Science and Mechatronics- Aided Research for Teachers. The SMART program provides teachers with training and workshops

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1 F E A T U R E Science and Mechatronics- Aided Research for Teachers The SMART program provides teachers with training and workshops Ashortage of fully prepared teachers as well as outdated and uninspired laboratory instruction continue to limit educational attainment of high school students in science and math in the United States. While the explosion of information technology and the prevalence of computers are rapidly transforming our society, high PHOTODISC AND ARTVILLE, LLC. school students often lack interest in science, technology, engineering, and math (STEM) and display apathy toward STEM careers. Yet, rising expectations for the 21st century workforce continue to increase STEM academic performance standards. For example, since 2001, high school students in New York have been required to meet technology literacy standards through either a technology course or a math/science course that integrates technology [1]. As technology continues to impact our daily lives, it is essential that all students receive comprehensive, By Vikram Kapila and Sang-Hoon Lee quality STEM education from adequately trained teachers. See, for example, [2], which mandates technological literacy for all Americans. In the spirit of [3], [4], the Science and Mechatronics Aided Research for Teachers (SMART) program [5] offers one remedy to these problems. The SMART program is funded by the National Science Foundation s (NSF s) Division of Engineering Education and Centers under its Research Experience for Teachers (RET) program. It aims to enrich precollege education by providing teachers from the New York metropolitan region with enhanced STEM educational content through training and research workshops. The program focuses on mechatronics as a vehicle for engaging teachers with hands-on activities to hone their research skills and exposes them to prototype product development. These experiences give teachers the ability to enhance their schools science curriculum and laboratories. In 2003, the first year /04/$ IEEE IEEE Control Systems Magazine

2 Research Experience for Teachers: Partnerships Between K 12 Schools and Universities Innovations in mathematics, science, engineering, and technology are moving at an unprecedented rate and transforming the global society. The fast pace of knowledge creation and its benefit to society can be enhanced by collaboration between researchers and educators at all levels of teaching and learning. The National Science Foundation (NSF) provides financial support in the form of supplemental funding for participation by K 12 teachers of science and mathematics in NSF-funded research and education projects. The intent of this endeavor is to facilitate the professional development of K 12 teachers through strengthened partnerships between institutions of higher education and local school districts. NSF strongly encourages all of its grantees, including grantees from the Small Business Innovative Research (SBIR) and the Small Business Technology Research (STTR) programs, to identify talented teachers for participation in the Research Experience for Teachers (RET) supplement opportunity. Encouraging the active participation of teachers in ongoing NSF projects is an excellent way to reach broadly into the teacher talent pool. The goal of RET supplements is to help build long-term collaborative relationships between K 12 teachers of science and mathematics and the NSF research community. NSF is particularly interested in encouraging its researchers to build mutually rewarding partnerships with teachers employed by inner city schools and less well endowed school districts. An RET supplement funding request can be made under an existing NSF award or within a proposal for a new or renewal NSF award. The description of the RET supplement activity should articulate the form and nature of the teacher s involvement in the Principal Investigator s ongoing or proposed research. For example, the teacher may participate in the design of new experiments, modeling and analysis of experimental data, algorithm and software development, or other activities that will result in intellectual contributions to the project. Since it is expected that the RET supplement experience will also lead to the transfer of new knowledge to classroom activities, the RET supplement description should also indicate sustained follow-up activities that can translate the teacher s research experience into classroom practice. Additional information on RET is available in publication NSF The control engineering research community has played a leadership role in organizing a series of successful educational workshops for high school teachers and students. The collective effort over the years has contributed to the development and success of RET program at NSF. The time