Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom

Resistance to Replay Attacks of Remote Control Protocols using the 433 MHz Radio Channel

This study focuses on the analysis of replay attacks, which pose a significant risk to remote control systems using the 433 MHz radio frequency band. A replay attack occurs when an attacker intercepts communications between two legitimate parties and resends the intercepted data to activate a remotely controlled system or commit identity theft. Special attention is paid to the study of the EV1527 protocol and its structure, as well as potential vulnerabilities that can be exploited by attackers. The study includes a detailed analysis of the design documentation on modules using the EV1527 protocol, as well as an assessment of the characteristics of the corresponding antennas and the features of working with hardware and software. The work also includes a comparative analysis of the technical means that can be used to carry out the attack and a demonstration of a practical attack using the HackRF One software-controlled transceiver in a laboratory setting. The main goal of the work is to demonstrate the mechanisms for implementing a replay attack on remote control systems with static code and to develop recommendations for improving the security of these systems. The results of the study are aimed at increasing the understanding of potential risks and vulnerabilities, as well as at determining the feasibility of using such protocols in modern physical security and access control systems