The document discusses two potential projects involving inquiry-based learning (IBL). The first project would study what individual differences predict a student's amenability to IBL by having students learn a concept using either IBL or traditional methods and assessing their performance. The second project would use IBL methods to have students analyze EEG data to derive conclusions about brain states and assess their understanding of EEG electrophysiology concepts.

1. TAR Project Idea (part 1) Some controversy as to whether IBL/PBL is effective. Studies have shown both outcomes (i.e. PBL is effective, PBL is not effective). Sometimes, PBL is tested in a very self selected group (i.e. med students vs K-12 classroom). Maybe there are systematic individual traits that predict amenability to inquiry-based learning methods. What individual differences predict amenability to learning via IBL? Theories? Test in classroom setting (Systems Neuroscience) Take pre-learning measures: attention, fluid intelligence, motivation… Have students learn a concept using either IBL or traditional methods Assess performance is a different IBL context

3. Learn about the electrophysiology of EEG, voltage measurements, and transformation of temporal information into the spectral domain.

4. Assess this understanding with analysis of data from 5 subjects in these two states.

5. Perform basic stats on the data set.

6. Apply this understanding to spectral and temporal data related to other brain brain states (awake versus sleep EEG). Interpret sleep EEG (REM vs slow-wave sleep – vs awake states).