Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

The Keck Cosmic Web Imager

We are designing the Keck Cosmic Web Imager (KCWI) as a new facility instrument for the Keck II telescope at the W. M. Keck Observatory (WMKO). KCWI is based on the Cosmic Web Imager (CWI), an instrument that has recently had first light at the Hale Telescope. KCWI is a wide-field integral-field spectrograph (IFS) optimized for precision sky limited spectroscopy of low surface brightness phenomena. KCWI will feature high throughput, and flexibility in field of view (FOV), spatial sampling, bandpass, and spectral resolution. KCWI will provide full wavelength coverage (0.35 to 1.05 μm) using optimized blue and red channels. KCWI will provide a unique and complementary capability at WMKO (optical band integral field spectroscopy) that is directly connected to one of the Observatory's strategic goals (faint object, high precision spectroscopy), at a modest cost and on a competitive time scale, made possible by its simple concept and the prior demonstration of CWI

An Oversampled Analog To Digital Converter For Acquiring Neural Signals

A third order delta-sigma modulator and associated low-pass digital filter is designed for an analog to digital converter: ADC) for sensing bioelectric phenomena. The third order noise shaping reduces the quantization noise in the baseband and the digital lowpass filter greatly attenuates the out of band quantization noise, increasing the effective number of bits. As part of a neural signal acquisition system designed by The BrainScope Company to capture Electro-Encephalogram: EEG) and Automated Brainstem Response: ABR) signals, this paper describes the design of a third order Delta-Sigma modulator which meets or exceeds the low noise specifications mandated by previous BrainScope products. The third order cascaded delta-sigma modulator attains a resolution of 12.3 bits in a signal bandwidth of 3kHz and 14.9 bits in a signal bandwidth of 100Hz, operating from a +/- 1.76V reference with a 250kHz clock

An Online Lab for Digital Electronics Course Using Information Technology Supports

This study is an implementation of information technology for education, aimed to produce a model of online lab course with a collaborative environment using a desktop sharing application. In the digital electronics lab course, participants were divided into the groups, each of them consists of three members. A desktop sharing application was used to the digital circuit simulator as an offline program that can be accessed online. The results show that the application can be used to introduce a collaborative environment in an online lab course. The application was possible to make an offline program such of a digital circuit simulator that can be accessed online by each member of the groups. This model has got a positive response from the participants of digital electronics lab course

Breadboard linear array scan imager using LSI solid-state technology

The performance of large scale integration photodiode arrays in a linear array scan (pushbroom) breadboard was evaluated for application to multispectral remote sensing of the earth's resources. The technical approach, implementation, and test results of the program are described. Several self scanned linear array visible photodetector focal plane arrays were fabricated and evaluated in an optical bench configuration. A 1728-detector array operating in four bands (0.5 - 1.1 micrometer) was evaluated for noise, spectral response, dynamic range, crosstalk, MTF, noise equivalent irradiance, linearity, and image quality. Other results include image artifact data, temporal characteristics, radiometric accuracy, calibration experience, chip alignment, and array fabrication experience. Special studies and experimentation were included in long array fabrication and real-time image processing for low-cost ground stations, including the use of computer image processing. High quality images were produced and all objectives of the program were attained

Equipment concept design and development plans for microgravity science and applications research on space station: Combustion tunnel, laser diagnostic system, advanced modular furnace, integrated electronics laboratory

Taking advantage of the microgravity environment of space NASA has initiated the preliminary design of a permanently manned space station that will support technological advances in process science and stimulate the development of new and improved materials having applications across the commercial spectrum. Previous studies have been performed to define from the researcher's perspective, the requirements for laboratory equipment to accommodate microgravity experiments on the space station. Functional requirements for the identified experimental apparatus and support equipment were determined. From these hardware requirements, several items were selected for concept designs and subsequent formulation of development plans. This report documents the concept designs and development plans for two items of experiment apparatus - the Combustion Tunnel and the Advanced Modular Furnace, and two items of support equipment the Laser Diagnostic System and the Integrated Electronics Laboratory. For each concept design, key technology developments were identified that are required to enable or enhance the development of the respective hardware

Virtual Electronics Laboratory for Visualized Education and Training

On-line education is utilized extensively and has been found to be effective in a multitude of subject areas, including engineering education. However, for on-line education to be fully effective in engineering education, a means must be developed to provide on-line students with laboratory experiences that achieve the same learning outcomes as face-to-face laboratories. To address this need, a pilot computer program, Project VELVET (Virtual Electronics Laboratory for Visualized Education and Training), for a virtual electronics laboratory is being developed. VELVET operates on Windows-based computers in a real-time environment. It presents to its user a virtual breadboard into which components may be inserted. A dc power supply and a signal generator are available to supply energy and signals to circuits, and measurements may be made with a virtual millimeters and a virtual oscilloscope. The algorithm and sample screen images of the program are presented in this thesis

Evaluating the Impact of the Physical Fidelity of the Learning Environment on Skill Acquisition, Retention, and Application

