2020 IEEE Integrated STEM Education Conference (ISEC)最新文献

{"title":"Catalytic Ability of Ag-coated Ferromagnetic Microspheres Functionalized by TiO2","authors":"Qi-Ying Zhou","doi":"10.1109/isec49744.2020.9397821","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397821","url":null,"abstract":"TiO2 has been used to clean wastewater as a photocatalyst that catalyzes the decomposition of organic pollutants through the production of reactive oxygen species. TiO2 has previously been functionalized on Fe3O4 for improved recyclability of the nanoparticles, and Ag-coating is applied to enhance nanoparticle’s catalytic ability by reducing the bandgap of the catalyst in other researches. In my research, I performed an experiment and will present a way of synthesizing Fe3O4@AgNPs@TiO2 microspheres by functionalizing the ferromagnetic microspheres with silver nanoparticles before TiO2. A photocatalytic test on the decomposition of methyl blue will also be performed to determine the catalytic ability of the obtained microspheres.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127316203","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":"Interdisciplinary Collaboration Approaches on Undergraduate Virtual Reality Technology Projects","authors":"Eric Nersesian, Margarita Vinnikov, Jessica Ross-Nersesian, Michael J. Lee","doi":"10.1109/ISEC49744.2020.9280580","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280580","url":null,"abstract":"Educational approaches must keep pace with the rapidly advancing state of technology so that students have the necessary skills for the modern workforce. Computer science (CS) education presents an interesting cross-section of challenges to science, technology, engineering and mathematics (STEM) education to explore the effects of alternative teaching methods. Our undergraduate program has been working on these educational challenges for several years. We have found project-oriented studio classes with computing and design students collaborating on emerging technology projects lead to positive outcomes. This paper presents our current cross-class collaboration method along with student surveys and final presentation results. It is a necessary class structure to successfully educate future developers and designers, and we wish to share our experiences with the larger STEM educational community.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125863574","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":"STEM Outreach: A Stakeholder Analysis","authors":"Daniel C. Appel, Ralph C. Tillinghast, Carla Winsor, M. Mansouri","doi":"10.1109/ISEC49744.2020.9280723","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280723","url":null,"abstract":"The evolving challenges facing our society will increase the demand for Science, Technology, Engineering and Math (STEM) professionals. Educational outreach in STEM areas can supplement current educational systems to promote interest, increase understanding, and encourage students to pursue careers involving STEM fields. In order to maximize benefits from STEM educational outreach opportunities, developing a better understanding of stakeholders involved, and their needs, goals, and objectives across the educational ecosystem, is required. This work presents a stakeholder analysis for the STEM outreach system intended to enhance understanding of how each stakeholder in the STEM educational outreach system of systems contributes towards unique goals of improving student understanding and success in pursuing educational and career goals within STEM fields. Understanding the dependencies and relationships between stakeholder entities enables further research and future improvements for STEM outreach initiatives. Ultimately, these efforts aim to provide key contributions to building the next generation of science and engineering professionals.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132432855","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":"Out-of-school Time STEM: Teach Programming Using Python for High School Girls","authors":"Chaoyi Wang, Srikanth Vemula, Michael Frye","doi":"10.1109/ISEC49744.2020.9397812","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397812","url":null,"abstract":"In the next decade, there is an enormous increase in job openings in the fields of science, technology, engineering, and mathematics (STEM). The early recognition of STEM talent is necessary to meet the demands of STEM labor force in the United States. Thus, it is essential for educators to apply diverse teaching methods to provide meaningful programming learning to students at High School level. In this study, the researchers designed an eight-session Python programming curriculum for high school girls and implemented in Girls in Engineering, Mathematics, Science (GEMS) STEAM program in San Antonio, Texas, USA. Through the analysis of pre- and post- surveys and interviews, the results showed that the Python programming course have created a fun and interesting learning environment. This eight-session course effectively expanded students’ previous knowledge about programming and increase their interests in computer science (CS). In the process of learning, students developed the problem-solving skills. This study suggested that it is important for educators to create a fun and interactive learning environment when teaching programming for high school girls. There is a need of more efforts and opportunities which needs to be provided for girls to increase their participation in CS.