Does choice of programming language affect student understanding of programming concepts in a first year engineering course?

Most undergraduate engineering curricula include computer programming to some degree,introducing a structured language such as C, or a computational system such as MATLAB, or both. Many of these curricula include programming in first year engineering courses, integrating the solution of simple engineering problems with an introduction to programming concepts. In line with this practice, Roger Williams University has included an introduction to programming as a part of the first year engineering curriculum for many years. However, recent industry and pedagogical trends have motivated the switch from a structured language (VBA) to a computational system (MATLAB). As a part of the pilot run of this change,the course instructors felt that it would be worthwhile to verify that changing the programming language did not negatively affect students’ ability to understand key programming concepts. In particular it was appropriate to explore students’ ability to translate word problems into computer programs containing inputs, decision statements, computational processes, and outputs. To test the hypothesis that programming language does not affect students’ ability to understand programming concepts, students from consecutive years were given the same homework assignment, with the first cohort using VBA and the second using MATLAB to solve the assignment. A rubric was developed which allowed the investigators to rate assignments independent of programming language. Results from this study indicate that there is not a significant impact of the change in programming language. These results suggest that the choice of programming language likely does not matter for student understanding of programming concepts. Course instructors should feel free to select programming language based on other factors, such as market demand, cost, or the availability of pedagogical resources

Undergraduate engineering students’ understanding of complex circuit concepts: An investigation of the intersection of students’ prior knowledge, design of learning environments and the nature of the content

Research focused on increasing students’ conceptual understanding of electric circuits discuss this concept as difficult to not only teach but for students to grasp. This difficulty has been attributed to the fact that students tend to hold inaccurate pre-conceptions of electricity which becomes problematic as the level of complexity increases from the most basic to more advanced circuit concepts. The combination of inaccurate and inadequate prior knowledge has the potential to prevent students from being able to assimilate new material they come in contact with when instructed about electric circuit concepts in formal settings. Often times, students’ inability to associate this new concept with correct pre-existing conception or prior knowledge leads to the development of misconceptions about the nature of electricity. With these issues in mind, this study focused on exploring undergraduate engineering students’ conceptual understanding of electric circuits through an investigation of three interconnected areas. The overall purpose of this study was to give a descriptive account of learning complex circuits

Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Emulator of a boost converter for educational purposes

Project-based learning (PBL) is proposed for the development of a Hardware-in-the-Loop (HIL) platform and the design of its digital controller for an undergraduate course on Digital Electronic Systems. The objective for students is the design of a digitally controlled HIL Boost converter, a digital pulse-width modulator (DPWM) and a current mode controller, implemented in field-programmable gate array (FPGA) devices. To this end, the di erent parts of the project are developed and evaluated, maximizing the use of FPGA resources in the design of the HIL and DPWM blocks, and applying design techniques that minimize the use of the digital resources used in the design of the controller. Students are equipped with a new individualized educational experience, allowing them to test their technical competence and knowledge in an environment close to the reality of the industry

Spikeling: A low-cost hardware implementation of a spiking neuron for neuroscience teaching and outreach

Understanding how neurons encode and compute information is fundamental to our study of the brain, but opportunities for hands-on experience with neurophysiological techniques on live neurons are scarce in science education. Here, we present Spikeling, an open source in silico implementation of a spiking neuron that costs £25 and mimics a wide range of neuronal behaviours for classroom education and public neuroscience outreach. Spikeling is based on an Arduino microcontroller running the computationally efficient Izhikevich model of a spiking neuron. The microcontroller is connected to input ports that simulate synaptic excitation or inhibition, to dials controlling current injection and noise levels, to a photodiode that makes Spikeling light sensitive, and to a light-emitting diode (LED) and speaker that allows spikes to be seen and heard. Output ports provide access to variables such as membrane potential for recording in experiments or digital signals that can be used to excite other connected Spikelings. These features allow for the intuitive exploration of the function of neurons and networks mimicking electrophysiological experiments. We also report our experience of using Spikeling as a teaching tool for undergraduate and graduate neuroscience education in Nigeria and the United Kingdom

Design and Implementation of a Small Electric Motor Dynamometer for Mechanical Engineering Undergraduate Laboratory

This thesis set out to design and implement a new experiment for use in the second lab of the laboratory curriculum in the Mechanical Engineering Department at the University of Arkansas in Fayetteville, AR. The second of three labs typically consists of data acquisition and the real world measurements of concepts learned in the classes at the freshman and sophomore level. This small electric motor dynamometer was designed to be a table top lab setup allowing students to familiarize themselves with forces, torques, angular velocity and the sensors used to measure those quantities, i.e. load cells and optical encoders. The data acquisition concepts learned in the first lab can be built on with this experiment. The dynamometer also allows the introduction of electric motor theory and methods of braking rotational loads. The dynamometer was developed using SolidWorks as a design tool and the data acquisition utilizes both LabVIEW and LabJack devices found in the market today. The data collected during the development of the dynamometer shows that the measurements of torque and speed can have less than 10% error to the manufacturer supplied data. The recommendations at the end of this thesis are provided to help the Mechanical Engineering Department with ideas on how to implement this dynamometer in the lab setting. There are also recommendations on how to develop a larger similar dynamometer for use with the Solar Boat senior design project

