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HBO/WO

MBO

2023

Maker Lab course description

This Maker Lab course description is an internal document which communicates the structure of the course to students. Some extra comments are also included for the benefit of interested instructors.

Document

Forrest Bradbury

2023

Maker Lab Assignments: Two Main Open Inquiry Projects

Two thirds of the Maker Lab course is dedicated to two large open inquiry projects which students conceive, design, and carry out in pairs. As detailed in Appendix 1 of the Maker Lab course description (linked below), there are seven rules limiting students' open inquiry project topics: projects must involve empirical research in one or more of the natural sciences the research methods must utilize quantitative modeling of empirical measurements the research methods must utilize an Arduino in some non-trivial way (usually for controlling electronic sensors, or sometimes just using its voltage measurement capabilities) something in the inquiry must go beyond high school level science: the research methods (measurement techniques and/or mathematical modeling) and/or the scientific phenomena being studied projects must be doable within the allowed time, with some buffer for inevitable failed trials or delays and time to iteratively improve • no more than 40 euros may be spent per project (often for buying a new kind of sensor or various unstocked equipment or supplies). Basic supplies are already included in the student toolboxes and many other types of equipment are already in-stock in the Maker Closet, so permission must be asked and granted before purchasing items. The costs (including shipping) will be reimbursed if reusable equipment will be returned (or if consumable items are used sparingly) and if official receipts of purchases are submitted. Finally, since the projects are relatively short, shipping times need to be a couple days max and shipping from outside the EU is not possible (due to long delays in customs). students must follow safe and ethical practices in their work, where safety is regulated by adhering to equipment user manuals and discussions with instructor (and direct supervision and/or help if dangerous equipment or substances are required), while ethical practices begin by following AUC’s ethics checklist and oversight procedures for pursuing any experiments with humans, animals, data or property of others, or environmental systems. See Canvas for more information. The subpages below link to the following: grading form for pre-recorded video "Midway" presentation grading form for pre-recorded video "Final" presentation Maker Lab course schedule (example) where the open inquiry supervision process is detailed per class-session Maker Lab course description, which includes practicalities of the open inquiry process and assessment Lecture Notes chapter 6: Empirical Research Process (a rough guide to the iterative process of empirical open inquiry) Additionally, this page itself includes two documents: a template for the students' pre-proposal at the start of each open inquiry project (which must be approved by the instructor) a template for students' electronic lab journals (which is not currently assessed for the course grade) Both of these template documents are Jupyter Notebook files. If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the PDF documents (also attached) will give an idea of their content and functionality.

Forrest Bradbury

2023

Maker Lab complete set of JupyterPython-materials zip file

This a zip file of all the course's Jupyter Notebook documents, bundled together here for the convenience of anyone wanting to use them within Jupyter Notebook*. The Maker Lab course uses Jupyter Notebook documents in several ways: for Readings for Students (specifically the "lecture notes") and for Assignments (both descriptions and templates). These individual files are found in the relevant pages here on Edusources - and also shared in PDF form so that they can be viewed without using Jupyter Notebooks. However, in order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is best to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via this JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. *Note: there is a text file within this zip file with instructions for installing Python and Jupyter Notebook.

Document

Forrest Bradbury

2024

How to design open inquiry labs

In this article we show how student “open inquiries” in undergraduate labs can be powerful teaching and assessment methods. In such open inquiries it is the students who define the question they want to answer, formulate the hypothesis, search for information, design and carry out experiments to reach their goal, and share their ideas, needs, and results with others. This student agency afforded by open inquiry trains critical thinking, teaches students to learn from failure, and requires effective science communication in authentic contexts. Adapting open inquiry methods for the first time can be especially daunting for instructors who have no examples to draw upon. To address this challenge we explain the findings of a diverse group of five lab instructors and an educational researcher who have compared open inquiry practices in different contexts. As a group, we formed a Community of Practice dedicated to “Supporting students’ scientific Open Inquiries in Labs” (aka SssOIL). The commonalities across our diverse project team suggest some defining features and best practices. By sharing our findings and example course designs and materials, we hope to aid instructors in adapting more open inquiry teaching methods in their own lab courses. Any questions about this article can be addressed to Forrest via: forrestbradbury@gmail.com or to our team via: S3OIL@outlook.com

Document

Forrest Bradbury, Simone Mesman, Morten Stromme, Paul Logman

13 september 2024

Veiligheid in het labo: Cursus

Dit leermiddel richt zich op het aanleren van veilige werken in het laboratorium. Leerlingen leren de basisprincipes van laboratoriumveiligheid, inclusief het herkennen van veiligheidssymbolen, het juiste gebruik van glaswerk en het gebruik van chemische stoffen. Het thema biedt opdrachten die leerlingen bewust maken van de risico's en de nodige voorzorgsmaatregelen die zij moeten nemen om veilig te kunnen werken. Daarnaast zullen de leerlingen een poster maken die de belangrijkste veiligheidsregels visualiseert.

