science Curricula","authors":"Matthew Morrison, John Dimpel, Emory Smith","doi":"10.1109/ISEC49744.2020.9280748","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280748","url":null,"abstract":"Herein, we present the “Preternship”, an experiential learning method for introducing industry projects in the classroom early in the CS curricula. We conduct surveys of 132 industry members and 39 faculty members, and compare the results to assess opportunity for experiential learning. Then, we present the format and post-program survey results of a Preternship for a 48-student introductory computing course and a 16student junior/senior level VLSI course, working in tandem with 27 industry Mentors, to demonstrate the potential for implementing this program early in CS curricula. The survey results show significant potential for the Preternship as a model for enhancing student skills in project planning and execution, motivating students to remain in their program, and showcase their technical and leadership potential to employers.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"26 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":"134083729","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/ISEC49744.2020.9397853
Ernesto Vega Janica
This paper summarizes multiple numerical systems, math concepts and historical references, and deeply focus on a hands-on exercise where children, parents and educators participate. The main goal of the hands-on experience is to engage our communities around Math, Science and Culture. Kids and adults can have a direct experience with tools, numbers, cultural historical references, and more. This combination of theory and practice should help our kids appreciate technical concepts by their own means and methods, as well as providing a wide-range of learning possibilities for the audience. The intent is to implement some of these “Math & Crafts” activities in local libraries and elementary schools.
{"title":"Math & Crafts, Educational Activities: Ancient Math Methods, Future Directions","authors":"Ernesto Vega Janica","doi":"10.1109/ISEC49744.2020.9397853","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397853","url":null,"abstract":"This paper summarizes multiple numerical systems, math concepts and historical references, and deeply focus on a hands-on exercise where children, parents and educators participate. The main goal of the hands-on experience is to engage our communities around Math, Science and Culture. Kids and adults can have a direct experience with tools, numbers, cultural historical references, and more. This combination of theory and practice should help our kids appreciate technical concepts by their own means and methods, as well as providing a wide-range of learning possibilities for the audience. The intent is to implement some of these “Math & Crafts” activities in local libraries and elementary schools.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"61 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":"114126941","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/isec49744.2020.9397842
Hugo Kim
My poster is about the dynamo, a form of electric generator created by Michael Faraday in 1831. The poster will include diagrams and schematics of how the dynamo generates electricity, an early design of the dynamo, and a laminated copy of the original research published by Faraday for historical context. The poster’s purpose is to demonstrate how early dynamos generated power, which aids in understanding their historical importance and applications.
{"title":"Magnet Dynamo - Princeton University EPICs","authors":"Hugo Kim","doi":"10.1109/isec49744.2020.9397842","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397842","url":null,"abstract":"My poster is about the dynamo, a form of electric generator created by Michael Faraday in 1831. The poster will include diagrams and schematics of how the dynamo generates electricity, an early design of the dynamo, and a laminated copy of the original research published by Faraday for historical context. The poster’s purpose is to demonstrate how early dynamos generated power, which aids in understanding their historical importance and applications.","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":"114789334","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/isec49744.2020.9397857
Edward Rossi Banfe
My poster is a demonstration of the Kelvin Water Dropper, invented by William Thomson in 1867. The goal of my project is to educate all those at IEEE about the basics of electrostatic induction through the Water Dropper, like William Thomson did. The poster will include a diagram of how the inductors and receivers work, will explain how a spark is generated from the flow of water, will display a working model of a Kelvin Water Dropper, and a laminated copy of the original paper by William Thomson for a demonstration. The Kelvin Water Dropper works via electrostatic induction, in which opposite charges accumulate in each side of the Dropper until a spark is formed, connecting the two sides for a brief moment and completing a circuit created by the built up positive and negative charges. After the spark occurs, the reaction restarts and the positive and negative charges begin to accumulate again. The charges are collected through the two hanging cans (inductors) and are stored in the cans diagonal to them (receivers). The receivers will pull water with an opposite charge to them and deposit it in the can directly below, causing more charge to be built up as the reaction continues and eventually stops to create a spark. My expertise regarding this project is adequate for what I will be presenting, as it is the project I have been learning and perfecting for last six months of my time at Princeton University’ s Engineering Projects In Community Service Joseph Henry Division (EPICS), led by Professor Michael Littman. In EPICS we specialize in projects relating to the history of electrical engineering, electromagnetism, and physics. We conduct outreach programs at local schools, libraries, and community events in the Central New Jersey area. In wit ion to my participation in EPICS, I am a student at Princeton High School in Princeton, New Jersey, currently at grade 10. I also volunteer for the Julia Robinson Math Festival which in Central New Jersey.