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131806177","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":"Demonstrating Lorentz Transformation Using Computer Simulation","authors":"Saniya Nagali, Anisha Iyer, Vanisha S Nagali","doi":"10.1109/ISEC49744.2020.9397844","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397844","url":null,"abstract":"Lorentz transformations are at the heart of Special Relativity as they are the correct description of how motion looks from moving perspectives in our universe. Lorentz transformations were developed to align with experimental observations which proved that speed of light is a constant in all frames of reference including moving ones. Spacetime diagrams - with distance as the horizontal axis and time as the vertical axis - are typically used to visualize how objects in relative motion perceive each other. To understand the perspective of the moving objective, we need to transform the spacetime diagram such that the relative velocity, represented as the angle between the curves of two objects in the spacetime diagram, stays the same. The easiest way to visualize are shear transformations where the “time” of the moving object is kept the same and the “distance” coordinate is moved to the right or left on the spacetime diagram. However, such shear transformations do not maintain the constant speed of light. Lorentz transformations were then derived to obtain spacetime transformations that maintained the constant speed of light. For high school students studying physics Lorentz transformations can be non- intuitive and difficult to understand as they require the spacetime coordinate plane to slide, rotate and stretch in the correct proportions to maintain the constant speed of light. A simple visualization of different spacetime transformation approaches can be a helpful aid. We have developed a computer simulation that explains different transformation approaches (shear, Galilean, and Lorentz). We first modeled the coordinate plane using the AutoDesk Inventor software to develop a physical apparatus that mimics Lorentz transformations could be built. We then used a Java programming language to simulate the mathematical and movement concepts.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121019783","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":"A Comparative Analysis of Secondary School STEM Research Programs in a Chinese School and an American School","authors":"Xiang Gong, Erik R. Mohlhenrich","doi":"10.1109/ISEC49744.2020.9397855","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9397855","url":null,"abstract":"Countries around the world are committed to cultivating outstanding talent through STEM education. It is widely acknowledged that authentic STEM research programs are one of the most effective ways to achieve the goals of STEM education. In this paper, we present survey results in the 2018-2019 school year from school-based research programs at Princeton International School of Mathematics and Science (PRISMS) in the US and the High School Affiliated to Renmin University (commonly abbreviated as RDFZ) in China. A factorial MANOVA and a General Linear Model Univariate Analysis were used to test for similarities and differences between students’ gains in dimensions of gains in thinking and working like a scientist (WIS), personal gains related to research work (PG), gains in skills (SKILL), attitudes or behaviors as a researcher (ATT), and career and graduate education aspirations (INF). Across both programs, we find significant gains on all variables as students’ progress through their research experience. Scores from PRISMS students on WIS, PG, and ATT are significantly higher than those from RDFZ students. SKILL and INF showed significant correlations and thus were analyzed together; PRISMS students also scored higher on these variables. PRISMS 12th graders scored the highest of all school/grade level combinations. The results of this comparison speak to the efficacy of both programs in achieving the pedagogical goals of STEM research experiences. Variables that may have influenced the difference in outcomes between PRISMS and RDFZ are discussed, with particular attention given to the differences in the student population and school in general, number of students per project, and length of the research experience.