has come to introduce the concept of feedback and dynamical systems into high school courses by the innovative and creative use of recent technological developments. Kishan Baheti National Science Foundation of the program, ten teachers were selected from a pool of 35 applicants to participate in a four-week summer workshop. Ten new teachers will be selected and trained during each of the two remaining program years, 2004 and Intellectual Focus of the Program The field of mechatronics the synergistic integration of mechanical engineering, control theory, computer science, and electronics to manage complexity, uncertainty, and communication in engineered systems is serving as a vehicle for STEM learning activities. The knowledge base for mechatronic system design is comprised of system modeling and analysis, decision and control theory, sensors and signal conditioning, actuators and power electronics, hardware interfacing, rapid control prototyping, and embedded computing. Recently, mechatronics was identified as one of the Ten Emerging Technologies that will Change the World [6]. The SMART program is leveraging Polytechnic s mechatronics laboratory to create an exciting, motivational, and hands-on training and research program in mechatronics. We selected a mechatronics theme for this RET project for several reasons: Mechatronics is an exciting, high-tech subject that provides an introduction to multiple engineering disciplines. Hands-on mechatronics training and research can fuel teachers imagination and provide an opportunity to reinforce and enhance their STEM skills. Measurement and control technologies represent growth industries, with high demands for qualified graduates. By integrating RET experience in their teaching, SMART alumni can promote STEM careers, in general, and mechatronics-oriented careers, in particular, to their college-bound students. Measurement and control systems consisting of sensors, actuators, and physical plants provide an avenue for physics-based system modeling, which can be used to illustrate technological applications of precollege STEM curriculum to engage student interest. Computer-based measurement technology eliminates the drudgery of manually collecting and recording precise data in science laboratories. In IEEE Control Systems Magazine 25

3 addition, real-time graphical representation of data enables immediate correlation with the underlying physical phenomenon. Mechatronics projects provide teachers with systems integration experience wherein they learn: 1) to identify objectives from a problem specification; 2) to determine variables to be sensed and manipulated; 3) interface requirements for sensors, actuators, analog and digital electronics, and microcontroller hardware; and 4) the mechatronics product development cycle consisting of design, modeling, simulation, analysis, refinement, prototyping, and validation stages. Each of the skills learned in this program (for example, sensing, actuation, feedback control, data acquisition, and programming) is valuable in itself, independent of the others, and provides a foundation for applying a systems approach to problem solving. Table 1. List of lecture topics. The following topics are covered in hour-long lectures during the morning and afternoon sessions of guided training. Program Activities The SMART program consists of a two-week guided training followed by a two-week independent research experience. The first day of the program consists of an orientation to the university, department, library, and laboratory, including an introduction to laboratory practice and safety rules. In addition, experimental demonstrations of a variety of educational and research projects are given to stimulate teachers interest in the program. The guided training component of the program introduces participants to the foundational elements of mechatronics; for example, sensors, actuators, electronics, electromechanical components, and microcontrollers. Each morning and afternoon session of guided training includes a one-hour lecture, a two-hour structured project activity, and a one-hour discussion. The lectures cover the topics listed in Table 1. The structured project activity for each session augments the corresponding lecture and consists of handson experiments with clearly stated objectives, a sequence of steps to be followed, and a description of expected results. The structured experiments illustrate and reinforce the material covered in the lectures and allow for further exploration. The discussion hour of each session provides participants with an opportunity to reflect on the session s work and to brainstorm ways of integrating the corresponding activity to illustrate precollege science and math concepts. Several experiments were adapted from Parallax, Inc. s comprehensive and innovative laboratory curriculum Stamps in Class [7]. Specifically, we have adapted handson activities from the following curricula and kits: What s a