The document summarizes research conducted to design a new toy called PuzzleBlocks for children ages 2-3. Research methods included interviews with parents, observing videos of children playing, and administering a questionnaire. Key findings were that play is important for learning, parents prioritize safety and educational value in toys, and children benefit from open-ended toys that develop fine motor skills. Prototypes were tested on two children who were able to connect some blocks but lost interest quickly. The research informed the design of the final PuzzleBlocks product - thick, connecting blocks that are easy for young children to grip.
Small World Play involves providing children with small, beautiful natural or recycled objects to use their imagination in play. The child creates their own small world and transfers their thoughts and feelings onto the objects rather than themselves. The space for small world play is clearly defined and private, allowing the child to explore materials alone or in a small group. The role of the adult is to observe and support the play in a non-intrusive way. Materials are regularly rotated to regenerate interest and extend play.
This document provides details on a dream catcher craft activity for children. It outlines the materials needed, steps to complete the activity, potential learning outcomes, and ways to adapt the activity for different ages and settings. The aim is for children to learn how to make a dream catcher using paper plates, wool, beads and other materials while developing their fine motor and problem solving skills. Feedback is provided on what was learned from facilitating the activity and ideas for improving it in the future.
This activity involves dividing students into three teams and having them collect objects and place them in their team's hula hoop. The goal is for all teams to succeed, but defining success as only their own team winning makes it difficult. Through discussion, students realize they can redefine success as all teams placing objects in a hula hoop to succeed together. This activity addresses social emotional learning competencies like responsibility, attitude, self-monitoring, listening, and decision making. It can be integrated into core subjects through examining concepts like writing conventions, multiple solutions, scientific discoveries, and historical perspectives.
The document discusses the importance of play and group play activities for children's development. It states that play allows children to practice behaviors without consequences, and helps develop skills like imagination, language, social skills and motor abilities [1]. Group play provides learning experiences that teach kindness, conflict resolution, communication, teamwork and other beneficial social skills [2]. Finally, it suggests some group play activities like music games, animal passing games, and outdoor treasure hunts that allow children to develop problem-solving abilities [3].
This document provides an overview for a parent meeting on early childhood education. It includes summaries of what will be covered: early learning standards, lesson plans, developmentally appropriate practices, play and socialization, and assessment strategies. Sample lesson plans are also provided covering literacy, math, science, and creative arts. The teacher explains that regular communication with parents is important so they understand what is being taught. Methods like newsletters, notes, and meetings will be used to update parents on lessons and get their input.
This document discusses how to prepare students for international assessments like PISA and TIMSS through Mindspark's approach. It involves analyzing past assessment questions and student thinking to build content and approaches. This includes creating variations of questions, games, and remedial activities to develop deep conceptual learning and problem-solving skills rather than just "teaching to the test." The goal is to have every student prepared through weekly activities to combat misconceptions and practice time management strategies. Top schools in the UAE and India are also part of talent search programs to identify gifted students.
Small World Play involves providing children with small, beautiful natural or recycled objects to use their imagination in play. The child creates their own small world and transfers their thoughts and feelings onto the objects rather than themselves. The space for small world play is clearly defined and private, allowing the child to explore materials alone or in a small group. The role of the adult is to observe and support the play in a non-intrusive way. Materials are regularly rotated to regenerate interest and extend play.
This document provides details on a dream catcher craft activity for children. It outlines the materials needed, steps to complete the activity, potential learning outcomes, and ways to adapt the activity for different ages and settings. The aim is for children to learn how to make a dream catcher using paper plates, wool, beads and other materials while developing their fine motor and problem solving skills. Feedback is provided on what was learned from facilitating the activity and ideas for improving it in the future.
This activity involves dividing students into three teams and having them collect objects and place them in their team's hula hoop. The goal is for all teams to succeed, but defining success as only their own team winning makes it difficult. Through discussion, students realize they can redefine success as all teams placing objects in a hula hoop to succeed together. This activity addresses social emotional learning competencies like responsibility, attitude, self-monitoring, listening, and decision making. It can be integrated into core subjects through examining concepts like writing conventions, multiple solutions, scientific discoveries, and historical perspectives.
The document discusses the importance of play and group play activities for children's development. It states that play allows children to practice behaviors without consequences, and helps develop skills like imagination, language, social skills and motor abilities [1]. Group play provides learning experiences that teach kindness, conflict resolution, communication, teamwork and other beneficial social skills [2]. Finally, it suggests some group play activities like music games, animal passing games, and outdoor treasure hunts that allow children to develop problem-solving abilities [3].
This document provides an overview for a parent meeting on early childhood education. It includes summaries of what will be covered: early learning standards, lesson plans, developmentally appropriate practices, play and socialization, and assessment strategies. Sample lesson plans are also provided covering literacy, math, science, and creative arts. The teacher explains that regular communication with parents is important so they understand what is being taught. Methods like newsletters, notes, and meetings will be used to update parents on lessons and get their input.
This document discusses how to prepare students for international assessments like PISA and TIMSS through Mindspark's approach. It involves analyzing past assessment questions and student thinking to build content and approaches. This includes creating variations of questions, games, and remedial activities to develop deep conceptual learning and problem-solving skills rather than just "teaching to the test." The goal is to have every student prepared through weekly activities to combat misconceptions and practice time management strategies. Top schools in the UAE and India are also part of talent search programs to identify gifted students.