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126794577","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":"Object Recognition using TensorFlow","authors":"Nahuel E. Albayrak","doi":"10.1109/isec49744.2020.9397835","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397835","url":null,"abstract":"Computers can apply vision technologies using cameras and artificial intelligence software to achieve image recognition and identify objects, places, and people. The objective of this project is to capture the image of an automobile as it drives by, identify its model and color, and determine its location, travel direction, and speed. This system can be used to assist law enforcement with vehicle identification in an emergency such as an Amber alert or to detect traffic infractions. For this purpose, we constructed, trained, and applied an object detection model using TensorFlow. First, an image capturing system was built using camera lenses (Raspberry Pi Camera V2-8) and Raspberry Pi (Raspberry Pi 4) small computers. Next, the computers were set up with a software application called TensorFlow. The system was trained to recognize an automobile’s model and color by processing a variety of car images. Pictures of different cars were uploaded from Google images and resized highlighting the features of the vehicle. Finally, code was developed in Python to create a universal clock for each camera that recorded the detection time. Five trials were conducted using 2 automobiles available for testing. The cars were recognized by the model with 87 percent certainty in each of the 5 trials. That information was recorded on a table together with the time of capture and the location of the camera. The information from the table was used to successfully identify a specific car’s location and speed, with a few limitations. Because of budget restrictions only two cameras were built and two models were used for training. The information from the cameras was not transmitted in real time because wifi or LTE capability are not available at this time. An extension of this research will include multiple cameras, multiple models and real time data transmission.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116312662","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":"Understanding Platonic Solids: Turning a Polygon into a 3 Dimensional Object","authors":"Sowmya Natarajan","doi":"10.1109/isec49744.2020.9397824","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397824","url":null,"abstract":"My teachers had a difficult time teaching me how to find the surface area of a 3-D object, especially when I was looking at a 2-dimensional diagram. My goal is to teach people the concept of area and volume of a platonic solid through the use of 3-D pull up nets. A platonic solid is a regular, convex polyhedron. It is constructed by congruent, regular, polygonal faces with the same number of faces meeting at each vertex. Five solids meet these criteria: a tetrahedron, cube, octahedron, dodecahedron, or icosahedron. In 1994, mathematics educator Bob Vertes introduced E.B. Meenan to the idea of Pullup polyhedron nets. These nets could be created using only a card and string and easily folded up into a beautiful, three-dimensional shape. Applications: Learning about volume and area through the use of platonic solids facilitates understanding and therefore easier for a person to apply these concepts in life. Using Pull-up nets is helpful to students who are visual or hands-on learners. Platonic solids are the basis for engineering, architecture, and geometry. Pull-nets can be used in many areas of life. Pull-up nets can form the basic design element of multiple objects from tents and bowls to prosthetic limbs. I want to advance the use of pull-up nets for tent-design, and as the basis for prosthetic limb design. One other interesting questions I will explore include: 1. Is there only one pull-up net for each Platonic solid. A good starting point to explore this question is to consider the eleven distinct nets of a cube. I will explore if each of these formations form a string based Pull-up net. 2. What about other nets for other shapes like a tetrahedron (triangular pyramid)? 3. What about other polyhedra, do they have pull-up nets? My research based on the work of Bob Vertes, EB Meenan and BG Thomas makes understanding volume and surface area of a 3 dimensional object fun and easy. References [1] E.B. Meenan. \"Be a Paper Mathemagician\", from Motivate: Videoconferences for Schools [online]. [Accessed 15/01/2008.] Available from World Wide Web: [2] B.G. Thomas. Form, Shape and Space: An Exhibition of Tilings and Polyhedra. The University of Leeds International Textiles Archive, UK. 10 October 2007 - 16 May 2008. [3] P. D. Turney. \"Unfolding the Tesseract\", Journal of Recreational Mathematics 17, no.1, pp.116, 1984-85. [4] B.G. Thomas and M.A. Hann. \"Patterned Polyhedra: Tiling the Platonic Solids\" in R. Sarhangi and J. Barrallo (eds.) Bridges Donostia: Mathematical Connections in Art, Music, and Science, pp.195-202, 2007. [5] B.G. Thomas and M.A. Hann. Patterns in the Plane and Beyond: Symmetry in Two and Three Dimensions. Monograph no. 37 in the Ars Textrina series, The University of Leeds International Textiles Archive (ULITA). 