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Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
To supplement lectures, various resources are available to students; however, little research has been done to look systematically at which resources studies find most useful and the frequency at which they are used. We have conducted a preliminary study looking at various resources available in an introductory material science course over four semesters using a custom survey called the Student Resource Value Survey (SRVS). More specifically, the SRVS was administered before each test to determine which resources students use to do well on exams. Additionally, over the course of the semester, which resources students used changed. For instance, study resources for exams including the use of homework problems decreased from 81% to 50%, the utilization of teaching assistant for exam studying increased from 25% to 80%, the use of in class Muddiest Points for exam study increased form 28% to 70%, old exams and quizzes only slightly increased for exam study ranging from 78% to 87%, and the use of drop-in tutoring services provided to students at no charge decreased from 25% to 17%. The data suggest that students thought highly of peer interactions by using those resources more than tutoring centers. To date, no research has been completed looking at courses at the department level or a different discipline. To this end, we adapted the SRVS administered in material science to investigate resource use in thirteen biomedical engineering (BME) courses. Here, we assess the following research question: "From a variety of resources, which do biomedical engineering students feel addresses difficult concept areas, prepares them for examinations, and helps in computer-aided design (CAD) and programming the most and with what frequency?" The resources considered include teaching assistants, classroom notes, prior exams, homework problems, Muddiest Points, office hours, tutoring centers, group study, and the course textbook. Results varied across the four topical areas: exam study, difficult concept areas, CAD software, and math-based programming. When preparing for exams and struggling with a learning concept, the most used and useful resources were: 1) homework problems, 2) class notes and 3) group studying. When working on math-based programming (Matlab and Mathcad) as well as computer-aided design, the most used and useful resources were: 1) group studying, 2) engineering tutoring center, and 3) undergraduate teaching assistants. Concerning learning concepts and exams in the BME department, homework problems and class notes were considered some of the highest-ranking resources for both frequency and usefulness. When comparing to the pilot study in MSE, both BME and MSE students tend to highly favor peer mentors and old exams as a means of studying for exams at the end of the semester1. Because the MSE course only considered exams, we cannot make any comparisons to BME data concerning programming and CAD. This analysis has highlighted potential resources that are universally beneficial, such as the use of peer work, i.e. group studying, engineering tutoring center, and teaching assistants; however, we see differences by both discipline and topical area thereby highlighting the need to determine important resources on a class-by-class basis as well.
ContributorsMalkoc, Aldin (Author) / Ankeny, Casey (Thesis director) / Krause, Stephen (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The global population over the age of 60 is estimated to rise to 23% by 2050 only increase the prevalence of functional neurological disorders and stroke. Increase in cases of functional neurological disorders and strokes will place a greater burden on the healthcare industry, specifically physical therapy. Physical therapy is vital for a patient’s recovery of motor function which is time demanding and taxing on the physical therapist. Wearable robotics have been proven to improve functional outcomes in gait rehabilitation by providing controlled high dosage and high-intensity training. Accurate control strategies for assistive robotic exoskeletons are vital for repetitive high precisions assistance for cerebral plasticity to occur.
This thesis presents a preliminary determination and design of a control algorithm for an assistive ankle device developed by the ASU RISE Laboratory. The assistive ankle device functions by compressing a spring upon heel strike during gait, remaining compressed during mid-stance and then releasing upon initiation of heel-off. The relationship between surface electromyography and ground reactions forces were used for identification of user-initiated heel-off. The muscle activation of the tibialis anterior combined with the ground reaction forces of the heel pressure sensor generated potential features that will be utilized in the revised control algorithm for the assistive ankle device. Work on this project must proceed in order to test and validate the revised control algorithm to determine its accuracy and precision.
This thesis presents a preliminary determination and design of a control algorithm for an assistive ankle device developed by the ASU RISE Laboratory. The assistive ankle device functions by compressing a spring upon heel strike during gait, remaining compressed during mid-stance and then releasing upon initiation of heel-off. The relationship between surface electromyography and ground reactions forces were used for identification of user-initiated heel-off. The muscle activation of the tibialis anterior combined with the ground reaction forces of the heel pressure sensor generated potential features that will be utilized in the revised control algorithm for the assistive ankle device. Work on this project must proceed in order to test and validate the revised control algorithm to determine its accuracy and precision.
ContributorsGaytan-Jenkins, Daniel Rinaldo (Author) / Zhang, Wenlong (Thesis director) / Tyler, Jamie (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Diabetes is a growing epidemic in developing countries, specifically in rural Kenya. In addition to the high cost of glucose testing, many diabetics in Kenya do not understand the importance of testing their blood glucose, let alone the nature of the disease. This project addresses the insufficiency of educational materials regarding diabetes in rural Kenya. The resulting documents can easily be adjusted for use in other developing countries.
