Modular and extensible lesson on optical fibre communication for youths

Abstract

Optical fibre communication enables the global internet, but few youths ever learn about how it works, even at a basic level, until tertiary education. While some middle school curricula might include simple geometrical optics concepts like reflection and refraction, they often lack contextual linkage to worldwide telecommunications. Through our studies, we have found that students are more engaged in the learning process when the material directly relates to real life. To address this gap, and moreover to tackle the issue of the STEM skills shortage, we have designed a self-contained lesson to introduce youths to this topic. It is modularised into three parts, beginning with using light to communicate Morse code, and then covering advanced themes such as multiplexing and fibre guidance based on total internal reflection. The modules can be taught sequentially or individually depending on educational level. They emphasise a more phenomenological than theoretical approach and include hands-on activities using easily obtainable materials. We outline the lesson and pedagogical guidelines for classroom settings, as well as evaluate actual classes run. This lesson can be flexibly implemented in formal classes or through educational outreach programmes.

Culturally Relevant STEM (CReST): An Integrated Support Curriculum for High School Chemistry and World History

“…Studies implementing modular STEM learning as a method of enrichment of the traditional curriculum [24,25] have been shown to increase student learning. These studies show a positive correlation to implementing STEM modular lessons within science classes to incorporate more real-world application in the learning experience.…”

Demonstrating the Use of Optical Fibres in Biomedical Sensing: A Collaborative Approach for Engagement and Education

“…While several formal engagement papers have been published [5][6][7][8], literature dedicated to and learning from engagement can remain hard to find. Although some examples of knowledge exchange around engagement do exist [9][10][11][12][13][14][15][16][17], activities and materials are generally not readily available for the wider research community and often not reviewed by peers. This results in long design/test/optimisation phases to develop new activities that could be minimised by further promoting knowledge exchange in the field.…”