Microcontroller?, Basic Analog and Digital, Earth Measurements, Industrial Control, and Robotics. All structured projects use Parallax s Basic Stamp 2 (BS2) microcontroller and require programming in PBasic. See [8] for further details on BS2 and PBasic. In preparation for the inaugural 2003 SMART program, the project team designed and developed five mechatronicsenabled precollege-level physics experiments, including light reflection [9], [10], light refraction [11], periodic motion, heat conduction, and static friction. These experiments were presented to the 2003 RET participants as an enrichment activity and to illustrate that mechatronics can aid in the design, development, and operation of exciting experimental tools to illustrate precollege-level STEM concepts, while the educational experiences of precollege students can be enhanced through the use of mechatronics- aided laboratory experiments. In the research experience component of the program, teams of two teachers design and develop prototype mechatronics-aided science projects. To ensure that the teachers remain engaged, excited, and motivated to excel in the project activity, they are advised to carefully select projects that illustrate grades 9 12-level STEM concepts. Beyond this advice, each team of teachers independently develops its project concept in the first two weeks of the program and has it reviewed and approved from the SMART personnel by the end of the second week of the program. This schedule allows the teachers two weeks to complete their projects. The first author and his undergraduate and graduate research assistants (RAs) are available to teachers as resources during the second phase of the program. Specifically, the RAs who are familiar with mechatronics on the basis of coursework and research provide technical support and advice to the teachers. For example, the teachers may seek Lecture # Topic Lecture # Topic Lecture # Topic 1 Resistors 7 ADC 13 Transistors 2 Mechatronics 8 Servomotors 14 Relays 3 LEDs Timer 15 H-Bridge 4 Buttons 10 Thermal 16 DC Motor sensors 5 Capacitors 11 Robotics 17 RC Filter 6 Optoelectronics 12 Infrared 18 Op-Amp sensors 26 IEEE Control Systems Magazine

4 Table 2. List of additional prototype science experiments developed under the program. Experiments 1 4 were developed by the project team in preparation for the inaugural 2003 SMART program. Experiments 5 8 were developed by the 2003 SMART participants. S. No. Experiment Testbed Physics Concept Brief Description 1 Light reflection Light reflection A light source and light sensor can each be rotated independently in the horizontal plane. The testbed is used to show that the angle of reflection of light equals the angle of incidence. 2 Light refraction Light refraction On one side of a liquid tank a light source is set to the incidence angle specified by the user. On the other side of the tank a light sensor monitors the refracted light emanating from the liquid tank. 3 Periodic motion Periodicity of a The period of oscillation of a mass simple pendulum attached to a length of rope is determined using an IR transmitter and receiver pair. 4 Heat conduction Heat conduction Temperature sensors measure heat conductivity through a rod to illustrate that heat flows from hot to cold objects. 5 Smart road Speed Speed of a slot car on a modified slot car track is determined by photogates and controlled using a voltage divider. 6 Ro-boe clock Time Teaches how to read time by interpreting the positions of an hour and minute hand. 7 Static equilibrium Static equilibrium Force sensor is used to demonstrate static equilibrium of a cantilever beam. 8 Physics of projectile Projectile motion Launch time of a ball is controlled so that it motion lands in a moving cart. an RA s guidance in implementing a conceptual design. In addition, whenever the teachers encounter difficulty performing a particular hands-on activity, the RAs help troubleshoot the problem. Finally, the teachers may consult with the RAs for a variety of other reasons, including selection of appropriate electromechanical hardware (sensors/ actuators) and electronic components; design and construction of mechanical assemblies; design, construction, and testing of electronic circuits; and implementation of a PBasic program. The following example of such an interaction occurred during the 2003 SMART program. A team of teachers decided to use an off-the-shelf golf ball launcher to shoot a ball as a projectile (see the projectile motion experiment testbed described in the next section). The project necessitated switching an ac voltage input to the launcher under program control. Since the BS2 microcontroller cannot directly switch an ac voltage signal, however, an RA suggested the use of a solid- state relay (SSR). The SSR enabled switching of an ac voltage using a dc voltage signal supplied by the microcontroller under program control. Through the independent project activity, teachers learn to integrate various