2021 IEEE Integrated STEM Education Conference (ISEC)最新文献

{"title":"Filtere - Filtering water using a variety of efficient filtration methods","authors":"John Tewolde, Joshua Tewolde, G. Tewolde","doi":"10.1109/ISEC52395.2021.9764119","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764119","url":null,"abstract":"This project is about the design of a low-cost water filtration system. I started this project after I realized how many people got sick or died from drinking contaminated water. When I thought about this, I took to mind how many people I could impact using one invention. Filtere is important to people who do not have access to clean drinking water, because clean water is essential to human life. An important feature about Filtere is that it can be used on any type of container of water because of the places I decided to put the technology I used in. Filtere can impact 2 billion people through its potential! The problem I solved was the lack of clean drinking water. This is a major world problem that needs to have a solution quickly or the result will be catastrophic. My goal was to engineer an advanced water filter that could remove all bacteria and germs in water. I solved my problem of making contaminated water drinkable by creating my portable, interchangeable, affordable water filter. My filter is made to fit on top of a water bottle, so that the filter acts as a middleman between the faucet and the bottle, so that it filters the water as it goes through the bottle. You can then take Filtere off the top of the bottle easily for later use. I also kept in mind that the filter would have to be small but effective so that it could fit inside the bottle while filtering water completely. My criteria were as follows: to remove up to 99.99% of bacteria and other harmful particles, to be small and portable for everyday use, to be inexpensive for wide distribution efforts, and to be watertight on behalf of the electronics. My invention demonstrates the importance of STEM. I used science to learn how to remove bacteria from drinking water. I used technology in the creation of Filtere when I looked at different systems such as GAC (Granular Activated Carbon), Ion Exchange, UV lights, and looking at how they could be implemented in Filtere. I used engineering in Filtere by prototyping different designs of Filtere and analyzing the pros and cons of the designs. I applied math when I created Filtere by doing calculations on the pricing and size of Filtere. After extensive research, I developed two prototype designs. The major difference between the two is in the number of filters. The first prototype included only one UV light filter. On the other hand, my second design included three filters (GAC, Ion Exchange, and UV light). I chose the second design to meet my filtration criteria. Hence, Filtere can remove much more germs and particles than otherwise possible.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122853447","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}

{"title":"An Autonomous Driving Simulation Platform as a Virtual HSAVC Competition Environment","authors":"Daren Hua","doi":"10.1109/ISEC52395.2021.9763986","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763986","url":null,"abstract":"At ISEC 2018, Professor Marc E. Herniter presented the High School Autonomous Vehicle Competition (HSAVC), which introduces autonomous driving to high school students. The competition promotes STEM education by challenging participants to use MATLAB to create a vision-based track detection algorithm and Simulink to build a motor controller model. Following the COVID-19 global pandemic, many in-person STEM competitions were canceled, including HSAVC. The goal of the Autonomous Driving Simulation Platform is to replicate the physical conditions of HSAVC using simulation to allow students to continue the activity virtually. Using MATLAB, the Simulation Platform creates a real-time virtual environment for students to test their HSAVC track detection algorithms and motor controller models. The Simulation Platform consists of two MATLAB apps: a Track Generator and a Driving Simulator. The Track Generator application can create fixed tracks based on user inputs or randomized tracks based on user-defined lengths. The Track Generator utilizes a growth and mutation algorithm to create a track with three distinct track sections: straight, left curve, and right curve. The Track Generator’s randomized track replicates the HSAVC’s physical track, and the Driving Simulator replicates the HSAVC’s 1:18 scale autonomous vehicle equipped with a linescan camera, two drive motors, and a servo motor with a vehicle model and a camera model. The Track Generator and Driving Simulator have been successfully designed and implemented with MATLAB App Designer. Users can create a track and test their algorithms and models through an intuitive interface, making it an effective tool for STEM education in any classroom. The Autonomous Driving Simulation Platform holds potential as a solution to continue the HSAVC during the pandemic and can increase student engagement in the HSAVC from high schools around the world like Amazon Web Services DeepRacer. Another benefit of the Simulation Platform is convenient and controlled virtual algorithm testing, which allows for repetitive experimentation to be simulated without risk of damaged materials. The simulation platform has broad potential as an educational tool, such as complementing high school robotics curriculums to teach motor control algorithms and training reinforced learning racing models. The successful virtual adaptation of HSAVC demonstrates how simulation can provide many educational benefits when borrowing the framework of STEM competition.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123334059","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}