This document discusses strategies for preparing students in the United Arab Emirates to perform well on international assessments like PISA and TIMSS. It outlines Education Initiative's multi-phase approach, which includes analyzing student performance data and thinking skills, developing learning content and questions, and creating variations to build problem-solving abilities rather than just teaching to the test. The goal is to ensure every student is prepared through deep conceptual learning, practice with old test questions, and targeted support for misconceptions.
Ideas for teaching chance, data and interpretation of dataJoanne Villis
These activities have been designed specifically for Year 3 students according to the Australian Curriculum guidelines. However, they can be adapted to meet other standards or year levels.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
Timed tests cause early onset of math anxiety in students according to research. Studies have shown that students experience stress on timed math tests that they do not experience on untimed tests of the same material. Even young students in 1st and 2nd grade can experience math anxiety, and their levels do not correlate with factors like grade level, reading ability, or family income. Brain imaging has revealed that students who feel panicky about math show increased activity in areas associated with fear and decreased activity in areas involved in problem solving. Timed tests require retrieving math facts from working memory, and higher math anxiety reduces the available working memory. While timed tests are used with good intentions, the evidence suggests they should be reconsidered given the widespread issues
4 peer responses due in 24 hoursEach set of 2 has its own instru.docxBHANU281672
4 peer responses due in 24 hours
Each set of 2 has its own instructions
Guided Response:
Read several of your peers’ responses. Then, collaborate with at least two of your peers by suggesting ways to get families involved in STEM either at home or in the school or center. Suggest at least three ideas your peers can use to link families to STEM. These can be activities, web resources, events, etc.
Abigail’s post:
Explain Your ideal STEM classroom
My ideal STEM classroom will be based on a universal Pre K class at three to four-year-old children. They will be showing a hands-on experience by doing the creative curriculum. This innovative curriculum identifies goals in all areas of development, such as social, emotional, cognitive, and physical. Children learn by touching, tasting, listening, smelling, and looking.
Science STEM activity :
Supplies used: Rocks, plastic pond animals or bath toys, craft foam, and water.
We will fill a sand table or a large container with water. Gather plastic animals or bath toys that you might find in a pond. I found a few large rocks from the yard and cut Lily pads out of green craft foam, and then I would have the children arrange the items in the pond or set it up beforehand as a surprise. The lily pads made from craft foam float, so it is fun to put frogs or other animals on top of them. They will spend hours doing this, keeping children using their hands and fingers skills.
Technology STEM activity :
Supplies used: Camera, iPad, art supplies, tablets.
We will do a photo scavenger hunt. This activity is excellent to do indoors and outdoors. Outdoors has more benefits because you have more space to hide things, but if the weather does not allow the children to do it outside, they can still do it inside. For the scavenger hunt activity, I will ask the children to find school art supplies, and once they see the item, they can snap a picture from their pads, tablets, phone camera or any other camera. The child with the most articles and photos gets the technology award of the week.
Engineering STEM activity:
Supplies used: Color confetti, empty bathroom tissue roll, glue, cardboards, kid-safe scissors, and aluminum foil.
We will be doing a kaleidoscope. Take a bathroom tissue empty roll and put two pieces of round shape cardboard and aluminum foil with slits at the end of the roll. Between the two round shape cardboards put some confetti in between and seal it with glue on the edges. Once it is dry, look through the tube and turn the wheel, and you will see beautiful colors going in different directions.
Math STEM activity:
Supplies used: Timer, legos
They will work in groups, and they will have large lego pieces. They will start building, and I will set a timer. They will be counting the number of legos that they will be using. As they grab each lego, they will score. Whoever gets to 25 first is the winner. The object is to learn how to
count and to build great things.
.
This document discusses geometric shapes, tessellations, and STEM careers. It provides examples of shapes found in the classroom, community, and food. It also gives examples of natural and artistic tessellations. Finally, it describes the roles of a robotics engineer, video game designer, and veterinarian, explaining how each career incorporates mathematics.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
The document describes Kids Consult!, a business run by three kids ages 9-10 that provides reviews and recommendations for products aimed at kids. It introduces Marie, Annie, and Eva, outlines their review process, and provides examples of reviews they have done for math games and educational materials. Their goal is to help creators understand what kids find fun and engaging.
The document discusses trends in educational toys and learning methods. It covers different types of toys like cause-and-effect toys, fidget toys, sensory toys and their benefits for children. It also discusses future trends in toys like maker movement, open-ended toys, smart play, focus on new technologies and popularity of dinosaur themes. Traditional education methods are criticized for being top-down and innovative methods like inquiry-based, problem-based and project-based learning are recommended.
Early childhood literacy lesson planningmurielrand
This lesson plan teaches early childhood students about colors and letter recognition through the story "Mouse Paint". The objectives are for students to show interest in the story by mixing play dough colors, and to identify the letter M. Materials include the story book, laminated story characters, play dough, and art supplies. The teacher will read the story, stopping to engage students by asking questions. Afterwards, students will practice mixing colors through guided art and writing activities, allowing the teacher to check their understanding of letter recognition and colors.
This document provides instructions for a classroom activity where children create play dough balloons with faces displaying different emotions. The activity aims to develop children's fine motor skills, knowledge of colors and emotions, and ability to problem solve. Safety concerns around choking hazards are noted. Extensions incorporating science, math, culture and language are suggested. The activity aligns with several early childhood curriculum goals and frameworks.