elements of mechatronics and experience the design cycle arising in real-world system development. Each team of teachers also completes project portfolios consisting of the following components: a working prototype, a video demonstration, presentation slides, a report, and a Web site. In the afternoon session of the last day of the program, teachers present and demonstrate their projects to Polytechnic students and faculty. The 2003 SMART program participants developed mechatronicsaided science projects to demonstrate concepts such as projectile motion, speed, time, static balance, and robotics. See [5] for details. To recognize the 2003 RET participants and showcase their projects, on 13 September 2003 we held the first annual SMART Poly event. At this event, the teachers presented their prototype mechatronics-enabled science experiments to colleagues and administrators from their schools and school districts. The attendees commented positively about the teachers accomplishments. Finally, the SMART program was featured on WABC-TV and NY1 News in the summer of Illustrative Mechatronics-Enabled Science Experiments Next, we briefly describe two sample prototype mechatronics-enabled science experiments developed under the SMART program. Additional prototype science experiments developed under the program are described in Table 2 and [5], [9] [11]. IEEE Control Systems Magazine 27

5 Potentiometer ADC with Span and Offset Mass Stopper IR Receiver Reference Wall H Bridge DC Motor (a) (b) IR Transmitter Figure 1. (a) Overhead view of the static friction coefficient testbed. (b) Detailed view of IR pair that detects movement of the test object. The test mass is placed on a plate whose inclination angle is varied by the dc motor. The IR receiver-transmitter pair detects the instant at which the test mass begins to slide. The corresponding inclination angle, which is measured by means of a potentiometer, is used to compute the coefficient of static friction. Catcher Launcher Figure 2. Projectile motion testbed. For a user-specified launcher inclination angle, the catcher automatically drives to the corresponding target position so that the launched ball lands on the catcher. Static Friction Experiment Testbed This testbed is designed to experimentally determine the coefficient of static friction between various surfaces. It consists of a horizontal base and a plate whose inclination can be varied using an H-bridge-controlled dc motor (Figure 1). A cube-shaped mass with four different types of surfaces serves as a test object. In particular, experiments are conducted to determine the coefficient of static friction between the plate and any one of the faces of the test object. An infrared (IR) transmitter and receiver are mounted on the opposing sidewalls of the plate. This IR transmitter-receiver pair is used to detect movement of the test object. A reference wall is placed at the free end of the plate so that, by placing the test object snug against the plate, the IR beam is tripped at the instant the test object begins to slide. Once the IR receiver has been tripped, the BS2 shuts down the motor. The angle at which the mass begins to slide is measured by a rotary potentiometer interfaced to an 8-b analogto-digital converter (ADC). This angle measurement is used to determine the coefficient of static friction. A stopper is installed at the foot of the plate to prevent the test object from falling down. See [5] for additional details. Projectile Motion Experiment Testbed This experiment is designed to demonstrate the physical law of projectile motion. The testbed consists of a ball, a catcher, and a launcher (Figure 2). The launcher is installed on a platform whose inclination can be varied using an H-bridge-controlled dc motor. A rotary potentiometer interfaced to an ADC is used to measure the angular position of the launcher. The launcher houses a solenoid that is used to launch the ball. The solenoid is switched under program control using a SSR. A cart moving along a track mounted on two supporting metal rods serves as a catcher. A servomotor drives the catcher. Another rotary potentiometer interfaced to an ADC is used to measure the position of the catcher along the track. As an example of a projectile motion demonstration, one begins by specifying an inclination angle for the launcher. Next, the catcher automatically drives to the corresponding target position so that the launched ball lands on the catcher. See [5] for additional details. Evaluation Results Quantitative feedback obtained from the 2003 SMART participants reveals that the program enhanced their knowledge of mechatronics. In particular, on pre- and postproject technical quizzes, participants average scores were 57.3% and 69.3%, respectively, yielding an overall improvement of 20.9% (measured as a relative error). Both quizzes contained the same 30 multiple-choice questions, ordered differently. Next, to evaluate the participants selfperception of familiarity with topics in mechatronics, we conducted a pre- and post-project survey. Table 3 summarizes salient results of this survey. In addition, a program effectiveness survey, conducted at the end of the project, elicited teachers reactions to the types of experiences they had during the program. As evidenced from Table 4, 28 IEEE Control Systems Magazine

