Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Buck converters are a class of switched-mode power converters often used to step down DC input voltages to a lower DC output voltage. These converters naturally produce a current and voltage ripple at their output due to their switching action. Traditional methods of reducing this ripple have involved adding large discrete inductors and capacitors to filter the ripple, but large discrete components cannot be integrated onto chips. As an alternative to using passive filtering components, this project investigates the use of active ripple cancellation to reduce the peak output ripple. Hysteretic controlled buck converters were chosen for their simplicity of design and fast transient response. The proposed cancellation circuits sense the output ripple of the buck converter and inject an equal ripple exactly out of phase with the sensed ripple. Both current-mode and voltage-mode feedback loops are simulated, and the effectiveness of each cancellation circuit is examined. Results show that integrated active ripple cancellation circuits offer a promising substitute for large discrete filters.
ContributorsWang, Ziyan (Author) / Bakkaloglu, Bertan (Thesis director) / Kitchen, Jennifer (Committee member) / Electrical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This project was centered around designing a processor model (using the C programming language) based on the Coldfire computer architecture that will run on third party software known as Open Virtual Platforms. The end goal is to have a fully functional processor that can run Coldfire instructions and utilize peripheral devices in the same way as the hardware used in the embedded systems lab at ASU. This project would cut down the substantial amount of time students spend commuting to the lab. Having the processor directly at their disposal would also encourage them to spend more time outside of class learning the hardware and familiarizing themselves with development on an embedded micro-controller. The model will be accurate, fast and reliable. These aspects will be achieved through rigorous unit testing and use of the OVP platform which provides instruction accurate simulations at hundreds of MIPS (million instructions per second) for the specified model. The end product was able to accurately simulate a subset of the Coldfire instructions at very high rates.
ContributorsDunning, David Connor (Author) / Burger, Kevin (Thesis director) / Meuth, Ryan (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2014-12
Description
In this paper, it is determined that learning retention decreases with age and there is a linear rate of decrease. In this study, four male Long-Evans Rats were used. The rats were each trained in 4 different tasks throughout their lifetime, using a food reward as motivation to work. Rats were said to have learned a task at the age when they received the highest accuracy during a task. A regression of learning retention was created for the set of studied rats: Learning Retention = 112.9 \u2014 0.085919 x (Age at End of Task), indicating that learning retention decreases at a linear rate, although rats have different rates of decrease of learning retention. The presence of behavioral training was determined not to have a positive impact on this rate. In behavioral studies, there were statistically significant differences between timid/outgoing and large ball ability between W12 and Z12. Rat W12 had overall better learning retention and also was more compliant, did not resist being picked up and traveled more frequently at high speeds (in the large ball) than Z12. Further potential studies include implanting an electrode into the frontal cortex in order to compare neuro feedback with learning retention, and using human subjects to find the rate of decrease in learning retention. The implication of this study, if also true for human subjects, is that older persons may need enhanced training or additional refresher training in order to retain information that is learned at a later age.
ContributorsSpinrad, Amelia (Author) / Si, Jennie (Thesis director) / Thompson, Patrick (Committee member) / Ma, Weichao (Committee member) / Barrett, The Honors College (Contributor)
Created2014-05
Description
Communication amongst eusocial insect is key to their success. Ants rely on signaling to mediate many different functions within a colony such as policing and nest mate recognition. Camponotus floridanus uses chemosensory signaling in the form of cuticular hydrocarbons to regulate these functions. Each cuticular hydrocarbon profile contains numerous hydrocarbons, however it is yet to be seen if Camponotus floridanus can discriminate between linear hydrocarbons of similar length. Individual specimens were conditioned in three different ways: 5 conditioning with high concentration of sugar water (1;1 ratio), 1 conditioning with high concentration of sugar water, and 5 conditioning with low concentration of sugar water (1;4). Two linear hydrocarbons were use, C23 and C24, with C23 always being the conditioned stimulus. Specimens who were conditioned 5 times with high concentration of sugar water were the only group to show a significant response to the conditioned stimulus with a p-value of .008 and exhibited discrimination behavior 46% of the time. When compared 5 conditioning with high concentration to the other two testing conditioning groups, 1 conditioning with high concentration produced an insignificant p-value of .13 was obtained whereas when comparing it with 5 conditioning low concentration of sugar a significant p-value of .0132 was obtained. This indiciates that Camponotus floridanus are capable of discrimination however must be conditioned with high concentration of sugar water, while number of conditioning is insignificant.