{"title":"Application for Individualized Learning Using Artificial Intelligence","authors":"Anant Gupta","doi":"10.1109/ISEC52395.2021.9763973","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763973","url":null,"abstract":"This pandemic has forced us to abandon the normality of our lives. My mother is continuously buying stuff from Amazon.com and my father is always checking his stock portfolio while I have got stuck in tiring zoom sessions. With this remote methodology, learning has lost its luster. The person-to-person relationship with teachers is not the same, and what is left is a shell of what I was used to. Other sources including Brilliant, CK-12, and Khan Academy also lack individualized learning like the one I found in a brick-and-mortar school. So I thought about building a tool to impart knowledge based on the skill level of each student. I want to make an application (app) powered by artificial intelligence (AI) that will closely monitor the student’s past performance and response time and will provide him/her with personalized content. I learn best in a question and answer (Q&A) format, so I plan to create an app to deliver rich scientific content to students in a Q&A format. It will also have an administrative interface where teachers worldwide can add questions and videos explaining the answers. I envision it to be a great teaching tool for the less advanced countries and students with limited resources, who cannot afford private tutors. As Google’s CEO Sundar Pichai says, “AI is one of the most important things humanity is working on. The newborn will have to learn continuously over their lives. So, we have to transform how we do education.”","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123148658","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}

{"title":"Identifying Positive Catalysts in the STEM Career Pipeline","authors":"Daniel C. Appel, Ralph C. Tillinghast, M. Mansouri","doi":"10.1109/ISEC52395.2021.9763994","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763994","url":null,"abstract":"Science, Technology, Engineering and Math (STEM) professionals continue to be in demand throughout the world. Building this future workforce remains the focus of many educational and outreach organizations. To optimize these efforts, it is important to identify what positive influences and catalysts affect students as they move through the STEM career pipeline. Using survey findings of currently employed scientists and engineers reflecting on their journey through K-12 education to careers, beneficial interactions can be identified. These results point towards different catalysts having influences as specific phases in the career pipeline, with notable bright spots of family and teacher influence particularly for middle school and high school girls. These insights can provide direction for STEM education and outreach programs to better reach K-12 students, particularly those from underrepresented demographics, at pivotal transition points with tailored multifaceted initiatives. These efforts can enhance self-perception and self-efficacy for students and help inspire those with career aspirations in STEM fields to continue pursuing their goals and become the next generation of problem solvers and innovators.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115699984","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}

{"title":"Immersive Technology in Integrating STEM Education","authors":"M. Roopaei, Emilee Klaas","doi":"10.1109/ISEC52395.2021.9764112","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764112","url":null,"abstract":"Educators are often faced with the challenge of exposing students to new environments and information in an educational and timely manner. The use of immersive technology in a classroom allows teachers to expose students to simulations or conditions that could be difficult or not possible to explore without this technology without ever needing to leave their desks. These technologies not only provide students with lessons in the science fields, but also help them develop social and emotional skills that are critical to success in higher education and the work field. The immersive technology integrated in STEM motivates kids to employ their problem-solving abilities to find answers to impossible challenges and help to shape their future better. This paper is an attempt to analyze the impact of immersive technology in STEM education by providing advantages, challenges, and drawbacks of integrating this technology to an educational system. Additionally, the state of art papers in the filed of STEM learning using immersive technology are reviewed.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126677923","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}

{"title":"Analyzing Sex-Biased Gene Expression in Autoimmune Diseases","authors":"Vidyadhari Vedula","doi":"10.1109/ISEC52395.2021.9764136","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764136","url":null,"abstract":"In this project, I plan to analyze sex-biased gene expression in autoimmune diseases by using a dataset containing information about people’s cell counts. Autoimmune diseases happen when your immune system starts to attack its own healthy cells. No exact cause has been pinpointed, but some suspected causes are sex, race, genetics, and environmental factors. In terms of sex, autoimmune diseases are more prevalent in women than men. In all autoimmune disease cases, women make up 75% while men only make up 25%. Scientists have thought that this disparity could be due to hormonal factors. As we know, women have constantly fluctuating hormone levels, and this has been connected to autoimmune diseases. One study was performed to evaluate the effects of changing prolactin levels, a hormone that contributes to the production of milk in mammals. The study found mice with a prolactin-inhibitor had longer longevity and produced more antibodies that detect systemic lupus erythematosus (SLE), which is an autoimmune disease. On the other hand, mice with glands that produce more prolactin had accelerated mortality and proteins in their urine, which is a key symptom of SLE. For this project, I used R and RStudio, which is a programming language that allows me to analyze vast amounts of data. The database I used is called DICE which contains information about the donor’s sex, race, ethnicity, and the count of various immune cells per 1 million transcripts. The data collection was done using RNA-Seq, which is a sequencing technique used to quantify RNA in a sample. In RStudio, the code I implemented followed a series of steps to build to a conclusion. To begin with, I eliminated data columns that aren’t needed, after which I filtered the dataset into one with females and one with males. Next, I calculated the mean of each cell type for each divided dataset. Finally, I noted the differences in sexes by subtracting the male average from the female average for each cell type and calculating the absolute value of that difference. After this analysis, I found NK cells and Naive CD 4 +T cells have the largest differences, each of which have been found to be abnormal in count or quality in people with autoimmune diseases. For future direction, I plan to narrow down on specific genes that contribute to the sex-disparity in autoimmune diseases.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123916859","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}