EXP-SA: Explosives Tracking: A Microsystem for Detection of Bacterial Endospores as Self-Replicating Nucleic Acid Taggants

This proposal presents an integrated research and educational plan directed toward the production, detection, and identification of bacterial endospore taggants for explosive tracking. While the most immediate application of the research is related to stemming the activities of bioterrorists, the anticipated fundamental advances in bioengineering and sensor science and engineering will have significant societal relevance to other applications, including first-responder activities, healthcare, food safety, and pollution avoidance and mitigation. Intellectual Merit The investigators propose to combine bioengineering of Bacillus stearothermophilus endospores with microdevices for sample processing and taggant identification. A surface acoustic wave (SAW) microdroplet mixing/transport/incubator system will be coupled with molecular padlock probe technology for sensitive identification of bioengineered endospores. The specific research tasks are to: (i) Generate a number of different Bacillus spores, each with a unique DNA sequence or sequences spliced into its genome; (ii) Investigate and identify the optimal SAW device designs needed to germinate spores, lyse vegetative bacteria, transport, mix, and heat microdroplet samples; (iii) Design subsystems for DNA isolation; (iv) Develop a fluorescence-based molecular padlock probe system for DNA identification that can operate effectively in conjunction with the SAW fabrication microsystem platform; (v) Fabricate and test the proposed prototype identification system. Broader Impacts Broader impacts will be achieved through the following programs and activities to: (i) Train and interact with high school audiences through two major ongoing programs at University of Maine (UMaine), NSF Research Experiences for Teachers (RET) and the GK-12 Sensors; (ii) Involve undergraduates from Maine and other institutions directly into the research project under the umbrella of the ongoing NSF Research Experience for Undergraduates (REU) program at the UMaine; (iii) Identify appropriate Capstone projects for undergraduates involving cross-disciplinary research and design projects; (iv) Enhance existing graduate level courses (1) Microscale Bioengineering and (2) Design and Fabrication of Acoustic Wave Devices by incorporating research results into each course; (v) Contribute to the interdisciplinary multi-institutional NSF Integrative Graduate Education and Research Traineeship (IGERT) program in functional genomics, which involves UMaine, the Jackson Laboratory, and the Maine Medical Center Research Institute; (vi) Provide thesis topics for M.S. and Ph.D. students; (vii) Disseminate the research and educational material on a project website, and through conferences and printed literature. Project Outcomes ReportNew investigative tools are desperately needed to determine the origin and transit routes of contraband explosive materials, and the individuals who transport them. A powerful strategy for tracking and identifying specific lots of explosives is the incorporation or labeling with pre-and post-detonation identification tags, or taggants. This project involves the production, detection, and identification of bacterial endospore taggants for explosive tracking. It combines bioengineering of environmentally resistant Geobacillus thermoglucosidasius endospores with development of microdevices for sample processing and taggant identification. A surface acoustic wave (SAW) bacterial lysis system is coupled with on-chip fluorescence-based quantitative polymerase chain reaction (PCR) for identification of bioengineered endospores.Geobacillus spores with a unique DNA sequence encoded in well-retained plasmids have been generated. Optimal SAW device structures have been designed, fabricated and tested for lysis of the vegetative bacteria. A number of on-chip structures for multiplex PCR analysis have been created and tested. DNA release and fluorescence-based PCR analysis for identification of specific genomic DNA sequences can now be interfaced to the SAW microsystem platform to comprise an important part of the overall detection system. We anticipate that aspects of this technology will be useful for tracking contraband materials such as explosives, environmental monitoring, and potentially medical diagnostic applications. This project has fostered the multidisciplinary training of numerous undergraduate and graduate students in molecular biology, microbiology, biochemistry, and bioengineering

Investigating Student Learning of Analog Electronics

Instruction in analog electronics is an integral component of many physics and engineering programs, and is typically covered in courses beyond the first year. While extensive research has been conducted on student understanding of introductory electric circuits, to date there has been relatively little research on student learning of analog electronics in either physics or engineering courses. Given the significant overlap in content of courses offered in both disciplines, this study seeks to strengthen the research base on the learning and teaching of electric circuits and analog electronics via a single, coherent investigation spanning both physics and engineering courses. This dissertation has three distinct components, each of which serves to clarify ways in which students think about and analyze electronic circuits. The first component is a broad investigation of student learning of specific classes of analog circuits (e.g., loaded voltage dividers, diode circuits, and operational amplifier circuits) across courses in both physics and engineering. The second component of this dissertation is an in-depth study of student understanding of bipolar junction transistors and transistor circuits, which employed the systematic, research-based development of a suite of research tasks to pinpoint the specific aspects of transistor circuit behavior that students struggle with the most after instruction. The third component of this dissertation focuses more on the experimental components of electronics instruction by examining in detail the practical laboratory skill of troubleshooting. Due to the systematic, cross-disciplinary nature of the research documented in this dissertation, this work will strengthen the research base on the learning and teaching of electronics and will contribute to improvements in electronics instruction in both physics and engineering departments. In general, students did not appear to have developed a coherent, functional understanding of many key circuits after all instruction. Students also seemed to struggle with the application of foundational circuits concepts in new contexts, which is consistent with existing research on other topics. However, students did frequently use individual elements of productive reasoning when thinking about electric circuits. Recommendations, both general and specific, for future research and for electronics instruction are discussed