6 results were highly positive, with scores ranging from 85 to 100%. Qualitative feedback, documented in a report by an evaluator who conducted personal interviews with the 2003 SMART participants at the program s conclusion, reveals that the program was well received by the participants. The evaluator interviewed the teachers about their role in teaching high school students and how the SMART program influenced their outlook. The following samples are drawn from the evaluator s report. I was an engineering student so I was more familiar with these materials than many of the others, but I had always wanted to start an electronics club, and now I can do this for my students. I had been involved in FIRST robotics before, but now I can explain to my students how these devices work, how to use them, and what to watch out for. Several participants commented that this program was extremely valuable to them by teaching them what engineers actually do in their work. One participant indicated that he planned to incorporate these activities in his AP physics class in the last month of each school year. Concluding Remarks The SMART program is advancing discovery and learning by exposing precollege teachers to the multidisciplinary field of mechatronics through training, research, and prototype product development. The program is empowering the teachers to reinforce STEM training and educational experience of a diverse student body from the New York metropolitan region. Within ten months of attending the program, 2003 SMART alumni are leading efforts at their schools to adopt mechatronics technology to stimulate their students interest in STEM fields. Several teachers are leading new robotics programs at their schools. Many 2003 SMART alumni have reported their success stories to the SMART project team (see Smart Teachers ). Acknowledgments The authors are thankful to the anonymous reviewer for many valuable comments and suggestions. This work is supported by the NSF under grant The authors gratefully acknowledge the contributions of the following students to the SMART program: Imran Ahmed, Saul Harari, Table 3. Salient results of a self-perception survey. At the start and the end of the program, the participants were asked to rate their familiarity with mechatronics fundamentals. The results reveal significantly increased familiarity with mechatronics as a result of the program. Topics Pre (%) Post (%) Improvement (%) Electric/electronics Microcontroller Sensors Actuators Electromechanical systems modeling Hands-on project Table 4. Salient results of a program effectiveness survey. The survey elicited teachers responses to the following questions. Project Environment Result (%) I gained greater understanding of the applications of science, 98 technology, engineering, or mathematics in everyday life. I became familiar with new materials and equipment that I 100 can use in my teaching. I learned about innovative ways to use standard materials and 93 equipment in my field. I expanded my knowledge of how to use technology and 85 computers in my teaching. I increased my knowledge of careers that utilize science, 90 mathematics, engineering, or technology. As a professional development program for teachers, how 98 would you rate the RET program in which you participated? Will you recommend the RET program to your teacher colleagues? 100 Dong-Young Ko, Yan-Fang Li, and Hong Wong. The authors are grateful to the mechanical engineering faculty and the administrators at Polytechnic University for their support and participation in the program. Finally, the authors thank Noel Kriftcher, executive director of Polytechnic s Packard Center, and Beverly Johnson, executive director of Polytechnic s YES Center, for supporting the SMART program. References [1] General education and diploma requirements, NY State Education Department, Albany, NY. (2000). [Online]. Available: emsc.nysed.gov/part100/pages/diprequire.pdf [2] G. Pearson and A.T. Young, Eds., Technically Speaking: Why All Americans Need to Know More about Technology. Washington, D.C: National Academy Press, [3] W.S. Bacon, Ed., Bringing the Excitement of Science to the Classroom: Using Summer Research Programs to Invigorate High School Science. IEEE Control Systems Magazine 29