ContributorsBuchak, Jacqueline (Author) / Caplan, Michael (Thesis director) / Snyder, Jan (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2014-05
Description
Engineers have a strong influence on everyday lives, ranging from electronics and trains to chemicals and organs [1]. However, in the United States, there is a large knowledge gap in the roles of engineers, especially in K-12 students [2] [3]. The National Academy of Engineering (NAE) recognizes the current problems in engineering, such as the dominance of white males in the field and the amount of education needed to become a successful engineer [4]. Therefore, the NAE encourages that the current engineering community begin to expose the younger generations to the real foundation of engineering: problem-solving [4]. The objective of this thesis is to minimize the knowledge gap by assessing the current perception of engineering amongst middle school and high school students and improving it through engaging and interactive presentations and activities that build upon the students’ problem-solving abilities.
The project was aimed towards middle school and high school students, as this is the estimated level where they learn biology and chemistry—key subject material in biomedical engineering. The high school students were given presentations and activities related to biomedical engineering. Additionally, within classrooms, posters were presented to middle school students. The content of the posters were students of the biomedical engineering program at ASU, coming from different ethnic backgrounds to try and evoke within the middle school students a sense of their own identity as a biomedical engineer. To evaluate the impact these materials had on the students, a survey was distributed before the students’ exposure to the materials and after that assesses the students’ understanding of engineering at two different time points. A statistical analysis was conducted with Microsoft Excel to assess the influence of the activity and/or presentation on the students’ understanding of engineering.
The project was aimed towards middle school and high school students, as this is the estimated level where they learn biology and chemistry—key subject material in biomedical engineering. The high school students were given presentations and activities related to biomedical engineering. Additionally, within classrooms, posters were presented to middle school students. The content of the posters were students of the biomedical engineering program at ASU, coming from different ethnic backgrounds to try and evoke within the middle school students a sense of their own identity as a biomedical engineer. To evaluate the impact these materials had on the students, a survey was distributed before the students’ exposure to the materials and after that assesses the students’ understanding of engineering at two different time points. A statistical analysis was conducted with Microsoft Excel to assess the influence of the activity and/or presentation on the students’ understanding of engineering.
ContributorsLlave, Alison Rose (Author) / Ganesh, Tirupalavanam (Thesis director) / Parker, Hope (Committee member) / Harrington Bioengineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This paper explores factors to study why the number of students in STEM are not as high as they could be. Based on both Veda and Soumya's personal experiences, factors were chosen to understand their impact on whether a high school student would choose a STEM major in their college of choice, which could lead them to having a career in STEM. The factors explored will be location, grade level, school, parent/guardian involvement, teacher involvement, media influences, and personal interest. Data was collected through surveys sent to both high school and college students. The high school data came solely from schools in the Phoenix area, whereas college students' data came from across the world. These surveys contained questions regarding all of the above factors and were crafted so that we could gain further insight into each factor without producing bias. Each factor had at least one personal experience by either Veda or Soumya. Many of the survey responses gave insight to how and why a student would decide to pursue STEM or why they did pursue STEM. The main implications derived from the study are the following: the importance of a good support network, active parent/guardian and teacher involvement, and specifically active science teacher involvement. Data from both college and high school students showed that students highly valued a science teacher. One recommendation from this thesis is to provide a training for teachers to learn about how to connect concepts they teach to real-world applications. This can be administered through the district so that they may bring in anyone they feel is qualified to teach such topics such as industry professionals or teachers who specialize in teaching STEM. The last recommendation is for parents to participate in a workshop that will inform them of how to be more involved/engaged with their student.
ContributorsPushpraj, Soumya (Co-author) / Inamdar, Veda (Co-author) / Scott, Kimberly (Thesis director) / EscontrÃÂas, Gabriel (Committee member) / Department of Information Systems (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This paper begins by exploring the prior research that has shown how eating a plant-based diet can affect the human body. Some of these effects include: improved mood, energy levels, gut health, alkalized urine pH, as well as, lowering the risk of hormonal imbalance, kidney stones, diabetes, cancer, and coronary artery disease. The worries that generally accompany eating a fully vegan diet, which include, malnutrition and protein deficiency, are also addressed in the background research. In attempt to build upon previous research, a weeklong experiment was conducted testing 3 different factors, which include: gut health, improved mood, and urine pH. Mood states were measured quantifiably using a POMS (profile of mood states) test. Gut health was measured using several factors, including consistency and frequency of bowel movements, as well as, GI discomfort. Two 24-hour urine samples were collected from each of the subjects to compare the pH of their urine before and after the study. The sample size of this study included 15 healthy, non-smoking, subjects, between 18-30 years of age. The subjects were split up into 3 stratified random samples, including, an omnivore control group, vegan control group, and experimental vegan group. The experimental vegans had eaten meat/eggs/dairy regularly for their whole lives before the start of the study, and had consented to eating a vegan diet for the entirety of one week. While the data from the control groups remained mostly constant as predicted, the results from the experimental group were shown to have a significantly better mood (P<0.05) after one week, as well as, a significantly higher urine pH (P < 0.025) than they did before the study. However, the experimental group did not show a significant change in stool frequency, consistency, or GI discomfort within one week. The vegan control group, which included subjects who had eaten a plant-based diet for 1-3 years, had much better gut health scores. This leads us to believe that the vegan gut microbiome takes much longer to transform into than just one week unlike urine pH and mood, which can take as little as one week. These findings warrant further investigation.