{"title":"Abstract of Kelvin Water Dropper","authors":"Edward Rossi Banfe","doi":"10.1109/isec49744.2020.9397857","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397857","url":null,"abstract":"My poster is a demonstration of the Kelvin Water Dropper, invented by William Thomson in 1867. The goal of my project is to educate all those at IEEE about the basics of electrostatic induction through the Water Dropper, like William Thomson did. The poster will include a diagram of how the inductors and receivers work, will explain how a spark is generated from the flow of water, will display a working model of a Kelvin Water Dropper, and a laminated copy of the original paper by William Thomson for a demonstration. The Kelvin Water Dropper works via electrostatic induction, in which opposite charges accumulate in each side of the Dropper until a spark is formed, connecting the two sides for a brief moment and completing a circuit created by the built up positive and negative charges. After the spark occurs, the reaction restarts and the positive and negative charges begin to accumulate again. The charges are collected through the two hanging cans (inductors) and are stored in the cans diagonal to them (receivers). The receivers will pull water with an opposite charge to them and deposit it in the can directly below, causing more charge to be built up as the reaction continues and eventually stops to create a spark. My expertise regarding this project is adequate for what I will be presenting, as it is the project I have been learning and perfecting for last six months of my time at Princeton University’ s Engineering Projects In Community Service Joseph Henry Division (EPICS), led by Professor Michael Littman. In EPICS we specialize in projects relating to the history of electrical engineering, electromagnetism, and physics. We conduct outreach programs at local schools, libraries, and community events in the Central New Jersey area. In wit ion to my participation in EPICS, I am a student at Princeton High School in Princeton, New Jersey, currently at grade 10. I also volunteer for the Julia Robinson Math Festival which in Central New Jersey.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"59 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":"122841445","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/ISEC49744.2020.9397810
Eric Nersesian, Margarita Vinnikov, Jessica Ross-Nersesian, Adam Spryszynski, Michael J. Lee
Educational fields that are abstract in nature, such as computer science (CS) and other science, technology, engineering, and mathematics (STEM) fields may find alternative teaching methods useful to maximize student opportunities to internalize and process the curriculum. When designing alternative educational tools in virtual reality (VR) technologies, the objective is to expose an academically diverse population to CS in an engaging and immersive environment. With this objective in mind, we built and tested a CS educational VR experience, CSpresso, designed to teach students to count in a binary (base-2) number system. Testing confirmed that the student group who learned to count binary in VR were just as successful as those who learned from a certified CS instructor. This shows that VR educational experiences can be used as alternative teaching tools in CS education, which can supplement traditional teaching methods enabling new learning methods for students in the classroom and at home. We believe that this is evidence to support a larger effort in adapting the current CS education system to meet the needs of a more diverse student body that may find alternative teaching tools useful in internalizing abstract concepts.
{"title":"Middle School Students Learn Binary Counting Using Virtual Reality","authors":"Eric Nersesian, Margarita Vinnikov, Jessica Ross-Nersesian, Adam Spryszynski, Michael J. Lee","doi":"10.1109/ISEC49744.2020.9397810","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397810","url":null,"abstract":"Educational fields that are abstract in nature, such as computer science (CS) and other science, technology, engineering, and mathematics (STEM) fields may find alternative teaching methods useful to maximize student opportunities to internalize and process the curriculum. When designing alternative educational tools in virtual reality (VR) technologies, the objective is to expose an academically diverse population to CS in an engaging and immersive environment. With this objective in mind, we built and tested a CS educational VR experience, CSpresso, designed to teach students to count in a binary (base-2) number system. Testing confirmed that the student group who learned to count binary in VR were just as successful as those who learned from a certified CS instructor. This shows that VR educational experiences can be used as alternative teaching tools in CS education, which can supplement traditional teaching methods enabling new learning methods for students in the classroom and at home. We believe that this is evidence to support a larger effort in adapting the current CS education system to meet the needs of a more diverse student body that may find alternative teaching tools useful in internalizing abstract concepts.","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":"122012024","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}
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