Showing posts with label STEM. Show all posts
Showing posts with label STEM. Show all posts

Saturday, February 4, 2023

MATLAB Tip Calculator on Your Phone

In this video I show how to take your MATLAB code and run it on your iPhone. 

Here's a list of instructions you can use while watching the video.

In MATLAB on Your Computer

  • Create a MATLAB script or function.
  • Document your code by adding explanatory comments at the beginning of the file and within each section.
  • Publish the code. On the Publish tab, click Publish.
    • By default, MATLAB creates a subfolder named html, which contains an HTML file and files for each graphic that your code creates. The HTML file includes the code, formatted comments, and output. Alternatively, you can publish to other formats, such as PDF files or Microsoft PowerPoint® presentations. For more information on publishing to other formats, see Specify Output File.
    • In MATLAB Online™, to allow MATLAB to open output windows automatically when publishing, enable pop-up windows in your Web browser.

  • After publishing the code, you must share the folder containing the published files. For more information, see Share Folders in MATLAB.

  • To save to the MATLAB Drive, in MATLAB select Publish -> Save -> Save As -> navigate to MATLAB-Drive and save tipcalculator.m there.
On Your Phone
  • Install the MATLAB app on your phone, login to your account and access the script saved in to cloud. You must have internet access to access.
  • Impress your family and friends with your tip knowledge, skills and abilities!
And if you want to also impress them a little more, here's how to mirror your iPhone screen on a Mac.
  1. Connect your iPhone to your Mac with a USB cable.
  2. Open the QuickTime Player on your Mac.
  3. Click “File”, and choose “New Movie Recording”.
  4. Click the Options pop-up menu, then Choose Your Connected iPhone. ...
  5. The iPhone screen will now instantly display on the Mac.

Thursday, July 14, 2022

MATLAB Tip Calculator Fix-Up

This summer I'm building a series of MathWorks MATLAB (short for Matrix Laboratory) videos for an introductory online course I'm putting together at Holyoke Community College.

 

In this video I fix-up a previously saved tip calculator script in MATLAB. In the next video I'll show you how to transfer the script to your cell phone so you can use it when you eat out!



The course will start from ground zero assuming the student has no experience with MATLAB and work up to some interesting and powerful analysis techniques. Over the summer I’ll be posting additional MATLAB videos as teasers for the complete course.

 

Want to learn more? Come take a course with me at Holyoke Community College. If you are anywhere in the world and interested in taking an online course, drop an email to gsnyder@hcc.edu Our courses will transfer to most university engineering programs in the United States. 

Thursday, June 16, 2022

Write, Save and Run A Tip Calculator Using MATLAB Scripting

This summer I'm building a series of MathWorks MATLAB (short for Matrix Laboratory) videos for an introductory online course I'm putting together at Holyoke Community College.

In this video I demonstrate how to write, save and run a tip calculator script in MATLAB. In the next video I'll show you how to transfer the script to your cell phone so you can use it when you eat out!

The course will start from ground zero assuming the student has no experience with MATLAB and work up to some interesting and powerful analysis techniques. Over the summer I’ll be posting additional MATLAB videos as teasers for the complete course.

 

Want to learn more? Come take a course with me at Holyoke Community College. If you are anywhere in the world and interested in taking an online course, drop an email to gsnyder@hcc.edu Our courses will transfer to most university engineering programs in the United States. 

Tuesday, June 14, 2022

MATLAB Basic Functions Video - Restaurant Tip Calculator

This summer I'm creating a series of MathWorks MATLAB (short for Matrix Laboratory) videos for an introductory online course I'm putting together at Holyoke Community CollegeHere's a new 4 min 52 sec how-to video using a simple restaurant tip calculation as an example.  Full course videos and content will get into the MATLAB app with lots of hands-on practical and fun examples.



The course will start from ground zero assuming the student has no experience with MATLAB and work up to some interesting and powerful analysis techniques. Over the summer I’ll be posting additional MATLAB videos as teasers for the complete course.

 

Want to learn more? Come take a course with me at Holyoke Community College. If you are anywhere in the world and interested in taking an online course rop an email to gsnyder@hcc.edu Our courses will transfer to most university engineering programs in the United States. 