The document provides an analysis of different materials that were tested for making a language learning toy for children ages 2 to 4. The analyses include the tools used, any safety rules, and conclusions on the suitability of each material. For the final product, MDF wood was selected as it provides the desired look, is inexpensive, and won't break easily like other tested materials such as cardboard and plastazote. Safety rules for using tools like the laser cutter and scalpel are also outlined.
This document provides an overview of scaffolding instruction for addition and subtraction. It discusses using graphic organizers and manipulatives to build conceptual understanding from concrete to abstract levels. Specific lessons are outlined for pre-kindergarten through second grade that model addition and subtraction using objects, pictures, and number sentences. Representational tools like linking cubes, part-part-whole mats, and base ten blocks are employed to scaffold learning.
Here are some opportunities you may find:
- Ramps can be designed as features rather than just functional elements. Curving ramps can become slides or routes for wheeled toys.
- Changes in level create opportunities for new types of play like rock climbing walls, stepping stones, or platforms with different views.
- Limited mobility is an opportunity to design play that incorporates other senses like touch, sound, smell. Textures, musical instruments, or plantings can engage all children.
Focusing on opportunities rather than problems will lead to a more inclusive design embracing all abilities.
This lesson plan summarizes a STEM activity where students will work in groups to design and build bridges out of various materials to help a gingerbread baby cross a river, as in the story "The Gingerbread Baby". Students will observe what happens to gingerbread cookies in water, then work collaboratively to test different bridge designs. They will measure and record data, then present their bridges and findings. The goal is for students to engage in hands-on problem solving while practicing science process skills and collaborating as a team.
DEEP LEARNING FOR SMART GRID INTRUSION DETECTION: A HYBRID CNN-LSTM-BASED MODELgerogepatton
As digital technology becomes more deeply embedded in power systems, protecting the communication
networks of Smart Grids (SG) has emerged as a critical concern. Distributed Network Protocol 3 (DNP3)
represents a multi-tiered application layer protocol extensively utilized in Supervisory Control and Data
Acquisition (SCADA)-based smart grids to facilitate real-time data gathering and control functionalities.
Robust Intrusion Detection Systems (IDS) are necessary for early threat detection and mitigation because
of the interconnection of these networks, which makes them vulnerable to a variety of cyberattacks. To
solve this issue, this paper develops a hybrid Deep Learning (DL) model specifically designed for intrusion
detection in smart grids. The proposed approach is a combination of the Convolutional Neural Network
(CNN) and the Long-Short-Term Memory algorithms (LSTM). We employed a recent intrusion detection
dataset (DNP3), which focuses on unauthorized commands and Denial of Service (DoS) cyberattacks, to
train and test our model. The results of our experiments show that our CNN-LSTM method is much better
at finding smart grid intrusions than other deep learning algorithms used for classification. In addition,
our proposed approach improves accuracy, precision, recall, and F1 score, achieving a high detection
accuracy rate of 99.50%.
ACEP Magazine edition 4th launched on 05.06.2024Rahul
This document provides information about the third edition of the magazine "Sthapatya" published by the Association of Civil Engineers (Practicing) Aurangabad. It includes messages from current and past presidents of ACEP, memories and photos from past ACEP events, information on life time achievement awards given by ACEP, and a technical article on concrete maintenance, repairs and strengthening. The document highlights activities of ACEP and provides a technical educational article for members.
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
This document discusses strategies for preparing students in the United Arab Emirates to perform well on international assessments like PISA and TIMSS. It outlines Education Initiative's multi-phase approach, which includes analyzing student performance data and thinking skills, developing learning content and questions, and creating variations to build problem-solving abilities rather than just teaching to the test. The goal is to ensure every student is prepared through deep conceptual learning, practice with old test questions, and targeted support for misconceptions.
Ideas for teaching chance, data and interpretation of dataJoanne Villis
These activities have been designed specifically for Year 3 students according to the Australian Curriculum guidelines. However, they can be adapted to meet other standards or year levels.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
Timed tests cause early onset of math anxiety in students according to research. Studies have shown that students experience stress on timed math tests that they do not experience on untimed tests of the same material. Even young students in 1st and 2nd grade can experience math anxiety, and their levels do not correlate with factors like grade level, reading ability, or family income. Brain imaging has revealed that students who feel panicky about math show increased activity in areas associated with fear and decreased activity in areas involved in problem solving. Timed tests require retrieving math facts from working memory, and higher math anxiety reduces the available working memory. While timed tests are used with good intentions, the evidence suggests they should be reconsidered given the widespread issues
4 peer responses due in 24 hoursEach set of 2 has its own instru.docxBHANU281672
4 peer responses due in 24 hours
Each set of 2 has its own instructions
Guided Response:
Read several of your peers’ responses. Then, collaborate with at least two of your peers by suggesting ways to get families involved in STEM either at home or in the school or center. Suggest at least three ideas your peers can use to link families to STEM. These can be activities, web resources, events, etc.
Abigail’s post:
Explain Your ideal STEM classroom
My ideal STEM classroom will be based on a universal Pre K class at three to four-year-old children. They will be showing a hands-on experience by doing the creative curriculum. This innovative curriculum identifies goals in all areas of development, such as social, emotional, cognitive, and physical. Children learn by touching, tasting, listening, smelling, and looking.
Science STEM activity :
Supplies used: Rocks, plastic pond animals or bath toys, craft foam, and water.