7 Smart Teachers Mr. Richard Balsamel of Science High School, Newark, NJ, raised over US$4,000 from his school district for mechatronics kits and supplies and began a mechatronics research club. In addition, he is introducing mechatronics in his physics classes by integrating four sample activities for students. Mr. David Deutsch of Manhattan Center for Science and Math High School, New York, NY, has raised over US$3,000 from his school and the Children s Aid Society for mechatronics and robotics kits. He is training students in an after-school mechatronics club. Mr. Paul Friedman of Seward Park High School, New York, NY, has raised over US$1,500 from his school s alumni association for robotics kits. He has partnered with a colleague to train students in an after-school program. Mr. Robert Gandolfo of Plainedge High School, North Massapequa, NY, reported on his SMART experience in his school district newspaper [12]. Mr. William Leacock of W. C. Mepham High School, Bellmore, NY, received a US$1,500 minigrant from his school district for mechatronics kits. Every other day, during a single class period of AP physics, he teaches a short lesson introducing his students to a hands-on activity planned for a double class period the following day. Mr. Leacock wrote the following to us: The students are enjoying it so much that, even though I allow them a break in between the double periods, almost all of them stay and work right through the break. It is wonderful to see them learn and enjoy themselves so much. Mr. Michael McDonnell of Midwood High School, Brooklyn, NY, used over US$5,000 funding from his school to obtain robotics kits and taught robotics to over 200 students in the Fall of 2003 and Spring of 2004 through robotics and advanced robotics courses. Furthermore, with colleagues, he applied for and received a three-year US$300,000 grant from his school district under the Vocational and Technical Education Act (VATEA). The VATEA grant will enable him to develop and implement a four-year robotics curriculum in his school. Finally, Ms. Marlene McGarrity of the Christa McAuliffe School, Brooklyn, NY, raised over US$1,500 for a project titled Young Engineers are Made in Brooklyn Through Robotics and Mechatronics, through an online grant agency. From this grant, she obtained wheeled robots and Mars rover kits, and is using these in her seventh-grade classroom. She also wrote an article [13] on her SMART experience. Tucson, AZ: Research Corporation, [4] T. Okiishi, Introducing teachers to the lab: A novel experiment, Prism, vol. 12, no. 4, p. 46, [5] Research experience for teachers site in mechatronics. [Online]. Available: [6] D. Talbot, 10 emerging technologies that will change the world: Mechatronics, Technol. Rev.: MIT s Magazine of Innovation, vol. 106, no. 1, pp , [7] Stamps in class. [Online]. Available: /html_pages/edu/curriculum/sic_ curriculum.asp [8] Basic stamp programming manual, v2.0c. (2000). [Online]. Available: BasicStampMan.pdf [9] S. Harari, S.-H. Lee, Y.-F. Li, D.-Y. Ko, and V. Kapila. (Jan. 2004). A mechatronics-aided light reflection experiment for pre-college students, in Proc. NSF Design, Service, and Manufacturing Grantees and Res. Conf., Dallas, TX [CD-ROM]. [10] Y.-F. Li, S. Harari, H. Wong, and V. Kapila, Matlab-based graphical user interface development for basic stamp 2 microcontroller projects, in Proc. Amer. Control Conf., Boston, MA, 2004, pp [11] S.-H. Lee, Y.-F. Li, and V. Kapila, Development of a Matlab-based graphical user interface environment for PIC microcontroller projects, in Proc. Amer. Soc. Eng. Educ. Annu. Conf., Salt Lake City, UT, 2004, Session [12] Engineering teacher constructs mechatronics device, PlainTalk. (Nov. 2003). [Online]. Available: [13] M. McGarrity. (Mar. 2004). A SMART Program for Teachers, TechLearning. [Online]. Available: showarticle.jhtml?articleid= Vikram Kapila (vkapila@duke.poly.edu) is an associate professor of mechanical engineering at Polytechnic University. He directs an NSF-funded Web-Enabled Mechatronics and Process Control Remote Laboratory, an NSF-funded RET site in mechatronics that has been featured on WABC-TV and NY1 News, and an NSF-funded GK-12 Fellows project. He received Polytechnic s 2002 Jacob s Excellence in Education Award and the 2003 Distinguished Teacher Award. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of Polytechnic University s Othmer Institute for Interdisciplinary Studies. He has mentored 38 high school students, ten high school teachers, seven undergraduate summer interns, and five undergraduate capstone-design teams. In addition, he has supervised two M.S. projects, two M.S. theses, and two Ph.D. dissertations. He can be contacted at the Department of Mechanical, Aerospace, and Manufacturing Engineering, Polytechnic University, Brooklyn, NY USA. Sang-Hoon Lee received the B.S. degree in mechanical engineering from Sung Kyun Kwan University, Seoul, Korea in 1996 and the M.S. degree in mechanical engineering from Polytechnic University in From 1996 to 1997, he worked for Samsung Engineering Co., Ltd. in Korea. He is currently continuing research at Polytechnic University as a doctoral student. His research interests include linear and nonlinear control, UAV path planning and tracking control, and mechatronics. 30 IEEE Control Systems Magazine