ContributorsMacias, Lindsey Kaori (Author) / Johnston, Carol (Thesis director) / Katsanos, Christos (Committee member) / Harrington Bioengineering Program (Contributor) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Concept mapping is a tool used in order to visually represent a person's understanding of interrelated concepts. Generally the central concept is in the center or at the top and the related concepts branch off, becoming more detailed as it continues. Additionally, links between different branches show how those concepts are related to each other. Concept mapping can be implemented in many different types of classrooms because it can be easily adjusted for the needs of the teacher and class specifically. The goal of this project is to analyze both the attitude and achievement of students using concept mapping of college students in an active learning classroom. In order to evaluate the students' concept maps we will use the expert map scoring method, which compares the students concept maps to an expertly created concept map for similarities; the more similar the two maps are, the higher the score. We will collect and record students' scores on concept maps as they continue through the one semester class. Certain chapters correspond to specific exams due to the information contained in the lectures, chapters 1-4 correspond to exam 1 and so forth. We will use this information to correlate the average concept map score across these chapters to one exam score. There was no significant correlation found between the exam grades and the corresponding scores on the concept maps (Pearson's R values of 0.27, 0.26, and -0.082 for Exam 1, 2 and 3 respectively). According to Holm et all "it was found that 85% of students found interest or attainment in the concept mapping session, only 44% thought there was a cost, and 63% thought it would help them to be successful."
ContributorsFarrell, Carilee Dawn (Author) / Ankeny, Casey (Thesis director) / Middleton, James (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
A Personal Journey Through Physical Fitness chronicles one individual's academic and physical journey through fitness. An ex college gymnast after exiting formal sports looks to academics for the answers to accomplish the goal of working out one hour a day and feeling as well as being physically fit as a result. This research resulted in finding the five pillars of physical fitness; which are Endurance, Flexibility, Strength, Balance, and Agility. After determining that these were the five primary pillars of physical fitness a workout plan was made based on and focused on improving them. This work out plan included running and hiking for endurance, high intensity interval training for agility, endurance and strength, stretching at the end of every work out, and a weightlifting program that utilized push, pull, and lower body days. It also utilized yoga for flexibility, recovery, and balance. Additionally, gymnastic ring strength was included to help develop balance and strength. Then a four-week trial period was executed taking measurements at the beginning and end of the plan. The results of the five-pillar plan were quantified using physical metrics. There was improvement in all of the pillars: Endurance, Flexibility, Strength, Balance, and Agility. However it should be noted there was not a direct measure for balance making its improvement much more subjective and qualitative than quantitative. In addition to having physical metrics of health and increased fitness there were mental side effects such as of feeling good and more relaxed throughout the process. At the end of each week of the four-week workout trial mental and physical feelings were recorded and included in the study. The method and plan were successful and created in a way that others could follow this four-week plan to improve their own physical health.
ContributorsVlastos, Joseph Nicholas (Author) / Kaplan, Robert (Thesis director) / Roses-Thema, Cynthia (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Concussions and traumatic brain injuries are mechanical events which can derive from no specific activity or event. However, these injuries occur often during athletic and sporting events but many athletes experiencing these symptoms go undiagnosed and continue playing without proper medical attention. The current gold standard for diagnosing athletes with concussions is to have medical professionals on the sidelines of events to perform qualitative standardized assessments which may not be performed frequently enough and are not specialized for each athlete. The purpose of this report is to discuss a study sanctioned by Arizona State University's Project HoneyBee and additional affiliations to validate a third-party mouth guard device product to recognize and detect force impacts blown to an athlete's head during athletic activity. Current technology in health monitoring medical devices can allow users to apply this device as an additional safety mechanism for early concussion awareness and diagnosis. This report includes the materials and methods used for experimentation, the discussion of its results, and the complications which occurred and areas for improvement during the preliminary efforts of this project. Participants in the study were five non-varsity ASU Wrestling athletes who volunteered to wear a third-party mouth guard device during sparring contact at practice. Following a needed calibration period for the devices, results were recorded both through visual observation and with the mouth guard devices using an accelerometer and gyroscope. This study provided a sound understanding for the operation and functionality of the mouth guard devices. The mouth guard devices have the capability to provide fundamental avenues of research for future investigations.
ContributorsTielke, Austin Wyatt (Author) / Ross, Heather (Thesis director) / LaBelle, Jeffrey (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12