We will fill a sand table or a large container with water. Gather plastic animals or bath toys that you might find in a pond. I found a few large rocks from the yard and cut Lily pads out of green craft foam, and then I would have the children arrange the items in the pond or set it up beforehand as a surprise. The lily pads made from craft foam float, so it is fun to put frogs or other animals on top of them. They will spend hours doing this, keeping children using their hands and fingers skills.
Technology STEM activity :
Supplies used: Camera, iPad, art supplies, tablets.
We will do a photo scavenger hunt. This activity is excellent to do indoors and outdoors. Outdoors has more benefits because you have more space to hide things, but if the weather does not allow the children to do it outside, they can still do it inside. For the scavenger hunt activity, I will ask the children to find school art supplies, and once they see the item, they can snap a picture from their pads, tablets, phone camera or any other camera. The child with the most articles and photos gets the technology award of the week.
Engineering STEM activity:
Supplies used: Color confetti, empty bathroom tissue roll, glue, cardboards, kid-safe scissors, and aluminum foil.
We will be doing a kaleidoscope. Take a bathroom tissue empty roll and put two pieces of round shape cardboard and aluminum foil with slits at the end of the roll. Between the two round shape cardboards put some confetti in between and seal it with glue on the edges. Once it is dry, look through the tube and turn the wheel, and you will see beautiful colors going in different directions.
Math STEM activity:
Supplies used: Timer, legos
They will work in groups, and they will have large lego pieces. They will start building, and I will set a timer. They will be counting the number of legos that they will be using. As they grab each lego, they will score. Whoever gets to 25 first is the winner. The object is to learn how to
count and to build great things.
.
This document discusses geometric shapes, tessellations, and STEM careers. It provides examples of shapes found in the classroom, community, and food. It also gives examples of natural and artistic tessellations. Finally, it describes the roles of a robotics engineer, video game designer, and veterinarian, explaining how each career incorporates mathematics.
The document summarizes an observation of children ages 3-4 playing with blocks at the Centennial College ECE Centre. During the observation, a child named IS asked the observer to help build a tall block tower. Several children worked together to build the tower, which fell over. Some children expressed disappointment but agreed to build another tower. The observer noted developmental cues like the children's use of palmer grasp and ability to handle changes with control when the tower fell.
The document describes Kids Consult!, a business run by three kids ages 9-10 that provides reviews and recommendations for products aimed at kids. It introduces Marie, Annie, and Eva, outlines their review process, and provides examples of reviews they have done for math games and educational materials. Their goal is to help creators understand what kids find fun and engaging.
The document discusses trends in educational toys and learning methods. It covers different types of toys like cause-and-effect toys, fidget toys, sensory toys and their benefits for children. It also discusses future trends in toys like maker movement, open-ended toys, smart play, focus on new technologies and popularity of dinosaur themes. Traditional education methods are criticized for being top-down and innovative methods like inquiry-based, problem-based and project-based learning are recommended.
Early childhood literacy lesson planningmurielrand
This lesson plan teaches early childhood students about colors and letter recognition through the story "Mouse Paint". The objectives are for students to show interest in the story by mixing play dough colors, and to identify the letter M. Materials include the story book, laminated story characters, play dough, and art supplies. The teacher will read the story, stopping to engage students by asking questions. Afterwards, students will practice mixing colors through guided art and writing activities, allowing the teacher to check their understanding of letter recognition and colors.
This document provides instructions for a classroom activity where children create play dough balloons with faces displaying different emotions. The activity aims to develop children's fine motor skills, knowledge of colors and emotions, and ability to problem solve. Safety concerns around choking hazards are noted. Extensions incorporating science, math, culture and language are suggested. The activity aligns with several early childhood curriculum goals and frameworks.
The document provides an analysis of different materials that were tested for making a language learning toy for children ages 2 to 4. The analyses include the tools used, any safety rules, and conclusions on the suitability of each material. For the final product, MDF wood was selected as it provides the desired look, is inexpensive, and won't break easily like other tested materials such as cardboard and plastazote. Safety rules for using tools like the laser cutter and scalpel are also outlined.
This document provides an overview of scaffolding instruction for addition and subtraction. It discusses using graphic organizers and manipulatives to build conceptual understanding from concrete to abstract levels. Specific lessons are outlined for pre-kindergarten through second grade that model addition and subtraction using objects, pictures, and number sentences. Representational tools like linking cubes, part-part-whole mats, and base ten blocks are employed to scaffold learning.
Here are some opportunities you may find:
- Ramps can be designed as features rather than just functional elements. Curving ramps can become slides or routes for wheeled toys.
- Changes in level create opportunities for new types of play like rock climbing walls, stepping stones, or platforms with different views.
- Limited mobility is an opportunity to design play that incorporates other senses like touch, sound, smell. Textures, musical instruments, or plantings can engage all children.
Focusing on opportunities rather than problems will lead to a more inclusive design embracing all abilities.
This lesson plan summarizes a STEM activity where students will work in groups to design and build bridges out of various materials to help a gingerbread baby cross a river, as in the story "The Gingerbread Baby". Students will observe what happens to gingerbread cookies in water, then work collaboratively to test different bridge designs. They will measure and record data, then present their bridges and findings. The goal is for students to engage in hands-on problem solving while practicing science process skills and collaborating as a team.
