IoT Gas and Temperature Monitoring Interface of a Low Temperature Pyrolysis Reactor for the Production of Biochar

Naveda, Nestor Luis Brito; Jung, Julie Youjin; Давыдов, А. М.; Dhillon, Pavandeep Singh; Hung, Yun Hua; Lee, Mark; Radu, Jasmine; Bach-Raabe, Oakley; Hayden, Connor Michael Thomas

doi:10.1109/iemcon.2019.8936257

2019 IEEE 10th Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON) 2019

DOI: 10.1109/iemcon.2019.8936257

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IoT Gas and Temperature Monitoring Interface of a Low Temperature Pyrolysis Reactor for the Production of Biochar

Nestor Luis Brito Naveda

Julie Youjin Jung

А. М. Давыдов

et al.

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“…APSC 1010 and CPSC 1490 sample projects: (a) Gas-monitoring system,[54], (b) Arduino-based coaster, (c) Kerbal space game controller, (d) Smart glove prototype for the physically impaired[55], (e) Pedal powered electric generator, (f) Electricity generation using Peltier tile, (g) Prototype for automatic blind opener, (h) Turn-signal bike jacket prototype, (i) Wind turbine prototype, (j) Origami-inspired portable solar panel[56], and (k) Solar-tree prototype.…”

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Makerspaces in First-Year Engineering Education

2019

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Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

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Makerspaces in First-Year Engineering Education

2019

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IoT Gas and Temperature Monitoring Interface of a Low Temperature Pyrolysis Reactor for the Production of Biochar

Cited by 1 publication

References 21 publications

Makerspaces in First-Year Engineering Education

Makerspaces in First-Year Engineering Education

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