Laboratory Assignments Research Articles

Teaching experience for process identification using first‐order‐plus‐time‐delay models

AbstractThis paper introduces an instructional framework for process identification, combining theoretical concepts with practical laboratory exercises, focusing particularly on the identification of first‐order‐plus‐time‐delay models. Our methodology emphasizes guiding students through the various stages involved in the system identification process, namely mastering techniques, such as data acquisition and preprocessing, identification and validation stages, and method comparison. The laboratory assignment is structured into three distinct stages: an initial prelab task working with simulated data, the hands‐on work with laboratory equipment, and the assignment report writing and oral presentation. The assessment of students' learning outcomes is conducted using a detailed rubric. Feedback from a focus group interview indicates that the majority of students appreciated the well‐balanced content, highlighting a strong link between theoretical concepts and practical application.

The possibilities of the Teams information system in creating a digital footprint of first-year students

The article examines in detail the problem of assessing the involvement of first-year students in the educational process and the degree of assimilation of knowledge using digital technologies that make it possible to obtain a student’s digital footprint. The purpose of the article is to present the technology for obtaining digital footprint data when teaching first-year students at Yaroslavl State Technical University in the discipline “Information Systems Architecture” in the MS Teams environment and to show options for performing digital footprint analysis. Methodology. The formation of digital footprint data was carried out in the process of lecture surveys, work on laboratory assignments and passing an exam. To obtain a digital footprint, information systems MS Teams, MS Excel, MS Forms were used. Data obtained in the MS Teams environment was subjected to pre-processing, cleaning, merging tables, and adding (deleting) attributes. The generated tables were analyzed using classification and cluster analysis to search for non-trivial knowledge. Cluster analysis allows us to identify groups of students who successfully complete lecture and exam testing and those who have difficulties completing test tasks. The analysis allows us to identify the level of complexity of tasks and allows for their adjustment. A comparison of the success of completing tasks during the lecture course and in the exam gives an idea of the students’ ability to prepare for participation in testing and the ability to memorize large volumes of complex scientific and technical information.

Assessing ChatGPT for GIS education and assignment creation

ABSTRACT ChatGPT, an AI software, has rapidly gained popularity for a wide variety of applications, including educational uses. This research explores the use of ChatGPT to supplement Geographical Information Systems (GIS) coursework creation, to help educators with little experience in GIS. Visualizing sea level rise (SLR) and quantifying the extent of inundated areas under varying SLR scenarios is a common GIS lab activity requiring numerous and sequential software steps. We prompted ChatGPT 3.5 to generate its own version of instructions for a lab assignment to produce two deliverables: 1) a map displaying the extent of inundation under three different SLR scenarios and 2) a data table showing the amount of land inundated in each scenario. The initial ChatGPT instructions were inadequate and following them produced incorrect and incomplete results. However, by refining the prompt and increasing data training, we found that ChatGPT could yield better results for GIS assignment creation applications.

Why Do Fishes Die? Lab Assignment Created Using ChatGPT

Why Do Fishes Die? Lab Assignment Created Using ChatGPT

Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making

ABSTRACT Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students’ intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses why it is crucial to understand how student interest is sustained throughout the CURE course, despite potential challenges and frustrations. Conducted over a 15-week period, this longitudinal study examines enrolled students (N = 170) who had one of 13 instructors from six institutions. The results indicate that students’ high frustration with participation in CUREs moderates the relationship between perceived challenge and interest. In addition, higher levels of the variable ‘meaning making’ among students have significant associations with week-by-week interest maintenance throughout the semester. Findings suggest that to sustain high levels of student interest over a semester, CURE instructors should focus more on reducing student frustration within CURE course operations. To further support student interest, these findings also suggest that instructors need to foster and emphasize the connections of CURE course content to students’ own lives and personal goals to sustain their interest.