DEEP LEARNING FOR SMART GRID INTRUSION DETECTION: A HYBRID CNN-LSTM-BASED MODELgerogepatton
As digital technology becomes more deeply embedded in power systems, protecting the communication
networks of Smart Grids (SG) has emerged as a critical concern. Distributed Network Protocol 3 (DNP3)
represents a multi-tiered application layer protocol extensively utilized in Supervisory Control and Data
Acquisition (SCADA)-based smart grids to facilitate real-time data gathering and control functionalities.
Robust Intrusion Detection Systems (IDS) are necessary for early threat detection and mitigation because
of the interconnection of these networks, which makes them vulnerable to a variety of cyberattacks. To
solve this issue, this paper develops a hybrid Deep Learning (DL) model specifically designed for intrusion
detection in smart grids. The proposed approach is a combination of the Convolutional Neural Network
(CNN) and the Long-Short-Term Memory algorithms (LSTM). We employed a recent intrusion detection
dataset (DNP3), which focuses on unauthorized commands and Denial of Service (DoS) cyberattacks, to
train and test our model. The results of our experiments show that our CNN-LSTM method is much better
at finding smart grid intrusions than other deep learning algorithms used for classification. In addition,
our proposed approach improves accuracy, precision, recall, and F1 score, achieving a high detection
accuracy rate of 99.50%.
ACEP Magazine edition 4th launched on 05.06.2024Rahul
This document provides information about the third edition of the magazine "Sthapatya" published by the Association of Civil Engineers (Practicing) Aurangabad. It includes messages from current and past presidents of ACEP, memories and photos from past ACEP events, information on life time achievement awards given by ACEP, and a technical article on concrete maintenance, repairs and strengthening. The document highlights activities of ACEP and provides a technical educational article for members.
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Harnessing WebAssembly for Real-time Stateless Streaming PipelinesChristina Lin
Traditionally, dealing with real-time data pipelines has involved significant overhead, even for straightforward tasks like data transformation or masking. However, in this talk, we’ll venture into the dynamic realm of WebAssembly (WASM) and discover how it can revolutionize the creation of stateless streaming pipelines within a Kafka (Redpanda) broker. These pipelines are adept at managing low-latency, high-data-volume scenarios.
Comparative analysis between traditional aquaponics and reconstructed aquapon...bijceesjournal
The aquaponic system of planting is a method that does not require soil usage. It is a method that only needs water, fish, lava rocks (a substitute for soil), and plants. Aquaponic systems are sustainable and environmentally friendly. Its use not only helps to plant in small spaces but also helps reduce artificial chemical use and minimizes excess water use, as aquaponics consumes 90% less water than soil-based gardening. The study applied a descriptive and experimental design to assess and compare conventional and reconstructed aquaponic methods for reproducing tomatoes. The researchers created an observation checklist to determine the significant factors of the study. The study aims to determine the significant difference between traditional aquaponics and reconstructed aquaponics systems propagating tomatoes in terms of height, weight, girth, and number of fruits. The reconstructed aquaponics system’s higher growth yield results in a much more nourished crop than the traditional aquaponics system. It is superior in its number of fruits, height, weight, and girth measurement. Moreover, the reconstructed aquaponics system is proven to eliminate all the hindrances present in the traditional aquaponics system, which are overcrowding of fish, algae growth, pest problems, contaminated water, and dead fish.
Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
Fuel Cells: Introduction- importance and classification of fuel cells - description, principle, components, applications of fuel cells: H2-O2 fuel cell, alkaline fuel cell, molten carbonate fuel cell and direct methanol fuel cells.
Introduction- e - waste – definition - sources of e-waste– hazardous substances in e-waste - effects of e-waste on environment and human health- need for e-waste management– e-waste handling rules - waste minimization techniques for managing e-waste – recycling of e-waste - disposal treatment methods of e- waste – mechanism of extraction of precious metal from leaching solution-global Scenario of E-waste – E-waste in India- case studies.
2. CAD,
Prototyping,
Intended Users
Interview,
observation of
kids playing with
toys and
questionnaire
Table of contents
Research Anthropometry
Knowledge
Elicitation
Product
Description
Research on
child
development
and block play
Anthropometric
considerations.
Involved in
prototyping
01 03
02 04
User Testing
Takeaways
Description of
test, results,
redesign
05
06
4. 2-Year-Old
Hold object in one
hand while doing
something with the
other hand (CDC,
2022)
Begin building with
blocks – horizontal or
stacked
Build 8-block tower
(Montana State
Library, n.d.)
3-Year-Old
String large beads
together (CDC, 2022)
Build 10-block tower
Use scissors
(Montana State
Library, n.d.)
Child
Development
Milestones
5. Fine Motor Skills and
Learning
Study of 156
Kindergarten
children:
“a significant
correlation
between fine
motor skills and
executive
functions was
found” (Oberer et
al., 2017)
Defining fine
motor skills:
“manual dexterity”
tested with various
tasks requiring dexterity
and spatial
organization (e.g.
threading beads,
placing pegs in holes,
placing coins into slots)
(Roebers et al., 2014)
3-4-year-olds’ fine motor
skills assessed before
kindergarten
-
Woodcock-Johnson III
Tests of Academic
Achievement
administered in fall and
spring
Strong fine motor skills
predicted greater
improvement between fall
and spring and higher
scores in the fall
compared to those with
poor fine motor skills
(Cameron et al., 2012)
Study of 3-4-
year-olds:
:
6. Benefits of
Block Play
“building with blocks really develops math
skills, like measuring, counting, and estimating”
“they’re doing what engineers do…they’re
conceiving a problem or something that they
want, a product they want to make…then they
are trying construction, they’re constructing a
prototype and seeing if it works” (Purdue
Extension, 2013)
– Jim Elicker, Associate Professor of Human Development &
Family Studies at Purdue
Block Play Can Teach:
Problem solving, imagination, self-
expression, science, self-esteem, social
and emotional growth
8. Interview
Explanation:
Interviewed a mother of three
– two two-year-olds and one
four-year-old – on the topic of
play and children’s toys. Her
four-year-old has a
fascination with puzzles, and
she wants her two-year-olds
to get into puzzles, but they
struggle to maneuver pieces
and she fears they may choke
on pieces.
