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1. Hands-on Curriculum in Optics of Microscopy

   https://doi.org/10.35459/tbp.2019.000114  

   Kemp, Rachel; Chippendale, Alexander; Harrelson, Monica; Shumway, Jennifer; Tan, Amanda; Zuraw, Sarah; Ross, Jennifer L. (January 2020, The Biophysicist)

   Optics is an important subfield of physics required for instrument design and used in a variety of other disciplines, especially subjects that intersect the life sciences. Students from a variety of disciplines and backgrounds should be educated in the basics of optics to train the next generation of interdisciplinary researchers and instrumentalists who will push the boundaries of discovery or create inexpensive optical-based diagnostics. We present an experimental curriculum developed to teach students the basics of geometric optics, including ray and wave optics. The students learn these concepts in an active, hands-on manner through designing, building, and testing a homebuilt light microscope made from component parts. We describe the experimental equipment and basic measurements students can perform to learn these basic optical principles focusing on good optical design techniques, testing, troubleshooting, and iterative design. Students are also exposed to fundamental concepts of measurement uncertainty inherent in all experimental systems. The project students build is open and versatile to allow advanced projects, such as epifluorescence. We also describe how the equipment and curriculum can be flexibly used for an undergraduate level optics course, an advanced laboratory course, and graduate-level training modules or short courses. 

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2. A Curriculum of Table-Top Quantum Optics Experiments to Teach Quantum Physics

   https://doi.org/10.1088/1742-6596/2448/1/012006  

   Galvez, E J (February 2023, Journal of Physics: Conference Series)

   Abstract The rise of quantum information as a viable technology requires appropriate instructional curricula for preparing a future workforce. Key concepts that are the basis of quantum information involve fundamentals of quantum mechanics, such as superposition, entanglement and measurement. To complement modern initiatives to teach quantum physics to the emerging workforce, lab experiences are needed. We have developed a curriculum of quantum optics experiments to teach quantum mechanics fundamentals and quantum algebra. These laboratories provide hands-on experimentation of optical components on a table-top. We have also created curricular materials, manuals, tutorials, parts and price lists for instructors. Automation of the apparatus offers the flexibility of using the apparatus remotely and for giving access to a greater number of students with a single setup. 

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3. A Curriculum of Table-Top Quantum Optics Experiments to Teach Quantum Physics

   Galvez, Enrique J (January 2022, AIP COnference Proceedings Quantum Fest)

   The rise of quantum information as a viable technology requires appropriate instructional curricula for preparing a future workforce. Key concepts that are the basis of quantum information involve fundamentals of quantum mechanics, such as superposition, entanglement and measurement. To complement modern initiatives to teach quantum physics to the emerging workforce, lab experiences are needed. We have developed a curriculum of quantum optics experiments to teach quantum mechanics fundamentals and quantum algebra. These laboratories provide hands-on experimentation of optical components on a table-top. We have also created curricular materials, manuals, tutorials, parts and price lists for instructors. Automation of the apparatus offers the fexibility of using the apparatus remotely and for giving access to a greater number of students with a single setup. 

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4. Using machine learning to predict engineering technology students’ success with computer‐aided design

   https://doi.org/10.1002/cae.22489  

   Singh, Jasmine; Perera, Viranga; Magana, Alejandra J.; Newell, Brittany; Wei‐Kocsis, Jin; Seah, Ying Ying; Strimel, Greg J.; Xie, Charles (January 2022, Computer Applications in Engineering Education)

   Computer-aided design (CAD) programs are essential to engineering as they allow for better designs through low-cost iterations. While CAD programs are typically taught to undergraduate students as a job skill, such software can also help students learn engineering concepts. A current limitation of CAD programs (even those that are specifically designed for educational purposes) is that they are not capable of providing automated real-time help to students. To encourage CAD programs to build in assistance to students, we used data generated from students using a free, open-source CAD software called Aladdin to demonstrate how student data combined with machine learning techniques can predict how well a particular student will perform in a design task. We challenged students to design a house that consumed zero net energy as part of an introductory engineering technology undergraduate course. Using data from 128 students, along with the scikit-learn Python machine learning library, we tested our models using both total counts of design actions and sequences of design actions as inputs. We found that our models using early design sequence actions are particularly valuable for prediction. Our logistic regression model achieved a >60% chance of predicting if a student would succeed in designing a zero net energy house. Our results suggest that it would be feasible for Aladdin to provide useful feedback to students when they are approximately halfway through their design. Further improvements to these models could lead to earlier predictions and thus provide students feedback sooner to enhance their learning. 

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5. Students’ Decision-Making in a Product Design Process: An Observational Study

   https://doi.org/10.1115/DETC2019-98216  

   Shergadwala, Murtuza N.; Panchal, Jitesh H.; Ramani, Karthik (August 2019, ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference)

   Abstract The objective of this study is to investigate students’ decision-making during the information gathering activities of a design process. Existing literature in engineering education has shown that students face difficulties while gathering information in various activities of a design process such as brainstorming and CAD modeling. Decision-making is an important aspect of these activities. While gathering information, students make several decisions such as what information to acquire and how to acquire that information. There lies a research gap in understanding how students make decisions while gathering information in a product design process. To address this gap, we conduct semi-structured interviews and surveys in a product design course. We analyze the students’ decision-making activities from the lens of a sequential information acquisition and decision-making (SIADM) framework. We find that the students recognize the need to acquire information about the physics and dynamics of their design artifact during the CAD modeling activity of the product design process. However, they do not acquire such information from their CAD models primarily due to the lack of the project requirements, their ability, and the time to do so. Instead, they acquire such information from the prototyping activity as their physical prototype does not satisfy their design objectives. However, the students do not get the opportunity to iterate their prototype with the given cost and time constraints. Consequently, they rely on improvising during prototyping. Based on our observations, we discuss the need for designing course project activities such that it facilitates students’ product design decisions. 

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