Students’ Perceptions and Preferences of Generative Artificial Intelligence Feedback for Programming

The rapid evolution of artificial intelligence (AI), specifically large language models (LLMs), has opened opportunities for various educational applications. This paper explored the feasibility of utilizing ChatGPT, one of the most popular LLMs, for automating feedback for Java programming assignments in an introductory computer science (CS1) class. Specifically, this study focused on three questions: 1) To what extent do students view LLM-generated feedback as formative? 2) How do students see the comparative affordances of feedback prompts that include their code, vs. those that exclude it? 3) What enhancements do students suggest for improving LLM-generated feedback? To address these questions, we generated automated feedback using the ChatGPT API for four lab assignments in a CS1 class. The survey results revealed that students perceived the feedback as aligning well with formative feedback guidelines established by Shute. Additionally, students showed a clear preference for feedback generated by including the students' code as part of the LLM prompt, and our thematic study indicated that the preference was mainly attributed to the specificity, clarity, and corrective nature of the feedback. Moreover, this study found that students generally expected specific and corrective feedback with sufficient code examples, but had diverged opinions on the tone of the feedback. This study demonstrated that ChatGPT could generate Java programming assignment feedback that students perceived as formative. It also offered insights into the specific improvements that would make the ChatGPT-generated feedback useful for students.

Experiential Learning in Daylighting Course through Performance Measurements

The main objective of this study is to adapt research studies on performance measurements for daylighting design to education. An experimental course has been introduced in Missouri University of Science and Technology, and the curriculum was developed by including active learning beside the traditional learning environment. The parameters used in the schematic design and design development stages are presented, and the curriculum topics and practical experience are explained in the study. Particularly performance measurements are associated with course assignments. Curriculum results are evaluated qualitatively with assignment results and quantitatively with surveys. Current and emerging metrics are included in lab assignments and results of course assessments show that emerging metrics in daylighting technology and practical experience had attraction over participants. As a result of the evaluation of two sample courses, differences emerge regarding the courses that can be given at undergraduate and graduate levels. These differences are grouped into traditional lecture learning environments and experiential learning environments. The learning outcomes of the course curricula are summarized as gaining the knowledge and skills to communicate technically at the level of design practitioner for the student aiming for undergraduate graduation and at the level of the research community for the student aiming for graduate level.

Incorporating DRAGON12-light trainer board in an introductory microprocessors course

The HCS12 microcontroller and DRAGON12-Light Trainer boards are extensively utilized in microprocessor system design education. This paper details the rationale, approach, and outcomes from implementing the DRAGON12-Light Trainer board in teaching an upper-level undergraduate microprocessors course at Oakland University. The course’s primary goal is for students to acquire the skills necessary to design both hardware and software for microprocessor-based systems, with applications across various industries. The paper assesses the effectiveness of employing the Motorola HCS12 microcontroller for its real-world relevance and integrates the Freescale CodeWarrior IDE v5.1 environment for software development. This research uniquely contributes by measuring the improvement in students’ practical skills, specifically in hardware and software design using assembly and C programming, through hands-on lab assignments. It reports on the development of students’ abilities to engage in microprocessor-based system design and critically evaluates the applied aspects of pedagogy by incorporating the DRAGON12-Light Trainer in lab exercises, such as those involving ’Measuring Human Reaction Time’ and ’Servo motor interfacing.’ Quantitative results, derived from student surveys and assessments, indicate significant improvements in students’ programming competencies. The paper provides statistical results showcasing the increase in students’ self-rated confidence levels in assembly and C language programming before and after course completion. Additionally, qualitative insights are discussed, reflecting students’ experiences and the perceived applicability of the skills they acquired. These results underscore the pedagogical value of integrating practical training devices like the DRAGON12-Light Trainer board into microprocessors curricula.