Takeaways:
“there is educational value in
play”
Wants her kids to ”have to think”
when they play
Maybe two-year-olds would like
puzzles, too, if they could better
grasp and maneuver the pieces
9. Notes From
Observation
Explanation:
Watched YouTube videos from “family
channels” detailing their children's
favorite toys and providing clips of the
children playing which I used to conduct
a task analysis (kids were 2-3 years old)
Notes:
Parents think play is “good for brain
development”
Want kids to learn shapes, colors, and
problem solving while developing fine
motor skills
Every video involved some form of block
play (wooden blocks, Lego, Duplo, etc.)
10. Quotes From Observation
“Play is all about exploring their environment and building
those skills like fine motor skills and language.”
“I am a stay-at-home mother of two young boys, so
making sure we have toys that engage them, help them
with learning, as well as develop their fine motor skills is
huge for me.” (My Jewish Mommy Life)
“I was amazed at how much they were into building!” (My
Jewish Mommy Life)
12. Task Analysis From
Observations
Playing With Blocks
1. Set-up
1.1. Obtain blocks
1.2. Find suitable play
space
Requires flat play surface -
often floor
1.3. Spread blocks out
on play surface
2. Play
2.1. Grasp block Often done with just one hand
2.2. Decide where to
place block
Must assess whether block
placement fits their design
Generally no deceivable
pattern in shape or color
2.3. Place block
If using blocks w/ linking
mechanism (e.g. Lego), must
get block to proper
orientation
Will often use force (slamming
blocks, pressing them hard) to
try to get them to fit
2.3.1. Apply force to block to
get it into place
3. Clean-Up
3.1. Place blocks back
into storage
bag/container
Key Takeaways:
2–3-year-old children:
are aggressive with toys
tend to use one hand when grasping
and manipulating blocks
don’t seem to create any deceivable
patterns in shape or color
13. Questionnaire
I sent a questionnaire to parents of children aged 4 or under.
For questions in which they were asked to rank options, I
calculated a total ranking score, multiplying the number of
first place responses by five, second place responses by 4,
third place responses by 3, etc. This allowed for easier data
visualization. My questionnaire received 20 responses.
14. 0
10
20
30
40
50
60
70
80
Spark Creativity Help Child Develop Fine
Motor Skills
Teach Them Shapes and
Colors
Teach Concentration Skills Keep Child Occupied
Total
Ranking
Score
Ranking Potential Goals For Toys
16. How much do you agree with
the following statement: “play
is important for a child’s
learning”?
Question:
None At All:
A Little:
A Moderate Amount:
A Lot:
A Great Deal:
Question:
Would you be more likely to
purchase an “open-ended” product
(e.g. blocks or paint) or something
with one correct solution (e.g. a
lego set or puzzle)?
Open-ended Toy:
One Correct Solution:
4
16
0
0
0
0
20
17. Needs Informing Design of Toy
1. Safe
2. Provide some form of educational value
3. Durable
4. “Open-ended” (allow for creativity)
5. Assist development of fine motor skills
6. Assist development of problem-solving skills
19. Anthropometric
Considerations
Determining ideal width
and length of each piece
In my observations, 8 of 9 kids gripped blocks with one hand in
some form of a pinch grip. The ideal block should thus fit snuggly
between the middle finger and thumb of the child.
I will choose to use the middle
finger to thumb length, shown to
the left, for this metric.
Measurements:
Males aged 2-3.5 5th percentile: 4.4 cm
In this age range, males have smaller hands then females, so
I will use the 5th percentile of middle finger to thumb length
for males as the width and length of each piece.
Note:
The 4.4 cm width and length applies to the square that
each piece is based on, it does not account for the male
and female connections which are added to the square.
Takeaway:
20. Anthropometric
Considerations
Determining the thickness of
each piece.
Want pieces to be thick so they are easy for
kids with minimal fine motor skills to
manipulate.
From observations, I estimate that kids grip a block with the portion
of their fingers from fingertip to the beginning of the middle
phalanges. (e.g. shown to the left)
This distance appears to be roughly 1/3 of the finger length, so
I will use this as my metric for the thickness of each piece. I
chose middle finger length as it is the longest finger.
Measurements:
95th percentile of middle finger length of 2–3-year-old children
(male and female): 4.9 cm
Using 95th percentile to accommodate larger hands. Small
hands can easily grip something that is too thick by gripping only
the top of the piece; however, if a piece is too thin, it is harder for
larger hands to grip and maneuver said piece.
Note:
Piece Thickness:
Piece thickness = 1/3 * 95th percentile
middle finger length
Piece thickness = 1/3 * 4.9 cm = 1.62 cm
21. Anthropometric
Considerations
Determining limits for the weight
of each piece.