ContributorsDamari, Ben Aviv (Author) / Liebig, Juergen (Thesis director) / Ghaninia, Majid (Committee member) / Pratt, Stephen (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
The flipped classroom is a teaching method that flips the activities done in and out of class, i.e., concepts are learned out of class and problems are worked in class under the supervision of the instructor. Studies have indicated several benefits of the FC, including improved performance and engagement. In the past years, further studies have investigated the benefits of FC in statics, dynamics, and mechanics of materials courses and indicate similar performance benefits. However, these studies address a need for additional studies to validate their results due to the short length of their research or small classroom size. In addition, many of these studies do not measure student attitudes, such as self-efficacy, or the difference in time spent out of class on coursework. The objective of this research is to determine the effectiveness of the flipped classroom system (FC) in comparison to the traditional classroom system (TC) in a large mechanics of materials course. Specifically, it aims to measure student performance, student self-efficacy, student attitudes on lecture quality, motivation, attendance, hours spent out of class, practice, and support, and difference in impact between high, middle, and low achieving students. In order to accomplish this, three undergraduate mechanics of materials courses were analyzed during the spring 2015 semester. One FC section served as the experimental group (92 students), while the two TC sections served as the control group (125 students). To analyze student self-efficacy and attitudes, a survey instrument was designed to measure 18 variables and was administered at the end of the semester. Standardized core outcomes were compared between groups to analyze performance. This paper presents the specific course framework used in this FC, detailed results of the quantitative and qualitative analysis, and discussion of strengths and weaknesses. Overall, an overwhelming majority of students were satisfied with FC and would like more of their classes taught using FC. Strengths of this teaching method include greater confidence, better focus, higher satisfaction with practice in class and assistance received from instructors and peers, more freedom to express ideas and questions in class, and less time required outside of class for coursework. Results also suggest that this method has a greater positive impact on high and low achieving students and leads to higher performance. The criticisms made by students focused on lecture videos to have more worked examples. Overall, results suggest that FC is more effective than TC in a large mechanics of materials course.
ContributorsLee, Andrew Ryan (Author) / Zhu, Haolin (Thesis director) / Middleton, James (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The world of a hearing impaired person is much different than that of somebody capable of discerning different frequencies and magnitudes of sound waves via their ears. This is especially true when hearing impaired people play video games. In most video games, surround sound is fed through some sort of digital output to headphones or speakers. Based on this information, the gamer can discern where a particular stimulus is coming from and whether or not that is a threat to their wellbeing within the virtual world. People with reliable hearing have a distinct advantage over hearing impaired people in the fact that they can gather information not just from what is in front of them, but from every angle relative to the way they're facing. The purpose of this project was to find a way to even the playing field, so that a person hard of hearing could also receive the sensory feedback that any other person would get while playing video games To do this, visual surround sound was created. This is a system that takes a surround sound input, and illuminates LEDs around the periphery of glasses based on the direction, frequency and amplitude of the audio wave. This provides the user with crucial information on the whereabouts of different elements within the game. In this paper, the research and development of Visual Surround Sound is discussed along with its viability in regards to a deaf person's ability to learn the technology, and decipher the visual cues.