VHDLISTE: An Instructional Strategy to Cover the Additional Content beyond the Curriculum

Abstract: In current scenario of engineering education, Students must have more practical knowledge and skills required to work in the technologies that are currently used in industries though they are not the part of the curriculum. The instruction based videos help students to develop their hands on the new skills that are essential for their adaptability to new technologies. Handout is the guided document which contains the instructions to follow during the laboratory session to complete the problem statement given in the assignment. Assessment of their knowledge acquirement and skills is done through grading of assignments given to them. So in this article, VHDLISTE (Instructional Videos followed by Handout Learning – Implement, Submit, Test, and Evaluate) instructional strategy is designed and implemented for Tableau: A Visual Data Analytics Tool which is the part of the course Business Intelligence and Big Data Analytics of Final Year Computer Science and Engineering but is not covered in the syllabus. This VHDLISTE instructional strategy consists of six phases V- Instructional Videos, HDL- Handout Learning, I – Implement, S – Submit, T-Test, and E – Evaluate. In first phase V - Instructional Videos phase, students watch the instructional videos prepared by the instructor to get acquainted with the Tableau tool. In second phase HDL, students go through the lab handouts to read the instructions given for completing the lab assignment. In I – Implement phase, students implement the problem statement related to Tableau tool while test on covered topics is conducted in T-Test phase. In S – Submit, students submit the problem statement on institutional MOODLE. Instructor conducts the test on covered topic in T-Test phase. Instructor evaluates the problem statement as well as test submitted by students on institutional MOODLE in E – Evaluate phase.Learning objective (LOs) of this study is to teach the problem analysing and solving ability. These LOs are 1) Apply Filters on Dimensions and Measures for given dataset using Tableau (LO1) and 2) Apply K-means Clustering on given dataset in Tableau (LO2). The research question is - Whether the use of instructional strategy VHDLISTE is useful for learning the content beyond the curriculum? This activity is conducted for two Academic Years 2020-21, 2021-22 and 2022-23. The result of applying this strategy and perception of students are also explained. The result showed that this strategy improves the problem analysis as well as problem solving ability of students. Using t-test statistical analysis, it is found that there is significant difference in mean score between sample and overall population means for LO1 as well as LO2 for all these three years. Keywords: Learning Objectives, Handouts, Instruction based Videos, t-Test

Providing students with peer review for laboratory assignments: a first-year lab course assessment tool that could work for you

Providing students with peer review for laboratory assignments: a first-year lab course assessment tool that could work for you

Design of Student Worksheet Teaching Materials for Viscosity of Biodiesel, Dexlite, and Pertamina Dex with Falling Ball Measurement Technique

The lack of teaching materials use, especially in viscosity topics, has decreased students' knowledge and analytical skills in measurement. The research aimed to design a Student Worksheet (LKPD) for viscosity topics to assist and train students in measuring the viscosity of fluids. The fluids used in the experiment were biosolar, dexlite, and pertamina dex, considering that these fuels are among the most significant commodities and widely used in Indonesia. Additionally, the viscosity of diesel fuel is an important property affecting combustion and engine injection. This research employed a quantitative method using laboratory experiments to measure the viscosity values of biosolar, dexlite, and pertamina dex using the falling-ball method. The research findings were utilized to develop the LKPD teaching materials. The results showed that the viscosity values of biosolar fuel, dexlite, and pertamina dex were 3.651 cP; 3.579 cP; and 3.004 cP; respectively. These results differed slightly from the literature but were still deemed suitable for the LKPD teaching material design. The title of the LKPD teaching material used was "Viscosity of Biosolar Fuel, Dexlite, and Pertamina Dex Using the Falling-Ball Measurement Technique," and it followed the format of a cover, usage instructions, summary of the material, laboratory assignments, and questions.

Students' Perception of a Virtual Dissection Laboratory in Undergraduate Anatomy and Physiology of Speech and Hearing: A Focus Group Study.

Hands-on laboratory experience that allows for manipulation of realistic and relevant materials in course curricula has been shown to improve students' learning, understanding, and critical thinking skills. The purpose of this study was to gain insight into the experiences of students who engaged in laboratory coursework using a virtual dissection (VD) table as part of an undergraduate course in anatomy and physiology of speech and hearing. Undergraduate students enrolled in an anatomy and physiology of speech and hearing course at a single university for the fall 2021 semester consented to participate. Nine students, divided into two focus groups, were encouraged to describe their experiences and perspectives about the VD table and corresponding laboratory assignments. Following verbatim transcription of the data, the authors conducted a thematic analysis. Five themes emerged from the body of data: (1) using the VD table, (2) completing the VD lab assignments, (3) preparation for laboratory sessions, (4) suggested modifications, and (5) enriched learning. Students believed using the VD table aided in a better understanding of course material than traditional methods. Moreover, they surmised that this method of learning, particularly for speech-language pathologists, may be superior to learning through models and cadavers.

Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19

Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.

Engineering Students’ Experiences of Assessment in Introductory Computer Science Courses

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming (CS1). The students’ perceptions of their instructors’ and teaching assistants’ (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Basic programming skills are desirable also for students who are not majoring in computer science (CS). Students’ experience of assessments has not been fully explored. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions:</i> 1) How do engineering students experience the assessment (lab assignments, midterm exam, and project) in their CS1 courses? 2) What are the students’ perceptions of the TAs and instructors in relation to these assessment situations? 3) What significant differences can be found based on students’ prior experience in programming, gender, and course? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> Previously identified themes from an interview study worked as a framework for the formulation of 25 statements used in a survey among 137 students in six CS1 courses (second part of a mixed-method study). Descriptive statistics, Mann–Whitney U Test, and Kruskal–Wallis tests with Bonferroni corrections, were used to analyze the data. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Laboratory assignments were experienced as an opportunity to learn while the exams were viewed as predictable. The projects were perceived as authentic, although varying in difficulty, and as a huge leap from the lab assignments. Students perceived the instructors to put their touch on the course but viewed their TAs as carrying out the assessments, and experienced variations between TAs. Female students experienced these variations to a larger extent and perceived received feedback as less useful.

Using a Stepped Framework of Student-led Laboratories to Help Teach Science Communication in Physiology

Instilling science communication skills within an undergraduate physiology education is paramount to success within the sciences. Failure to be successful in communicating science can lead to a variety of difficulties at both the professional level and while communicating effectively to a broader audience. Unfortunately, these misgivings that derive from science communication issues can have wide-sweeping, real-world consequences ranging from misrepresentation or misinterpretation of scientific findings, to misunderstanding regarding the scientific process to outright scientific misinformation. How to communicate science is an important skill that must be gained through a combination of practice and teaching. Introducing students to the basics of science communication within a single course through laboratory assignments can be used as a method of teaching varied communication methods. We have developed a framework, that has been used in several different physiology courses, to teach the basics of science communication alongside instruction surrounding the scientific method and basic laboratory techniques. Specifically, we have used a stepped approach to laboratory experiments that are driven by student interest and coupled this with three styles of science communication – a poster, a talk, and a paper. This stepped framework begins with a guided lab that allows students to test their own hypothesis with limitations and ends with a largely freeform, student-led experiment at the end of the semester. Students felt they were more engaged with the curricular material and had better learning outcomes compared to previous methods of instruction. This basic framework could provide a mechanism for instructing laboratory techniques, “real-world” science and science communication methods while keeping students engaged and excited about the coursework. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

A Hands-on Medical Mechatronics Exercise to Pump Up Student Learnings

Best practices in Biomedical Engineering education seek to connect classroom knowledge to practical applications. MIT’s Medical Device Design course is comprised of in-class didactics, individual laboratory assignments, and a semester-long, team- based design and prototyping challenge, based in real unmet biomedical need. Students in the course represent a broad set of undergraduate and graduate students, from diverse educational backgrounds, with different levels of training and expertise. This year, as a precursor to the semester-long project, we designed, piloted, and evaluated a new experiential learning lab based around a syringe pump, selected because of its prevalence in the clinical setting, exemplification of core, multidisciplinary biomedical engineering concepts, and suitability for a team-based learning exercise. Students individually calculated patient dosing requirements and translated desired volume and flow rate into stepper motor commands. Then, during a single in-class session, teams worked from a custom-designed and fabricated kit to assemble a syringe pump, breadboard electronics, implement software controls, and finally close the design loop by evaluating their pumps' dispensing performance. A post-lab survey of the student cohort indicated that this pilot lab provided a sound biomedical learning and teamwork opportunity that improved technical literacy. The survey also identified key opportunities for improvement – students wanted more time and instructor-guided learning to increase their understanding of the mechanical engineering, electrical engineering, and software subtopics. Consequently, next year we will expand the lab into a multi-class exercise, with enhanced lectures and supplementary materials. Overall, we share this problem-based learning exercise, designed to exemplify key concepts, improve teamwork, and foster hands-on tinkering skills, with other biomedical engineering instructors.