As kids will be holding pieces
with a pinch grip, it is
important to know their
pinch strength. I will use the
tripod pinch for this metric.
Measurements:
5th percentile tripod pinch strength of the nondominant
hand of 3-year-olds: 2.3 lbs
(Lee-Valkov, 2003)
Takeaway:
The weight of each individual piece cannot exceed 2.3 lbs.
It should not come close to 2.3 lbs as this data is from 3-
year-olds, and this product is intended for use by children
aged 2-3.
22. 𝑩𝒂𝒄𝒌 𝑴𝒖𝒔𝒄𝒍𝒆 𝑪𝒐𝒎𝒑𝒆𝒏𝒔𝒂𝒕𝒊𝒐𝒏 𝒊𝒇 𝒉𝒐𝒍𝒅𝒊𝒏𝒈 𝒂 𝒑𝒊𝒆𝒄𝒆 𝒘𝒊𝒕𝒉 𝒂𝒓𝒎𝒔 𝒆𝒙𝒕𝒆𝒏𝒅𝒆𝒅:
𝐿𝑜𝑎𝑑 𝑜𝑓 𝑝𝑖𝑒𝑐𝑒 = 𝐹 𝑥 𝑑 = 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑠𝑖𝑛𝑔𝑙𝑒 𝑝𝑖𝑒𝑐𝑒 ∗ 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑎𝑟𝑚 = 0.02 𝑘𝑔 ∗ 9.81
𝑚
𝑠2
∗ 0.9525 𝑚 ∗ 0.44
= 0.1962 𝑁 ∗ 0.4191 𝑚 = 0.082 𝑁𝑚
𝐹𝑜𝑟𝑐𝑒 𝑜𝑓 𝑏𝑎𝑐𝑘 𝑚𝑢𝑠𝑐𝑙𝑒𝑠 𝑐𝑜𝑚𝑝𝑒𝑛𝑠𝑎𝑡𝑖𝑛𝑔 𝑓𝑜𝑟 𝑙𝑜𝑎𝑑 𝑜𝑓 𝑝𝑖𝑒𝑐𝑒 =
𝐿𝑜𝑎𝑑
𝑑
=
0.082 𝑁𝑚
0.07 𝑚
= 1.17 N
𝐶𝑆 = −13331.2 − 73.7 𝑥 3 − 962.6 𝑥 1 𝑦𝑒𝑎𝑟𝑠 + 403 𝑥 48 + 79.8 𝑥 14.42 𝑘𝑔 = 4923.32
𝑪𝒐𝒎𝒑𝒓𝒆𝒔𝒔𝒊𝒗𝒆 𝑺𝒕𝒓𝒆𝒏𝒈𝒕𝒉 𝒐𝒇 𝟑 𝒚𝒆𝒂𝒓 𝒐𝒍𝒅 𝒃𝒐𝒚:
Biomechanical Analysis
The weight of each piece is inconsequential to the total compressive strength of a 3-year-old
boy; even if holding a piece with arms fully extended, the piece creates a load on the L5-S1 joint
of only 0.02% of the child’s total compressive strength.
Assumptions of calculations: 0.9525 m tall 3-year-old boy weighing 14.42 kg
(average weight and height of 3-year-old); estimated each piece weighs 20 g
Therefore, any musculoskeletal injuries will be inherent to the child’s posture while playing
and not the nature of the toy itself.
24. What are
PuzzleBlocks?
PuzzleBlocks are essentially a combination of
blocks and puzzles; these thick, square pieces
fit together with geometric male and female
connectors and are designed to naturally fit
the hand of a 2-3-year-old allowing easy
maneuverability. There is no solution, just a
whole bunch of pieces. The child must use
their imagination, linking as many blocks as
they want in any shape they can think of, so
long as the shapes of the connectors are
compatible. Along the way the child will
develop their fine motor skills, problem-
solving abilities, and creativity.
25. Rounded edges
promote safe play
Geometric connectors
encourage shape learning
4.4 cm width and
length of pieces
affords easy gripping
and maneuvering
while preventing
choking
A 1.62 cm thickness provides
perfect amount of surface for
2-3-year-old to grip each
piece
Acrylic material is non-toxic
and durable
26. Intended
Users
Who
2-3-year-olds.
Why
• At 2 children engage in building play w/ simple 2-Dimensional patterns (Montana State
Library, n.d.)
• At 2 kids can use one hand while holding something in the other and can construct 8-10
block towers (CDC, 2022)
• 2 is an ideal age to begin learning shapes (ACA, 2017)
• Older kids welcome to use PuzzleBlocks but it may be too simple or not engaging for them
28. Prototype
Cut shapes out of
foam board.
Glued and stacked
cutouts to obtain
adequate thickness
Colored pieces with
child-safe markers.
Note: was going to
make prototype with
acrylic using laser
cutter, but machine was
broken the week before
I scheduled my user
testing
29. User
Testing
Subjects: two recently-turned three
siblings
Location: their playroom
How: pieces were laid on their floor in
front of them, and they were told there
was a new puzzle for them to play with
Description
Link to video of user testing:
Link
30. User Testing
Metrics
Effectiveness
• Did the user
connect all
pieces together
in some
pattern?
• If not, how
many pieces
were they able
to link together?
Efficiency
• How many ”errors”
were made in the
construction process?