2007. [6] Pull-up Patterned Polyhedra: Platonic Solids for the Classroom E.B. Meenan* and B.G. Thomas School of Education* and School of Design University of Leeds Leeds, LS2 9JT","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116627163","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":"What Effects Do Ultra Violet Rays Have on Yeast Colony Growth","authors":"Roshan S Natarajan","doi":"10.1109/isec49744.2020.9397813","DOIUrl":"https://doi.org/10.1109/isec49744.2020.9397813","url":null,"abstract":"UV light triggers thymine to form thymine dimers inducing cell death. Though the sun provides heat and light, which are essential for life on Earth, ultraviolet (UV) rays in sunlight can cause damage to DNA.In this science fair project, I will experiment with a strain of yeast that is super-sensitive to UV light.The goal for this project is to find out what percent of yeast colony growth has been killed. Bakers yeast, or saccharomyces cerevisiae, is a eukaryotic unicellular organism. Cerevisiae is used in many laboratories as a model organism because it has internal organs such as a nucleus and a mitochondria. Since cerevisiae’s genes have been well-studied, researchers are able to separate genes of interest from others, called knockout genes. In this project, a knockout strain of yeast will be used. This modified yeast is designed to be DNA-repair deficient which means that this strain of yeast does not have the enzymes needed to repair damaged cells while regular yeast and human cells do. When UV light destroys DNA the light initiates a reaction with thymine creating a thymine dimer. If the thymine dimer does not repair properly there are two paths it can follow, become a cancer cell if the thymine dimers are not widespread, or die, if they are widespread. In this project, there are many thymine dimers that will be formed when the modified yeast is exposed to UV light causing the yeast to die. There will be two dishes next to each other with grown modified yeast. One dish will have aluminum foil on the top and the other one will not have aluminum foil. Then both of them will be exposed to UV light. This is the equation that is used to find out what percent of the yeast colony has died: $100 times$ (1-colonies on exposed plate/colonies on control plate) =% killed Two more tests will be done on the effects of pure UV light and the effects of regular light with no UV rays on yeast cells. This will show that the light is not effecting the yeast but the UV rays are. This project will demonstrate how DNA in yeast cells are damaged by UV light, causing yeast cells to die. Similarly, UV rays cause human cells to mutate by destroying DNA, which leads to skin cancer. Although modified yeast does not have the enzymes that unmodified baker’s yeast and human cells have, it will still show how UV rays affect eukaryotic cells’ DNA. A future application for this project would be using skin cells to see how they interact with UV rays and by doing this more research can be done on skin cancer. When I find out what percent of yeast died when exposed to UV lights I will compare it to the effects of skin cancer and see how the enzymes react differently to UV light and look at the difference between the modified yeast and the skin cell.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128221020","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":"Course-Specific Model for Prediction of At-Risk Students Based on Case-Based Reasoning","authors":"H. Supic, D. Donko","doi":"10.1109/ISEC49744.2020.9280572","DOIUrl":"https://doi.org/10.1109/ISEC49744.2020.9280572","url":null,"abstract":"Identifying at-risk students is a crucial step in different learning settings. Predictive modeling technique can be used to create an early warning system which predicts students’ success in courses and informs both the teacher and the student of their performance. In this paper we describe a course-specific model for prediction of at-risk students. The proposed model uses the case-based reasoning (CBR) methodology to predict at-risk students at three specific points in time during the first half of the semester. In general, CBR is an approach of solving new problems based on solutions of similar previously experienced problem situation encoded in the form of cases. The proposed model classifies students as at-risk based on the most similar past cases retrieved from the casebase by using the k-NN algorithm. According to the experimental evaluation of the model accuracy, CBR model that is being developed for a specific course showed potential for an early prediction of at-risk students. Although the presented CBR model has been applied for one specific course, the key elements of predictive model can be easily reused by other courses.","PeriodicalId":355861,"journal":{"name":"2020 IEEE Integrated STEM Education Conference (ISEC)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125866452","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}