Teaching Electronics and Programming in Norwegian Schools Using the air:bit Sensor Kit

We describe lessons learned from using the air:bit project to introduce more than 150 students in the Norwegian upper secondary school to computer programming, engineering and environmental sciences. In the air:bit project, students build and code a portable air quality sensor kits, and use their air:bit to collect data to investigate patterns in air quality in their local environment. When the project ended students had collected more than 400,000 measurements with their air:bit kits, and could describe local patterns in air quality. Students participate in all parts of the project, from soldering components and programming the sensors, to analyzing the air quality measurements. We conducted a survey after the project and describe our lessons learned from the project. The results show that the project successfully taught the students fundamental concepts in computer programming, electronics, and the scientific method. In addition, all the participating teachers reported that their students had showed good learning outcomes

Ten Quick Tips for Using a Raspberry Pi

Much of biology (and, indeed, all of science) is becoming increasingly computational. We tend to think of this in regards to algorithmic approaches and software tools, as well as increased computing power. There has also been a shift towards slicker, packaged solutions--which mirrors everyday life, from smart phones to smart homes. As a result, it's all too easy to be detached from the fundamental elements that power these changes, and to see solutions as "black boxes". The major goal of this piece is to use the example of the Raspberry Pi--a small, general-purpose computer--as the central component in a highly developed ecosystem that brings together elements like external hardware, sensors and controllers, state-of-the-art programming practices, and basic electronics and physics, all in an approachable and useful way. External devices and inputs are easily connected to the Pi, and it can, in turn, control attached devices very simply. So whether you want to use it to manage laboratory equipment, sample the environment, teach bioinformatics, control your home security or make a model lunar lander, it's all built from the same basic principles. To quote Richard Feynman, "What I cannot create, I do not understand".Comment: 12 pages, 2 figure

Novel optical sensing systems for primary level science education

In the last three years, a number of Irish primary schools have been using LEGO Mindstorms technology in order to investigate the use of project-based learning as an alternative teaching tool. This has involved the use of LEGO bricks combined with standard electronic motors and some commercial sensors (e.g. temperature). In order to develop this project into the area of science education, we have developed a range of miniaturized optical sensors, which are compatible with the LEGO platform. In particular a working oxygen sensor has been designed and fabricated. The principal design features were compatibility with the programmable LEGO platforms and robustness for classroom use. This sensor uses the method of intensity quenching to determine oxygen concentration. This sensor has been demonstrated in a learning environment. Similarly a carbon dioxide sensor has been developed. In addition, simple colour sensors have been produced. The aim of developing such sensors is to familiarise students with the concept of colour detection and to introduce them to the basic principles o f spectroscopy. A specific use for the colour sensor has been identified, in the role of a pH sensor. A simple method of detecting nickel sulphate using colorimetric diffuse measurements has been demonstrated. The performance of both sensor types has been evaluated

Development of computerized data acquisition system for science experiments

Nowadays, students are losing their interest in science subject. This is because they do not able to apply theory on the science experiment while they are still using old and conventional method to conduct a science experiment that might bring a lot of uncertainties in the actual word. The current available data acquisition systems in the market are costly installation fee and stiff learning curve that leads to the inconvenience to conduct an experiment or analyze the result would be unwanted by the students. The objective of this project here is to implement a data acquisition system, which is user-friendly and low cost. Through this project, a data acquisition system is designed. Waterproof temperature sensor, velocity detector, voltage/current detector are used to carry out certain science experiments. With the standalone monitoring system, users can view the result and analyze on the liquid crystal display. The users also can read the result on a give website address as long as the Arduino Mega is connected to a computer. The use of Arduino Mega with Ethernet shield coupled together will help in accomplished the web site for the database in this project. Here the user has to enter a password, which must register before, and this read from the system for clarification and verification purpose. By storing the database online, the user can read his result in a more efficient way. This project has been extensively tested in one of the science experiments. Experimental results have shown a result accuracy of 90% in this project by compared to conventional method. From this project, a better way to conduct science experiment is built and this work would illustrate the advantages of saving the time for better experiment results while doing the experiment