Simulations are believed to support learning outcomes by increasing student engagement and providing a more immersive and interactive learning environment. Research into the effectiveness of simulations as learning tools has found tangible benefits, including increased learner engagement and conceptual gains Simulations also offer the benefits of a safer and more accessible learning environment, where students can practice until the point of proficiency. While simulations have been used extensively in workforce education, there is a limited research that compares learning outcomes – affective, skill-based, and cognitive – when learning in the physical environment is substituted with learning in a simulated environment, particularly for technical skills. Educators and researchers have questioned whether simulations provide learners with the same quality of education as learning in a physical environment. Simulations lack the nuances that exist in the real world and may also oversimplify a complex system. Its ideal representation of a system may create issues for learners when they encounter issues in the real world environment that they never experienced in the simulation. Consequently, learners may doubt that the principles demonstrated in a simulation are applicable in the real world. Proponents of physical laboratories argue that simulations limits students from experiencing hands-on manipulation of real materials and that they lack the necessary detail and realism to effectively teach proper laboratory technique. This research works to fill this gap by investigating how individuals transfer learning in simulated environments to the real world. Affective, cognitive and skill-based learning outcomes were used to evaluate acquisition, transfer and retention. There are three primary aims of this research. The first aim was to identify how the physical fidelity of the learning environment impacted learning outcomes, including transfer, and whether the goal orientation and cognitive ability of the learner influenced the relationship between the physical fidelity of the learning environment and learning outcomes. The second aim of this research was to understand the mechanisms through which the physical fidelity of the learning environment impacted proficiency outcomes. The third aim of the study was to understand how the physical fidelity of the learning environment impacted retention. The findings from these aims offer substantive contributions about how simulations affect learning, transfer, and retention outcomes. This research has implications for the design and implementation of simulated environments in engineering and technical disciplines, specifically courses delivered in an online setting. Whether positive or negative, these results can help identify potential issues and provide insight on what aspects of the transition from learning in simulations to working in the real world create the greatest stumbling blocks for students

Work-in-Progress: Rapid Development of Advanced Virtual Labs for In-Person and Online Education

During the closure of K-12 schools and universities thanks to the COVID-19 pandemic, many educators turned to web conferencing tools such as Zoom and WebEx to deliver online lectures. For courses with labs, some teachers provide recorded videos of real labs. Watching recorded lab videos is a passive experience, as the procedures and point of view are fixed, and students do not have any control of the lab and thus miss the opportunity to explore different options, including making mistakes that is important part of the learning process. One approach that holds great potential to enhance laboratory experience for online education is the use of computer-based modeling and simulation tools. Simulation based virtual laboratories emulate lab equipment and configurations in highly realistic 3D environments and can provide very effective learning experiences. While there exist limited interactive lab computer simulations for various subjects, their presentations are still very primitive and often lack realism and complexity. This paper presents methodologies and preliminary findings on rapid development of advanced virtual labs using modeling and simulation for in-person and online education. The importance of modeling and simulation has long been recognized by the scientific community and agencies such as DoD and NSF. However, high-quality simulations are not commonplace, and simulations have not been widely employed in education. Existing simulations for education lack interoperability and compatibility. While there are sporadic uses of computer-based simulations in education that were developed in a piecemeal fashion, there was never systematic development at an industry level for such purposes. Virtual lab development usually require substantial amount of effort and lack of systematic research on rapid virtual lab development hinders their wide use in education. This paper proposes a wholistic and systematic approach for addressing the issues in rapid lab simulation development from several perspectives, including rapid generation of virtual environment, integration of state-of-the-art industry leading software tools, advanced software design techniques that enables large scale software reuse, and innovative user interface design that facilitate the configuration and use of virtual labs by instructors and students. This paper will implement a virtual circuit lab that emulates a circuit lab for the course XXX offered at XXX University and will be used to elucidate the crucial methodologies for rapid virtual lab development. The virtual lab contains highly realistic visual renderings and accurate functional representations of sophisticated equipment, such as digital oscilloscopes, function generator, and digital multimeters, and authentic rendition of the lab space. The virtual lab allows advanced analog and digital circuit simulation by integrating the de-facto industry standard circuit simulation engine SPICE and Xspice, supporting the circuit labs in the course XXX. The Unity game engine is used to develop the front end of the virtual lab. Advanced software development methodologies will be investigated to facilitate software reuse and rapid development, e.g., the same simulation code can be used to support equipment manufactured by different vendors. The paper will also investigate the impact of fidelity of the virtual lab, e.g., equipment and lab room, on student learning outcomes and efficacy

The Effect Of Different Written Task Instructions On Students’ Scores In A Physical And Virtual Environment

Electronic laboratory activities offer opportunities to help students learn about concepts and develop practical competencies in electronic circuit systems. Evidence in the literature suggests that the effectiveness of laboratory activities might be affected by the type of instructions provided (explicit or implicit), and the lab environment (physical or virtual) in which the activities were performed. This study investigated the effect of different written task instructions (explicit versus implicit) and lab environment (physical versus virtual) on students’ scores in an electronic circuit task. This study was a quantitative experiment that used a repeated measure factorial design to determine how the written instructions used in different environments affected students’ scores. Study results showed that there was no statistical significant difference in scores when students were presented with implicitly or explicitly written instructions. Similarly, results indicated no significant difference in scores when students used either physical or virtual environments. However, the computed effect size revealed that virtual environments might have a slightly higher effect on students’ scores. These results suggest that the type of written instructions presented and the lab environment used may not have significantly affected students’ scores