{"title":"Assessment of Systems Requirements Specification Skills Based on an Industry Body of Knowledge","authors":"Tanusha Virodula, A. Fortino","doi":"10.1109/ISEC52395.2021.9764018","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764018","url":null,"abstract":"Contribution - The acquisition of systems requirements knowledge and skills by systems developers is a desirable outcome of a STEM graduate program in technology management. In this paper, we assess whether the learning outcomes of such a STEM program are being met. We present a process to align the program curriculum with an industry-standard to ensure the acquisition of those competencies. Background - We selected the International Institute of Business Analysts (IIBA) as a vendor-neutral body of knowledge for the Business Analyst profession. We used a well-documented process to align a university curriculum to the industry needs, following earlier for project management and data analytics. Research questions - To align the curriculum to the IIBA BABOK (Business Analysis Body of Knowledge), we asked: (1) whether students graduating from the program had acquired good business analysis and systems requirements competencies; and (2) If they had not, how the curriculum may be modified to help students acquire those competencies. Methods - The curriculum was reviewed, and we assured proper topical coverage by pertinent course to the IIBA BABOK knowledge. Results - Using the existing curriculum, we found that most students were able to pass the assessment based on the IIAB BABOK. We identified some deficiencies by knowledge domain. The assessment results were sufficiently granular to make modifications to the curriculum and course contents to improve student’s acquisition of systems requirements specifications skills.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117329739","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}

{"title":"Expanding Access to Microscopy","authors":"Imaad Syed, Aaban Syed, L. Spietz, A. Sanders","doi":"10.1109/ISEC52395.2021.9763933","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9763933","url":null,"abstract":"State-of-the-art microscopes cost thousands of dollars, posing challenges to third world hospitals and secondary schools. Additionally, there is a growing problem of “e-Waste”, where consumers throw away old pieces of technology to buy newer models. The rare, valuable, and hazardous materials used in those technological devices pollute the environment when thrown in landfills, and could cause harmful effects on human, plant, and animal health. The overall goal of this project was to up-cycle old computer parts to make a cheap, open source microscope to address these issues. Optical drives are designed to be very precise, in order to “read” data from very small spaces on CDs/DVDs. There is an objective lens to change the angle of the laser, and a very precise stepper motor to slowly change the position of the laser assembly to read different parts of the CD/DVD. These principles were applied to modern microscopy in order to construct a microscope for a couple hundred dollars, as opposed to thousands. Such a prototype is being constructed, and samples will be placed to view magnified images to test the viability of the microscope. After completion, all instructions and software will be uploaded to GitHub for cloning and open use. This will allow for greater access to microscopy for students and for those in developing countries.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115277217","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}

{"title":"Broadening Participation in Computer Science through Sheltered Instruction Pedagogy","authors":"Patricia Morreale, Mayra Bachrach, Gail Verdi","doi":"10.1109/ISEC52395.2021.9764019","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764019","url":null,"abstract":"Sheltered Instruction (SI), based on second language acquisition research, has been used to explore pedagogical interventions aimed at improving the outcomes of English Language Learners in Advanced Placement Computer Science (AP CS). 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. During this year-long project, AP CS teachers attended a series of professional learning workshop on SI for Computer Science, and then utilized strategies from SI in their AP CS classrooms. Research outcomes of the pedagogical interventions identified new approaches to engage all students, through SI methods and materials used with the computer science curriculum. The SI pedagogy integrated with CS teaching skills shows how teachers can successfully engage more students in their classrooms, particularly students that may still be developing their academic English language skills, increasing CS education for all students. The SI methods used are explained here, for adoption by other computer science educators and researchers.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129727479","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}

{"title":"Magnetic Levitation in Motion","authors":"Jesse Miller","doi":"10.1109/ISEC52395.2021.9764117","DOIUrl":"https://doi.org/10.1109/ISEC52395.2021.9764117","url":null,"abstract":"This project analyzed the physics of magnetic propulsion by modeling the propulsion system of a MagLev train. A scale model was created using electromagnets to simulate the attracting/repelling forces that cause MagLev trains to move. The speed of the model train was recorded as a function of the pull force of the electromagnets. A magnet strength equivalent to 11 pounds of pull force was shown to produce the most cost-effective results. Next, the levitation system of a MagLev train was studied by creating a scale model of a track using neodymium magnets. The levitation height was measured as a function of the pull force of the magnets. No strong increase in height was observed. Thousands of people use MagLevs daily in Japan. In Japan, MagLevs shorten travel times for commuters significantly, in addition to decreasing traffic congestion and pollution on busy freeways. Many countries, including the US, are planning to build MagLev trains to reduce travel times in their countries. The same principles tested here can be scaled up and applied to real MagLev trains in order to make travel faster and more cost effective for the average citizen.","PeriodicalId":329844,"journal":{"name":"2021 IEEE Integrated STEM Education Conference (ISEC)","volume":"92 34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128884920","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}