Sunday, August 1, 2021

PSpice Lab Series Video 5 - Batteries In Parallel

Maybe you've got an RV or a boat with four or more house batteries used to power an air conditioner, oven, electric grill, etc. Maybe you've got a cabin off the grid and are harvesting solar energy to charge a battery bank. Ever wonder what those batteries are doing and how they are hooked up?

In this video I use PSpice to demonstrate how multiple batteries are connected in parallel in a power inverter, solar hybrid inverter or UPS (Uninterruptible Power Supply) to increase capacity and run your ac, oven, etc longer on a full charge.



For more PSpice laboratory simulations, visit my YouTube PSpice Playlist.

Want to learn more? I’ll be teaching a Systems 1 course online in the fall and a Systems 2 course in the spring at Holyoke Community College. If you are anywhere in the world and interested in taking an online course with me drop an email to gsnyder@hcc.edu Both courses will transfer to most university electrical engineering programs in the United States. 

Hope to see you there!!

Friday, September 18, 2020

End of First Full Week Teaching – Fall 2020 Semester Remote

Some quick thoughts/observations after the first week: 

  • Email volume from students is through the roof. Not meeting in person means not being able to ask questions. Email does not scale in an online “classroom” setting. I’ve used Slack in the past in courses with mixed results. At Holyoke Community College (HCC) we are using Moodle as a learning management system (LMS) and there are ways to integrate Slack with Moodle – as an example see https://zapier.com/apps/moodle/integrations/slack I’m not sure if I have the proper privileges to do this. Will give it a try this weekend. Some are using Discord and I am also considering giving that a try.
  • The more I use Moodle the more I like it. I’ve used lots of different LMSs over the years and Moodle is very nice. I’ve been really impressed with the IT staff and Moodle admins at HCC.
  • More on Moodle – very nice on mobile devices. I’ve been able to make my Circuits 1 Electrical Engineering course content 100% mobile accessible. I like to think of mobile as the lowest common denominator for our students. At home they may not have a computer, have to share one, not have access to broadband, etc. The majority do have cell phones with data access though.  
  • I bit the bullet on a 12.9 inch iPad Pro over the summer and it has really been nice. Using an Apple Pencil I’m using GoodNotes to record my lectures and keep track of just about everything else in my life. 
Finally, I snagged the pic here from a recent (and brilliant) Nokia ad...... imagine what it would have been like back then.....

Saturday, April 25, 2020

To Zoom or Not To Zoom: Week 4 Teaching Full Distance

Resting student Doggies in my campus office.
Students were working on these when we
transitioned from the classroom to online.

Five weeks ago most faculty and students in the United States went home on a Friday for spring break week.  Over the next few days we were told we were not coming back to campus for the rest of the semester and we needed to get our courses converted to 100% online for the rest of the spring semester. This past week was our fourth week back.

The last few weeks for me has been focused on fine tuning my asynchronous course content. I’m teaching an intro robotics course (EGR 110) at Holyoke Community College that was originally scheduled to meet 5 hours per week. Students spend time building and coding Lego EV3 robots. The interactivity in the classroom is a lot of fun and students seem to enjoy the class.

The Lego Mindstorms EV3 kits are expensive and we have a limited supply – not enough of them for every student in the class to take one home. With the shift to online 5 weeks ago we had to find an alternative and pivoted to an EV3 simulator. The students have picked up using the simulator on their home computers and are doing a really nice job completing different projects. I’m very impressed at how the transition has gone so far.

My original intentions were to provide 45-50 minute live (synchronous) lectures twice a week at the start of each class and if a student needed some extra help, hold individual Zoom sessions sharing screens. An attempt at this over the first couple weeks was not successful. 45-50 minutes was just too long and the individual Zoom sessions tended to drag, produce frustration and not lead to much learning.

