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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
Introduction: There are 350 to 400 pediatric heart transplants annually according to the Pediatric Heart Transplant Database (Dipchand et al. 2014). Finding appropriate donors can be challenging especially for the pediatric population. The current standard of care is a donor-to-recipient weight ratio. This ratio is not necessarily a parameter directly indicative of the size of a heart, potentially leading to ill-fitting allografts (Tang et al. 2010). In this paper, a regression model is presented - developed by correlating total cardiac volume to non-invasive imaging parameters and patient characteristics – for use in determining ideal allograft fit with respect to total cardiac volume.
Methods: A virtual, 3D library of clinically-defined normal hearts was compiled from reconstructed CT and MR scans. Non-invasive imaging parameters and patient characteristics were collected and subjected to backward elimination linear regression to define a model relating patient parameters to the total cardiac volume. This regression model was then used to retrospectively accept or reject an ‘ideal’ donor graft from the library for 3 patients that had undergone heart transplantation. Oversized and undersized grafts were also transplanted to qualitatively analyze virtual transplantation specificity.
Results: The backward elimination approach of the data for the 20 patients rejected the factors of BMI, BSA, sex and both end-systolic and end-diastolic left ventricular measurements from echocardiography. Height and weight were included in the linear regression model yielding an adjusted R-squared of 82.5%. Height and weight showed statistical significance with p-values of 0.005 and 0.02 respectively. The final equation for the linear regression model was TCV = -169.320+ 2.874h + 3.578w ± 73 (h=height, w=weight, TCV= total cardiac volume).
Discussion: With the current regression model, height and weight significantly correlate to total cardiac volume. This regression model and virtual normal heart library provide for the possibility of virtual transplant and size-matching for transplantation. The study and regression model is, however, limited due to a small sample size. Additionally, the lack of volumetric resolution from the MR datasets is a potentially limiting factor. Despite these limitations the virtual library has the potential to be a critical tool for clinical care that will continue to grow as normal hearts are added to the virtual library.
Methods: A virtual, 3D library of clinically-defined normal hearts was compiled from reconstructed CT and MR scans. Non-invasive imaging parameters and patient characteristics were collected and subjected to backward elimination linear regression to define a model relating patient parameters to the total cardiac volume. This regression model was then used to retrospectively accept or reject an ‘ideal’ donor graft from the library for 3 patients that had undergone heart transplantation. Oversized and undersized grafts were also transplanted to qualitatively analyze virtual transplantation specificity.
Results: The backward elimination approach of the data for the 20 patients rejected the factors of BMI, BSA, sex and both end-systolic and end-diastolic left ventricular measurements from echocardiography. Height and weight were included in the linear regression model yielding an adjusted R-squared of 82.5%. Height and weight showed statistical significance with p-values of 0.005 and 0.02 respectively. The final equation for the linear regression model was TCV = -169.320+ 2.874h + 3.578w ± 73 (h=height, w=weight, TCV= total cardiac volume).
Discussion: With the current regression model, height and weight significantly correlate to total cardiac volume. This regression model and virtual normal heart library provide for the possibility of virtual transplant and size-matching for transplantation. The study and regression model is, however, limited due to a small sample size. Additionally, the lack of volumetric resolution from the MR datasets is a potentially limiting factor. Despite these limitations the virtual library has the potential to be a critical tool for clinical care that will continue to grow as normal hearts are added to the virtual library.
ContributorsSajadi, Susan (Co-author) / Lindquist, Jacob (Co-author) / Frakes, David (Thesis director) / Ryan, Justin (Committee member) / Harrington Bioengineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The goal of this project was to explore biomimetics by creating a jellyfish flying device that uses propulsion of air to levitate while utilizing electromyography signals and infrared signals as mechanisms to control the device. Completing this project would require knowledge of biological signals, electrical circuits, computer programming, and physics to accomplish. An EMG sensor was used to obtain processed electrical signals produced from the muscles in the forearm and was then utilized to control the actuation speed of the tentacles. An Arduino microprocessor was used to translate the EMG signals to infrared blinking sequences which would propagate commands through a constructed circuit shield to the infrared receiver on jellyfish. The receiver will then translate the received IR sequence into actions. Then the flying device must produce enough thrust to propel the body upwards. The application of biomimetics would best test my skills as an engineer as well as provide a method of applying what I have learned over the duration of my undergraduate career.
ContributorsTsui, Jessica W (Author) / Muthuswamy, Jitteran (Thesis director) / Blain Christen, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2014-05
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
Oxygen delivery is crucial for the development of healthy, functional tissue. Low tissue oxygenation, or hypoxia, is a characteristic that is common in many tumors. Hypoxia contributes to tumor malignancy and can reduce the success of chemotherapy and radiation treatment. There is a current need to noninvasively measure tumor oxygenation or pO2 in patients to determine a personalized treatment method. This project focuses on creating and characterizing nanoemulsions using a pO2 reporter molecule hexamethyldisiloxane (HMDSO) and its longer chain variants as well as assessing their cytotoxicity. We also explored creating multi-modal (MRI/Fluorescence) nanoemulsions.
ContributorsGrucky, Marian Louise (Author) / Kodibagkar, Vikram (Thesis director) / Rege, Kaushal (Committee member) / Stabenfeldt, Sarah (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2013-05
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
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
Traumatic brain injury (TBI) is a major concern in public health due to its prevalence and effect. Every year, about 1.7 million TBIs are reported [7]. According to the According to the Centers for Disease Control and Prevention (CDC), 5.5% of all emergency department visits, hospitalizations, and deaths from 2002 to 2006 are due to TBI [8]. The brain's natural defense, the Blood Brain Barrier (BBB), prevents the entry of most substances into the brain through the blood stream, including medicines administered to treat TBI [11]. TBI may cause the breakdown of the BBB, and may result in increased permeability, providing an opportunity for NPs to enter the brain [3,4]. Dr. Stabenfeldt's lab has previously established that intravenously injected nanoparticles (NP) will accumulate near the injury site after focal brain injury [4]. The current project focuses on confirmation of the accumulation or extravasation of NPs after brain injury using 2-photon microscopy. Specifically, the project used controlled cortical impact injury induced mice models that were intravenously injected with 40nm NPs post-injury. The MATLAB code seeks to analyze the brain images through registration, segmentation, and intensity measurement and evaluate if fluorescent NPs will accumulate in the extravascular tissue of injured mice models. The code was developed with 2D bicubic interpolation, subpixel image registration, drawn dimension segmentation and fixed dimension segmentation, and dynamic image analysis. A statistical difference was found between the extravascular tissue of injured and uninjured mouse models. This statistical difference proves that the NPs do extravasate through the permeable cranial blood vessels in injured cranial tissue.
ContributorsIrwin, Jacob Aleksandr (Author) / Stabenfeldt, Sarah (Thesis director) / Bharadwaj, Vimala (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05