Low-cost automated spin coater and thermal annealer for additive prototyping of multilayer Bragg reflectors

We present and implement a design for an automated system that fabricates multilayer photonic crystal structures. The device is constructed with low-cost materials. A polystyrene/cellulose acetate multilayer Bragg reflector was fabricated to confirm the device's capability. A distributed feedback laser was also fabricated and characterized. The system has also been used to fabricate microlasers for a Modern Physics laboratory assignment in which students measure fluorescence, amplified spontaneous emission, lasing from one-dimensional Bragg reflectors, and lasing from scattering media.

Learning physics online or face-to-face: A case study of STEM and non-STEM students.

The academic performance of young women is particularly relevant to the success of societies that have only recently begun to address gender inequalities in education and the workforce. The present research examined the performance in a physics course of STEM and non-STEM female freshmen from such a society. It aimed to determine whether the change to online instruction, forced by the pandemic on students who had been accustomed to the face-to-face mode, affected their performance. In the study, performance on lab assignments and tests distributed across the semester (formative assessment measures) differed. Namely, STEM students performed better than non-STEM students on lab assignments and better online than face-to-face on tests. Non-STEM students' performance on both lab assignments and tests remained insensitive to the mode of instruction. Performance on the final test and course grades, both of which were treated as summative assessment measures, replicated the pattern of effects exhibited by tests distributed across the entire semester. For all students, prior math proficiency made a limited contribution to performance. The findings of this study suggest that young women, who during the pandemic were brought back to the constraints of the home, were resilient in the face of change. According to physics instructors and students, by distributing study efforts more continuously in the online mode and taking advantage of recorded class meetings, they managed to promote performance (as per STEM students) or preserve it (as per non-STEM students).

Using Hexbugs™ to model gas pressure and electrical conduction: A pandemic-inspired distance lab

We describe a pandemic-inspired, modern physics distance lab course, focused both on engaging undergraduate physics majors in scientific research from their homes and on building skills in scientific paper reading and writing. To introduce the experimental and analytic tools, students are first asked to complete a traditional lab assignment in which collections of Hexbugs™, randomly moving toy automatons, are used to model gas molecules and to confirm the ideal gas law. Subsequently, after consulting the literature, students propose and implement semester-long experiments using Hexbugs™, smartphones, and materials commonly found at home to model various concepts in statistical mechanics and electrical conduction. A sample project focused on the Drude model, in which Hexbugs™ on a tilted plane are used to model electrical conduction, is described in detail. Alongside the research projects, students write formal, peer-reviewed scientific papers on their work, modeling the professional publication process as closely as possible. Somewhat paradoxically, we found that the pandemic-inspired exigency of reliance on simple, home-built experiments enabled an increased focus on developing experimental research skills and achieving the laboratory learning objectives recommended by the American Association of Physics Teachers.

Inside Look: EOU’s Mobile Virtual Reality Lab

An American Rescue Plan Act (ARPA) grant funded the establishment of a virtual reality lab at Eastern Oregon University (EOU) Library during the 2021-22 academic year. Virtual reality, or VR, simulates experiences with the aid of technology, most commonly specialized headsets that allow the user to see and feel like they are immersed in a virtual space. It can be used for gaming, entertainment, fitness, social interaction, and education. The project at EOU began with a collaboration with the Anatomy and Physiology course in which students investigated the inner workings of human organs and systems in VR as a lab assignment. The project has grown to include collaborations with History, Psychology, Health and Human Performance, Student Affairs, and other campus departments. The grant funding helped us to provide innovative digital content to our rural college students without any charge to them, and also helped to build learning experiences that were superior to what had been offered during the prior, more restrictive year of the pandemic. For the library, this wasn’t so much a pandemic-induced pivot as it was an opportunity to offer engaging, cutting-edge, free, and accessible learning experiences to our students.