BBC Worklife interviewed a couple of workplace experts - Gianpiero Petriglieri, an associate professor at Insead, who explores sustainable learning and development in the workplace, and Marissa Shuffler, an associate professor at Clemson University, who studies workplace wellbeing and teamwork effectiveness. Their views reflect in many ways to what I’ve seen in my online robotics class. Here’s a few highlights from the interview that mirror my online classroom experience:
  • “Video chats mean we need to work harder to process non-verbal cues like facial expressions, the tone and pitch of the voice, and body language; paying more attention to these consumes a lot of energy.” I wrote about processing non-verbal cues online last week – very difficult if not impossible. 
  • “Silence creates a natural rhythm in a real-life conversation. However, when it happens in a video call, you became anxious about the technology.” My experience - as a result students end up either anxious, distracted or zoned out.... crickets chirping is the best way I can describe the result. 
  • “The video call is our reminder of the people we have lost temporarily. It is the distress that every time you see someone online, such as your colleagues (or classmates), that reminds you we should really be in the workplace together.” We all miss each other. 
  • “Aspects of our lives that used to be separate – work, friends, family – are all now happening in the same space. When these aspects are reduced, we become more vulnerable to negative feelings.” Crowded homes, abuse, children to take care of, loss of income, lack of food, lack of computers and broadband are impacting learning (and teaching) in a huge way. For many the classroom is a safe and comfortable place to get away. 
  • "Big group calls can feel particularly performative, People like watching television because you can allow your mind to wander – but a large video call “is like you're watching television and television is watching you”. 
  • “Both experts suggest limiting video calls to those that are necessary. Turning on the camera should be optional. In some cases it’s worth considering if video chats are really the most efficient option." 
  • “When it comes to work, shared files with clear notes can be a better option that avoids information overload.” I wrote a little about this in Week 1.
  • "When online sessions are held, it is important to take time to catch up before diving into business. “Spend some time to actually check into people's wellbeing,” It’s a way to reconnect us with the world, and to maintain trust and reduce fatigue and concern.”
From my experience these observations are spot on when it comes to the online classroom. My robotics class has shifted strongly in the asynchronous direction. I rarely get on one-on-one sessions with students now. I don't do the 45-50 minute lectures at the start of each class but I am on Zoom for the first 45 minutes with student attendance optional. I’m there to help out, answer any questions, talk about how much we all need haircuts and maybe tell a knock-knock joke or two.

Most questions come in during off hours via email. If students have a problem I ask them to first email me a picture of their code (screen shot, cell phone, etc.) I can take a look and send back a hint or two. The student can then make changes in their code. This method is working well and has reduced a lot of student (and my) stress. It does require watching email closely.

 I continue to be impressed with the students in my classes. They are learning and getting their work done!

Friday, April 17, 2020

Hanging Out With Starman - Week 3 Teaching Full Distance

Four weeks ago most faculty and students in the United States went home on a Friday for spring break week.  Over the next few days we were told we were not coming back to campus for the rest of the semester and we needed to get our courses converted to 100% online for the rest of the spring semester. This past week was our third week back.

Another week online. This week I got to hang out with one of my idols – Starman. He hasn’t figured out the answer to life, the Universe, and everything yet but continues his quest.

