Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment

Arduino-Based Readout Electronics for Nuclear and Particle Physics

Open Hardware-based microcontrollers, especially the Arduino platform, have become a comparably easy-to-use tool for rapid prototyping and implementing creative solutions. Such devices in combination with dedicated front-end electronics can offer low-cost alternatives for student projects, slow control and independently operating small-scale instrumentation. The capabilities can be extended to data taking and signal analysis at mid-level rates. Two detector realizations are presented, which cover the readouts of proportional counter tubes and of scintillators or wavelength-shifting fibers with silicon photomultipliers (SiPMs). The SiPMTrigger realizes a small-scale design for coincidence readout of SiPMs as a trigger or veto detector. It consists of a custom mixed signal front-end board featuring signal amplification, discrimination and a coincidence unit for rates of up to 200 kHz. The nCatcher transforms an Arduino Nano to a proportional counter readout with pulse shape analysis: time over threshold measurement and a 10-bit analog-to-digital converter for pulse heights. The device is suitable for low-to-medium-rate environments up to 5 kHz, where a good signal-to-noise ratio is crucial. We showcase the monitoring of thermal neutrons. For data taking and slow control, a logger board is presented that features an SD card and GSM/LoRa interface.

Learning effectiveness of energy education in junior high schools: Implementation of action research and the predict-observe-explain model to STEM course

This study designed an interdisciplinary energy education course that enables students to learn about wind power topics by following the predict-observe-explain (POE) model. Two rounds of action research involving eighth-grade students from a junior high school in Taiwan were conducted. The objective of this study was to determine the effectiveness of the inquiry-based model in an interdisciplinary energy education course and provide the observations as a reference for implementing fundamental education in energy-related domains. Pretest and posttest questionnaire responses were analyzed using the paired-sample t-test, and we discovered that (1) the POE inquiry-based model promoted independent and deep thinking and facilitated the acquisition of interdisciplinary energy knowledge; (2) the POE inquiry-based process boosted the students' self-confidence, gave them a sense of achievement, and prolonged their learning interest; and (3) the provision of simple steps and guidelines enabled the students to develop inquiry plans independently through practice and teamwork and without being limited by the scope of a given academic discipline. We also discovered that, through practice, the students could produce excellent detailed records within a limited time frame, even including students who were inattentive in class.

Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments

This study examined the effects of an Arduino microrobot activity on college students' interest in robotics through three specific objectives: (1) determining how students' conceptual understanding regarding the basics of microcomputing and computer programming changes after engaging in an engineering robotics learning module, (2) assessing the impact of these changes on students' sense of competence in engineering robotics, and (3) explaining the role of students' perceived knowledge transferability in the relationship between their sense of competence and changes in their interest for pursuing engineering robotics. Participants (n = 58) were recruited from two Engineering Physics courses and surveyed before (Time 1) and after (Time 2) an Arduino microcomputing learning activity. First, significant increases were reported post-activity for interest in robotics, as well as conceptual understanding of microelectronics and computer programming. Second, changes in the understanding of computer programming significantly predicted students' sense of competence at Time 2. Finally, high and low levels of competence and perceived knowledge transferability were related to changes in students' interest in robotics. Moreover, high levels of perceived knowledge transferability alone played an important role in students' interest in robotics. Transferring complex engineering ideas to novel situations was beneficial regarding students' learning gains associated with computer programming and with the Arduino microcontroller platform. An overview of the virtual lab architecture used is provided with suggested novel directions for teaching college-level courses about engineering robotics.