MboWebsite

Auteur onbekend

1 januari 2025

Information for cruise participants

This document gives information for participant of a (virtual) oceanographic expedition, for example when doing the VirtualShip Classroom.

Document

Emma Daniels, Erik van Sebille

30 april 2025

PFAS – Persistent Micropollutants in the Water Cycle

This report presents the final course material that was developed for the online learning module on persistent micropollutants – PFAS. The document can be used as a stand-alone manual to fully individually follow the entire course, from week to week. It includes the links to the video materials that were developed for the course within the project, fully integrated within the reading material. The course forms a bridge between scientists and professionals working in the water cycle. So far, the information on PFAS has been available in a scattered manner, making it difficult for non-experts to get a complete introductory overview. This course was designed to compile information on PFAS through the water cycle, from production to use and final treatment. The course is built up in an intuitive way: it starts with a general introduction on the origin, chemistry and nomenclature of PFAS; national standards and reported concentrations in the urban water cycle are presented; analytics are explained; the course concludes with technologies for separation and final destruction of PFAS. Each chapter (or week) contains written textbook material, videos and additional reading material. Development of the course has been a co-production between PROMISCES and TU Delft, as TU Delft has an extensive educational support system including a professional recording studio and an expert learning assessment system for engineering education. All materials including videos are freely available for the general public. If the learner wants the full experience of having virtual classmates, get access to all exercises and receive a certificate and credit points after successful completion of the course, one can register at online-learning.tudelft.nl. The course was developed by two environmental engineers with a professional educational background (Mariska Ronteltap and Kim Lompe). The educational videos include knowledge clips (recorded lectures in a studio), videos in laboratories, interviews with PROMISCES project partners and videos on location. To be able to follow the course a basic understanding of chemistry is required; other than that, the course is fully understandable for non-experts. Collaboration between TU Delft, Delfland Water Authority, and the EU Project PROMISCES.

Document

Kim Maren Lompe, Mariska Ronteltap

1 september 2023

Full course materials minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam is a full-time, semester-long program (30 EC), guiding students through biomimicry's principles. This minor employs a hands-on approach where participants design bio-inspired prototypes, from ideation to execution. Utilizing UvA's Makerspace, students make use of advanced tools to create viable technological applications that mimic nature’s solutions. The curriculum integrates theory with prototyping workshops, including 3D-printing and programming, adding up to a multidisciplinary learning environment. Directory of Resources: •⁠ ⁠The full course description •⁠ ⁠Detailed learning goals and assessments •⁠ ⁠Assessment rubrics- rubrics

Website

Morten Stromme

1 september 2024

Learning objectives minor Science, Technology & Innovation: Biomimicry

The learning objectives of the Biomimicry minor blend theoretical understanding with practical skills. Students engage with a broad spectrum of scientific disciplines including chemistry, biology, physics, and engineering, gaining a comprehensive grasp of biomimicry principles. Practical objectives emphasize hands-on experiences, where students apply these principles through advanced prototyping techniques such as CAD, 3D printing, and microcontroller programming. The course aims to enhance students’ abilities to think critically and solve problems creatively, preparing them to design and execute bio-inspired projects. Additionally, the program nurtures team collaboration and communication skills, essential for articulating project insights to diverse audiences, and managing long-term, complex projects effectively.

Document

Morten Stromme

1 september 2023

Course description Minor Science, Technology & Innovation: Biomimicry

The Biomimicry minor at the University of Amsterdam, coded 5142DPB30Y, semester-long, 30 ECTS course offered in English from September to January. Targeted at third-year science bachelor students, the program explores biomimicry—a scientific method that draws inspiration from nature to solve modern technological challenges. The curriculum consists of a blend of lectures, workshops, and hands-on project work in the UvA Makerspace, where students apply their learning to develop real-life prototypes. The program culminates in the creation of a bio-inspired robot, resulting in the integration of acquired theoretical knowledge and practical skills.

Document

Morten Stromme