Back on earth, in the classroom things are settling down a bit and it feels like we’re getting into a groove. Here’s my bullet list for the past week.
  • Email volume has really increased and it has become a real time suck. My comfortable number of unread emails averages around 30 ~ if I’m close to 30 I’m feeling pretty good about it. My inbox right now is sitting at 259 unopened. I clean it out and a few hours later I’ve got another 50 sitting in the box to go through. I’m hoping our students are not having a similar experience but suspect many are. I’m now closing out my email client and only checking it by the hour.
  • The one document instruction tip I wrote about a couple weeks ago continues to work well. Students are comfortable being able to go to the could learning management system (Moodle at Holyoke Community College) to one place to get the most recent information and I’m not burying them with email.
  • I’m locked in on keeping my lecture video recordings between 15 and 25 minutes max. This seems to be working well.
  • I’ve got a set of Apple Airpod Pros and they have been fantastic. I’m using them for just about everything – Zoom meetings, phone calls and video recordings along with the occasional YouTube Curb Your Enthusiasm segment or two.
  • The Apple iPad and Pencil remain exceptional – especially when the Airpods are included. Lecture recording has been easy. I’m thinking about upgrading to a 12.9” Ipad for the extra screen real estate. If you are considering purchasing an IPad for lecture recording I would strongly recommend the 12.9” model. Also get yourself a screen protector for the iPad that adds some texture to the screen when writing with the pencil. I like the Paperlike protector. It gives nice tactile feedback and it feels like you are drawing and writing with a pencil on paper.
  • The Pomadoro Technique I wrote about a couple weeks ago makes a big difference when I actually use it. I’ve had problems with stopping and taking a break, walking away from the computer. I think the email volume increase has had a lot to do about that.
  • Meeting with classes online has been challenging at times. I did not realize how much I rely on body language in the classroom.  I look at their faces on camera and not sure if they are confused, scared, bored, frustrated, lost, upset….. I’m encouraging them to give feedback (negative and positive) and they are. I think this would be a different if we had started the course online – I got to know these students in the traditional classroom and could usually pickup pretty quickly on things just by looking at them.
  • I continue to log my time with Klok 2.
Overall I’m pretty satisfied with the way things are going. I’m still going with supercomputer Deep Thought - the answer to Starman’s question is six by nine, 42.


May the tech remain with you fellow earthlings. Have a nice weekend.

Friday, April 10, 2020

Some Notes: Week 2 Teaching Full Distance

Three weeks ago most faculty and students in the United States went home on a Friday for spring break week.  Over the next few days we were told we were not coming back to campus for the rest of the semester and we needed to get our courses converted to 100% distance for the rest of the spring semester. This past week was our second week back.

This spring I’m teaching the second half of fall/spring electrical engineering circuits course sequence at Holyoke Community College. Students in this class are in the second semester of their sophomore year and will be transferring to a university next year as electrical engineering majors.

The fall Circuits 1 class is direct current (DC) focused and the math is pretty straight forward.  DC frequency is 0 Hertz (Hz) and at 0 Hz things don’t change much. That first course is a lot fundamental stuff like Ohm’s Law, Voltage Dividers, Current Dividers, Kirchoff’s Voltage and Current Laws, etc. These laws and theorems are used frequently in more advanced classes.

The spring Circuits 2 course is much more mathematical. We’re dealing primarily with alternating current (AC) and that means frequencies greater than 0 Hz. Reactive devices (capacitors and inductors) are used throughout the course and as a result voltages, currents and power change with frequency and time. Calculus and complex (phasor) math is used extensively throughout the course and I need to be really on my toes when it comes to lectures. It is very easy to mix up things like units, times, frequencies, etc.

Last week I wrote about how I’m pre-recording my lectures and trying to stay two weeks ahead. In the class session yesterday one of the students picked up on a simple mistake I made in one of my homework solutions. I had added radians and degrees together and then took the sine of the sum. Can’t do that. You can add (radians + radians) and take the sine as long as your calculator is in radian mode. You  can add (degrees + degrees) and take the sine as long as your calculator is in degree mode. But – you cannot add (radians + degrees) and take the sine regardless of whether your calculator is in radian or degree mode! I missed it.

This has me thinking about the value of live in class lecturing. If I had made an error like that on the chalkboard one of the students would have picked up on it immediately. Stuff like this happens all the time. We would have corrected it and moved on. Sitting at home by myself recording I missed it and just cruised right by it.

Here’s where I’m going with this. There is value in traditional face-to-face lectures for students and faculty. Students pick up on mistakes, they can easily ask questions and faculty can look at their faces and pickup when they are lost. Pretty valuable stuff when it comes to learning.

How close can we get online to a live classroom experience? Should I shift to live online lectures? 1.5 hours watching me write on an iPad screen - ugh. Don't think so.

Right now I’m going to back off trying to stay two weeks ahead and make it one week. I’m also going to segment my future lecture videos up as best I can, trying to keep each to 20-25 minutes. That will get me a little closer to real time. I’m hoping the segmenting will allow students to focus for 20-25 minutes, digest, take a break and process the material. It will also give me a chance to do the same as I put materials together.

We’ll see how it goes!