• Namely, how many
times was a piece
picked up and then
put down because the
user was unable to
find a place for it to fit?
• How many times did
they force a piece into
a wrong position?
Maneuverability
• Was the user able
to hold and
manipulate the
pieces easily?
• Did they ever
drop a piece or
display struggles
trying to position
a piece?
Satisfaction
• Did the user
enjoy their
experience
using the
blocks?
• Hard to quantify
and is largely
based on the
user’s feedback.
• Can look at
time on task
31. • First user connected 3/6 pieces
• Second user connected 2/6 pieces
• Seemed to lose interest – left to play with other toys or their pet guinea
pig
Effectiveness:
Efficiency:
Results
User Testing
First User:
• Made two errors: forced a round peg into a square hole and picked up a piece, couldn’t
make it fit, and put it down
Second User:
• Made two errors: twice she picked up pieces and couldn’t find a place for them to fit
• Successfully fit two pieces together and promptly disconnected them – not an error
32. Maneuverability
• Hard to quantify.
• Neither exhibited any difficulty maneuvering pieces.
• Easily grasped and positioned pieces with one hand.
• Zero pieces were dropped accidentally.
Satisfaction
• The first user spent 1’ 30” on task while the second spent only 50”.
• When asked “Did you like the puzzle?” the users responded with a
simple, “yes”.
• When asked whether they liked to make different shapes with the
puzzles, the users said ‘”mhm” and nodded their heads.
• Time on task seems to conflict verbal responses
User
Testing
Results
33. While I do want the toy to remain
challenging, I think that there is
room for improvement in
effectiveness. In a redesign, I may
consider adding magnets to the
connectors which would encourage
proper alignment of the pieces and
would also reduce errors.
Add magnets.
I noticed that the second user
tried to connect pieces based
on color which was not my
original intention. This suggests
color-coding the connectors –
e.g. making all round pegs and
holes blue - could help users
connect more pieces while
simultaneously reducing errors.
Add color-coding.
Redesign
Applying what I learned in user testing to
the redesign of PuzzleBlocks.
34. Further Notes on the User Testing
• Major distractions were present during user testing – other toys,
guinea pig, snacks
• Distractions could have played a roll in the users’ relatively short time
on task
• I had my sister conduct the testing as she was baby sitting two kids of
appropriate age at the time
36. The
App
Link to the design:
Link
Link to prototype for
iPhone 8 Plus:
Link
Note: the design is
responsive and can
be adapted to fit any
phone or tablet size
37. Design Considerations on the App
I used Nielsen’s HCI Heuristics to design and evaluate my app.
#1: Visibility of system status:
• Headers on each page tell user which section they are in
• Buttons change color when pressed
Selected
Non-Selected
#2: Match between system and the real world:
• Simple language used – simple, intuitive interface
#3: User control and freedom
• Back buttons at the top of the “Directions” and “Pictures”
pages allow user to quickly return to the home-screen
• Menu button at top of home screen (and buttons at
bottom of screen) provide quick access to app’s functions
#4: Consistency and standards
• Font and colors are consistent throughout app
• Standards: N/A
r
38. Design Considerations on the App
#5: Error prevention:
• Can’t think of any possible errors
• Back button on each page to “undo” mis click of a button
#6: Recognition rather than recall:
• Buttons are labeled so user doesn’t need to remember
their function
#7: Flexibility and efficiency of use
• N/A – no short cuts as interface is very simple
#8: Aesthetic and minimal design:
• Simple color scheme
• Only essential information; images do not distract from
important info
#9: Help users recognize, diagnose, and recover from errors
• N/A
#10: Help and documentation
• N/A
39. I did not have time to conduct
any usability testing with the
high-fidelity prototype of my
app, thus my only iterations
are it and the wireframe
(shown to the right).
Design Iterations on the App
I received some feedback on
my wireframe from friends
and parents who suggest I
simplify the “Pictures” page
and put a “Back” button at
the top of both the ”Pictures”
and “Directions” pages that
returns you to the “Home”
page.
40. Discussion
and
Reflection
Takeaways from product
development:
• Don’t get too attached to a particular
concept or design as user research may
reveal major flaws with said design
• Don’t assume you know how the user will
interact with your product – you need to
think about all possible affordances of the
design
• It takes a lot more work than I expected to
go from a concept in my head to a physical
product – need dimensions based on
anthropometry, a 3D model in CAD, a
prototyping plan, material choice, etc.
41. Discussion
and
Reflection
Takeaways from app
development:
• Figma is a wonderful tool once you
understand how to use it, BUT there is a
significant learning curve
• Heuristic review is an efficient and effective
way to assess a user interface (i.e. I will never
forget Nielsen’s 10 HCI Heuristics)
• Wireframing is a very quick way to get a low
fidelity prototype to show to potential users
before you waste your time in Figma
designing something that has major usability
errors
42. Discussion
and
Reflection
Favorite quotes from lecture:
• “Always design for the back of the room”
• “it is insufficient to just make the technology
work, the people need to actually be able to
use it”
• “this is a profession where coming in naïve is
an asset”
Main takeaways:
• Can’t downplay the importance of
affordances (there are Norman doors in the
brand-new Cummings building)
• Never assume
• Always put the user first
• It is your fault if someone gets hurt using your
design
• Design is a process, and one that should not
be done alone
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https://www.youtube.com/watch?v=jME3M5nw2lI
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