Arduino-based real-time data acquisition systems: boosting STEM career interest

This study examines the development of an Arduino-based real-time data acquisition system and its effect on secondary students’ STEM career interest (STEM-CIS). A total of 74 students were sampled from a prestigious private school in Jakarta, Indonesia, and a learning device was developed using the A.D.D.I.E. method. A one-group pretest-posttest research design was used to evaluate the effect of using the device during blended classroom activities. Data were collected through surveys using the STEM-CIS instrument and interviews. The study was based on the general practice of using Arduino software and hardware for practical purposes in Chemistry Laboratories and Sick Bay. The setup was successfully used in these different environments as a temperature monitoring system to record thermochemistry data and monitor a patient’s body temperature. The findings are consistent with prior research indicating that hands-on robotics activities can increase STEM interest and inspire students to pursue STEM careers. The results suggest that strong engagement in this activity facilitated the development of digital literacy and STEM skills. The STEM-CIS score at the 5% significance level was significantly increased after the experimentation with the device, with a paired t-test result of p<0.001. The effect size (Cohen’s d) showed a moderate effect of 0.74

Mobile Robotics

The book is a collection of ten scholarly articles and reports of experiences and perceptions concerning pedagogical practices with mobile robotics.“This work is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.

Analysis of Single Board Architectures Integrating Sensors Technologies

Development boards, Single-Board Computers (SBCs) and Single-Board Microcontrollers (SBMs) integrating sensors and communication technologies have become a very popular and interesting solution in the last decade. They are of interest for their simplicity, versatility, adaptability, ease of use and prototyping, which allow them to serve as a starting point for projects and as reference for all kinds of designs. In this sense, there are innumerable applications integrating sensors and communication technologies where they are increasingly used, including robotics, domotics, testing and measurement, Do-It-Yourself (DIY) projects, Internet of Things (IoT) devices in the home or workplace and science, technology, engineering, educational and also academic world for STEAM (Science, Technology, Engineering and Mathematics) skills. The interest in single-board architectures and their applications have caused that all electronics manufacturers currently develop low-cost single board platform solutions. In this paper we realized an analysis of the most important topics related with single-board architectures integrating sensors. We analyze the most popular platforms based on characteristics as: cost, processing capacity, integrated processing technology and opensource license, as well as power consumption (mA@V), reliability (%), programming flexibility, support availability and electronics utilities. For evaluation, an experimental framework has been designed and implemented with six sensors (temperature, humidity, CO2/TVOC, pressure, ambient light and CO) and different data storage and monitoring options: locally on a µSD (Micro Secure Digital), on a Cloud Server, on a Web Server or on a Mobile ApplicationThis research was partially supported by the Centro Científico Tecnológico de Huelva (CCTH), University of Huelv

Designing and Teaching Multidisciplinary Project-Based Courses to Satisfy the ABET 2000 Engineering Criteria

One important educational outcome required of any engineering programme, as per ABET 2000 Criteria 3, is the ability of engineering graduates to function in multidisciplinary teams. In order to address this requirement, the curriculum committees of the engineering programmes at Indiana University-Purdue University Fort Wayne (IPFW), Fort Wayne, USA, have designed several multidisciplinary project-based courses. These courses involve computer, electrical and mechanical engineering students. Five multidisciplinary project-based courses, which are distributed over the freshman, sophomore and senior years, have been developed and implemented. In these courses, real world multidisciplinary design experiences are used to prepare IPFW graduates to enter today’s workforce. In this article, the authors present a brief description of these courses along with the authors’ experiences in the development and teaching of the five multidisciplinary project-based courses

From Sensors to Knowledge: The Challenge of Training the Next Generation of Data Analysts

With the advent of commercial-off-the-shelf sensors for use in a variety of applications, integration with analytical software tools, and expansion of available archived datasets, there is a critical need to address the problem of transforming resultant data into comprehensible, actionable information for decision-makers through rigorous analysis. In previous research the participating authors have emphasized that users are often faced with the situation in which they are “drowning in a sea of data” but still “thirsting for knowledge”. The availability of analysis software, tools, and techniques provide opportunities for information collection of ever increasing complexity, but the need for the training of analysts to employ appropriate tools and processes to ensure accurate and applicable results has not been addressed. The purpose of this paper is to discuss the challenges and opportunities facing the training of effective analysts capable of handling a wide-range of data types in this era of dynamic tools and techniques