Friday, April 3, 2020

Some Notes: Week 1 Teaching Full Distance

A couple weeks ago faculty and students went home on a Friday for spring break week.  Over the next few days we were told we were not coming back to campus for the rest of the semester and we needed to get our courses converted to 100% distance for the rest of the spring semester. This past week was our first week back.

It has been an interesting week – frustrating at times sure but I feel like we’ve worked through a lot of the startup problems and overall right now am feeling pretty positive. Here’s a few things I’ve jotted down in no particular order.

1.     The one document instruction tip I wrote about a couple days ago is working very nicely. Students are comfortable being able to go to one place to get the most recent information and I’m not burying them with email.

2.     Making your content mobile friendly is critical. Most of my students are accessing course materials using their phones. We’re using Moodle at Holyoke Community College and the Moodle mobile app works great. Zoom runs nice on mobile.

3.     Live lectures? Recorded lectures? It does not matter. I’ve been recording (see #4) lectures and using class time on Zoom for homework problem review, general Q and A, etc.
4.     I’m recording my lectures on my iPad and posting online. I wrote about how I do this a couple years ago when I was faculty at the University of Hartford. I’m trying to stay two weeks ahead with my recordings in case I get sick.

5.     Live sessions for my circuits class are done using Zoom running on the iPad. The screen shot here is from my circuits class yesterday. Briefly (I’ll write up a post with detail on how to to this over the weekend) I share the iPad screen and launch GoodNotes, a note taking app. I use the Apple pencil to draw circuit diagrams, work through problems etc. Zoom allows sessions to be recorded and those mp4 recorded files can be posted online for student access. Sessions can also be recorded directly on the iPad. GoodNotes allows export to PDF. So during a classroom session I can:

      Write on the iPad screen while talking and recording using the GoodNotes app.
      Save the recording as an mp4 video/audio file either using Zoom or direct on iPad.
      Export my handwritten notes from GoodNotes to PDF.
      Post the mp4 file and also the PDF online for student access.

            Better than a classroom chalk or white board? I sure think so!

6.     Routine is important for us all. I’m meeting with students at the start of each class period and maintaining regular office hours. The tips I posted in an earlier post have also been very helpful.

I’ll be writing about a few of these in detail along with a bunch of other stuff.

Overall at the end of week 1 - I’m sooooo impressed with the way students, faculty, staff – every single person I’ve had contact with at Holyoke Community College has pulled together and really gone to task on this. Flipping a course midstream to distance is not easy, especially for our students. Pile the fear and unknown of COVID-19 on top of that it is all pretty daunting. So far so good!

Thanks especially to all of the great students!!

Friday, August 11, 2017

The Future of Wireless is Fiber

Cactus Cell Tower
(Image source: www.extremetech.com)
I wrote this on Monday for the National Center for Optics and Photonics August 2017 Newsletter:

In the next few years wireless providers are planning the broad deployment of 5G wireless services. Here’s some details:
  • Current International Telecommunication Union (ITU) specifications for 5G specify a total download capacity of at least 20Gbps and 10Gbps uplink per mobile base station.
  • In contrast, the peak data rate for current LTE cells is about 1Gbps.
  • Under ideal circumstances, 5G networks will offer users a maximum latency of just 4ms, down from about 20ms on LTE 4G networks.
  • The 5G specification also calls for a latency of just 1ms for a stepped up service called ultra-reliable low latency communications (URLLC).
In support of the Internet of Things, 5G must also support at least 1 million connected devices per square kilometer (0.38 square miles). This may seem like a lot but when every traffic light, parking space, and vehicle is 5G-enabled, we'll easily start to hit that kind of connection density and will see 5G towers on places like major highways every 100 feet or so.

How is connectivity delivered these days to wireless towers, and how will it be delivered in the future? Fiber! 

5G networks will be predominantly fiber-based due to the combination of tower capacity and distance requirements. We will see limited microwave antennas used in niche cases when fiber is not an option. Technicians will need to have a good understanding of fiber characterization testing and troubleshooting as these super-fast high capacity networks roll out. In addition, skills in troubleshooting dirty or damaged connectors, tight fiber bends, faulty fiber splices, Optical Time Domain Reflectometry (OTDR), attenuation, and chromatic and polarization mode dispersion will become even more critical. 