ContributorsKadi, Danyal (Co-author) / Burrell, Nathaneal (Co-author) / Butler, Kristi (Co-author) / Wright, Gavin (Co-author) / Kosut, Oliver (Thesis director) / Bliss, Daniel (Committee member) / Barrett, The Honors College (Contributor) / Electrical Engineering Program (Contributor)
Created2015-05
Description
The purpose of this study was to develop proposal lesson plans for 4th-6th graders based on active learning to integrate movement physical activity into the curriculum. The 4th-6th graders were chosen, as this is the age where teaching typically transitions from active learning to sedentary/lecture style teaching. Research compiled indicated positive effects of active based learning on children such as increased attention span, retention, and general focus. A survey was created to not only assess the perception of active versus didactic learners, but to also assess the effects of movement-based learning on the variables that research claimed to change. The lesson plans developed here should be transferable to a classroom lesson to evaluate the hypothesized results.
ContributorsTanna, Nimisha (Author) / Hyatt, JP (Thesis director) / Ainsworth, Barbara (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Parents in STEM careers are more apt to guide their kids towards STEM careers (Sherburne-Michigan, 2017). There are STEM programs and classes for students who are interested in related fields, but the conundrum is that students need to be interested in order to choose to participate. The goal of this creative project was to introduce engineering concepts in a high school class to reveal and investigate the ways in which engineering concepts can be successfully introduced to a larger student populace to increase interest in engineering programs, courses, and degrees. A lesson plan and corresponding materials - including circuit kits and a simulated ball launching station with graphical display - were made to accomplish this goal. Throughout the lesson students were asked to (1) use given materials to accomplish a goal, (2) predict outcomes based on conceptual understanding and mathematical calculations, (3) test predictions, (4) record data, and (5) analyze data to generate results. The students first created a simple circuit to understand the circuit components and learn general electrical engineering concepts. A simple light dimmer circuit let students demonstrate understanding of electrical concepts (e.g., voltage, current resistance) before using the circuit to a simulated motor in order to launch a ball. The students were then asked to predict the time and height of a ball launched with various settings of their control circuit. The students were able to test their theories with the simulated launcher test set up shown in Figure 25 and collect data to create a parabolic height versus time graph. Based on the measured graph, the students were able to record their results and compare calculated values to real-world measured values. The results of the study suggest ways to introduce students to engineering while developing hands-on concept modeling of projectile motion and circuit design in math classrooms. Additionally, this lesson identifies a rich topic for teachers and STEM education researchers to explore lesson plans with interdisciplinary connections to engineering. This report will include the inspiration for the product, related work, iterative design process, and the final design. This information will be followed by user feedback, a project reflection, and lessons learned. The report will conclude with a summary and a discussion of future work.
ContributorsBurgess, Kylee Rae (Author) / Jordan, Shawn (Thesis director) / Sohoni, Sohum (Committee member) / Kinach, Barbara (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Current technology does not allow for the full amount of power produced by solar arrays (PV) on spacecraft to be utilized. The arrays are designed with non-reconfigurable architectures and sent on fifteen to twenty year long missions. They cannot be changed once they are in space, so the arrays are designed for the end of life. Throughout their lifetime, solar arrays can degrade in power producing capabilities anywhere from 20% to 50%. Because there is such a drastic difference in the beginning and end of life power production, and because they cannot be reconfigured, a new design has been found necessary in order to increase power production. Reconfiguration allows the solar arrays to achieve maximum power producing capabilities at both the beginning and end of their lives. With the potential to increase power production by 50%, the reconfiguration design consists of a switching network to be able to utilize any combination of cells. The design for reconfiguration must meet the power requirements of the solar array. This thesis will explore different designs for reconfiguration, as well as possible switches for implementation. It will also review other methods to increase power production, as well as discuss future work in this field.
ContributorsJohnson, Everett Hope (Author) / Kitchen, Jennifer (Thesis director) / Ozev, Sule (Committee member) / School of International Letters and Cultures (Contributor) / Electrical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05