Fiber to the tower is a critical enabler of 5G wireless services including The Internet of Things. 

For more information see Preparing the Transport Network for 5G: The Future Is Fiber and check out the rest of the OP-TEC August 2017 edition and previous monthly newsletters here.

Monday, May 2, 2016

STEM Studies: The Future of Engineering

Lauren Wilson,  Director of Admissions at Florida Polytechnic University offered the following as a guest post. I hope you enjoy it. Thanks Lauren!

New developments in the field of engineering owe a large debt to engineers with degrees from the fields of science, technology, engineering and mathematics (STEM). These developments are making huge strides for organizations across the board, but the environmental, medical and manufacturing industries in particular. Here are four examples.

3D Printing
Prototypes are a key part of turning a concept into a final product, but creating one was labor-intensive before the advent of 3D printing. 3D printing allows mechanical engineers to put their imaginations to the test and build 3D visual representations much faster than physical prototypes. In addition to speed, 3D printing is also more cost-efficient and easier to use than physical prototyping.

Nanotechnology
Nanotechnology is changing the way mechanical engineers work by opening up the possibility of manufacturing devices on the molecular and atomic level for custom applications. These devices, which are designed to reduce weight, volume and power demands, carry the added benefit of greater sustainability.

For example, a nanotechnology engineer may work in the environmental industry testing different pollutants in the world’s food supply on the cellular level. Successful research would reduce these pollutants on a nanoscale and lay the groundwork for a more sustainable future.

STEM-focused curriculums provide an advantage in nanotechnology, because students work with cutting-edge technology to find solutions for real-world challenges. STEM universities also quickly adapt to industry changes to ensure best practices are taught for creating these materials.

Grid Decentralization
Electrical engineers focus primarily on up-and-coming fields in the engineering industry, including grid decentralization. Grid decentralization is gaining popularity from Colorado to Denmark as a way to reduce the environmental impact created by its communities. Unlike conventional power stations, grid decentralization technology uses renewable energy sources like solar and wind to create power. STEM studies have helped cities and countries transform the way they collect power by thoroughly covering topics ranging from micro-grids to “smart” grids. More importantly, these studies put creative power directly into the hands of students with hands-on projects, internships and real-world challenges. 

Lean Manufacturing
Lean manufacturing has dramatically reshaped the roles of industrial engineers over the past decade. Driven by STEM studies, lean manufacturing is focuses on eliminating waste from production processes to create a more agile system. With a primary focus on making systems more sustainable, faster and cost-effective, industrial engineers developed this principle based on studies in STEM subjects including: multifunctional materials, nanotechnology, supply chain logistics, Six Sigma and system analysis. 

Universities offering industrial engineering degree programs take a pragmatic approach to learning in the classroom. Students can expect to concentrate on applying the principles of design, analysis and manufacturing to real-world challenges to improve mechanical systems.

Artificial Organs
Biomedical engineering fuses engineering principles with biology to build life-saving medical technologies such as artificial organs. Although biomedical engineering has had a long history, the most recent groundbreaking technologies are a result of advanced education in STEM subjects. Artificial hearts and iPills, for example, are two biomedical engineering breakthroughs that have restored hope for critically ill patients. Biomedical engineering students in STEM learn how to develop and maintain improved medical systems, and perform research on artificial organs, implanted devices, prosthetics and radiation therapy.

STEM focuses solely on the four subjects used most frequently by engineers, and it essentially guarantees that more breakthroughs and improvements are to come. With the help of a STEM education, engineers can apply best practices for reducing energy consumption, minimizing environmental impact and increasing efficiency. From 3D printing to nanotechnology, there’s no denying the future of engineering is bright and full of potential.

Lauren Willison

As the Director of Admissions at Florida Polytechnic University, Lauren Willison is responsible for supporting the Vice Provost of Enrollment in managing recruitment efforts. She develops and coordinates on- and off-campus events, as well as manages the campus visit experience.