Challenge Statement
Bioinstrumentation is a required course in more than 75% of accredited BME programs.1
Like many other institutions, the bioinstrumentation lab at the University of Massachusetts
Lowell (UMass Lowell) is a junior level course designed to provide the students with
fundamental understanding of electrical circuits, circuit components, and bioinstrument
design. The course meets weekly and the students progress through a series of labs
where they build, test, and troubleshoot basic biosensor circuits. Example labs include
building voltage dividers, active and passive filters, electrocardiogram (ECG), and
electromyograph (EMG). Typically, these labs use a variety of equipments including
function generators and oscilloscopes. At UMass Lowell, we utilize the iWorx BIK-TA
BioInstrumentation Physiology Teaching Kit.2 For the latter half of the semester,
the lab course culminates in a team design project. For these projects, the students
are typically placed into groups of 2-3 students to create an instrumentation device.
The groups must propose, design, and execute a self-directed project to convert a
raw biological signal into physiologically relevant data. This bioinstrument is expected
to detect a signal with a chosen biosensor, modify this analog signal, and then supply
a digital output. The groups must also conduct data analysis and then report their
findings with an oral presentation and a scientific report.
UMass Lowell transitioned abruptly to remote learning during the spring semester of 2020
during which students were preparing to conduct their last lab (EMG) and begin their
final semester project in groups of 2-3 students. Several challenges were presented
in transitioning this bioinstrumentation lab—with a big project—to online. First,
students were working from home without access to the equipment available from campus.
Without access to sensors, circuit boards, function generators, and oscilloscopes,
it was almost impossible for students to gain the hands-on experience of designing
and building their own circuits. Second, the students had also lost access to each
other. This made it difficult to facilitate group work and to provide support as students
worked on their projects.
Novel Initiative
Since the students no longer had access to the iWorx teaching kits and biosensors
available in the lab, alternatives were explored which allowed students to still build
and test circuits from home. It was determined that a cheap alternative is for each
student to purchase the ELEGOO UNO Project Basic Starter Kit with Tutorial and UNO
R3 Compatible with Arduino Integrated Development Environment (IDE) (~$18).3 The Arduino
systems are low cost systems, agnostic towards a student’s operating system availability,
and have previously been used in STEM education, and in biomedical engineering.4–6
Each student purchased this kit online and the kit was shipped to their homes within
2–5 days. The students were to be reimbursed for the cost if they chose to return
the kit to campus.
Up to this point the students had been using a different interface and software, thus
a quick transition plan needed to be created for the students to familiarize themselves
with the Arduino platform. The students were tasked with learning this new platform
while simultaneously researching their project topic. To help the students learn the
new Arduino environment, Autodesk Tinkercad© circuits was used.7 Tinkercad© circuits
is a software that simulates electrical circuits and components which has previously
been used in science instruction.8, 9 The Tinkercad© circuits feature enabled the
students to start building and simulating virtual Arduino circuits on their platform.
Tinkercad© has created a series of YouTube instructional videos that were perfect
for introduction to the system. A class was setup on the Tinkercad© platform and the
students were instructed to complete all the Learn Arduino with Tinkercad© Circuits
YouTube videos.10
The students were also taught about the Zoom video conferencing, which allowed them
to communicate with their group members, TAs, and instructor. Before the first Zoom
meeting, the students were advised to have open-source Arduino Software (IDE) installed
on their computer. Each week the students attended their regularly scheduled lab via
Zoom. The lab would start with a general update regarding where the student should
be in their project and what was expected of them in the coming weeks. This often
involved a demo of a model project created by the instructor, and the availability
of pre-recorded videos in specific topics needed for the project. Topics included
citation management, report design, data analysis, and creating a professional PowerPoint.
Once these points were covered, the instructor used Zoom to assign each group to a
“breakout room.” Then TAs and instructors were added to these breakout rooms by priority
as determined by questions from the groups, the instructor’s relevant background knowledge
of the projects, project status, and teaching assistants’ (TA) background.
The students could then start working on their project together. Students used this
time to talk to each other about the project, assign portions to the project, and
do concurrent builds using the Arduino kit and Zoom in group breakout rooms. There
were frequent check-ins from instructor and TAs to answer questions. Answers to common
question was announced to all students and provided on blackboard.
Students were able to work through most problems during regular course time and requested
additional time with instructor as needed. These additional meetings became more frequent
towards the end of the semester when final debugging of their biosensor was occurring
before their presentation. An Excel spreadsheet was made to aid monitoring of project
progress which included the project concept, components they were working with, and
notes on progress or issues. This also facilitated pairing of groups with TAs and
kept track of hours.
All students used the same components as provided by the instructor. This is vital
to avoid shield model version confusion, and reduces the instructors’ need to familiarize
themselves with more components. Therefore, multi packs of components were often picked
from Sparkfun, Digikey, Adafruit or Amazon and then distributed. One component of
each type was retained with the instructor for build assistance.
With all the students working on the same base Arduino UNO module, Arduino IDE software,
and components, the instructors could easily mimic students’ builds for troubleshooting.
Students would upload their schematics and codes to Autodesk Tinkercad© circuits.
Then, all group members and instructors would download the same code, upload it to
their device, and check the response. This allowed everyone to start at the same build
before testing and troublshooting in real time while on zoom.
Reflection
Instructor Reflections
In project guidelines, more latitude was provided in terms of biological signals measured
to allow for the unique scenario of at home research. In the original plan of the
class, once the groups completed the project, they were supposed to present it to
their peers. In the remote format, the groups created a power point presentation with
embedded videos which they recorded using Zoom. This allowed for all members of the
group to participate in the presentation. The link to the presentation was provided
to the instructor, either as a Zoom recording or as a YouTube recording. With permission
from students, sample presentation videos are available below. A Google Sheets survey
(provided in the supplementary materials) was created with the link of every presentation
and the grading rubric allowing the students to score their peers. Finally, they were
asked which project they liked best and why. This survey was also used by the instructor
and TAs and all scores, including peer scores, were used in the final grade. Slightly
more weight was applied to the instructor’s and TAs’ scores.
The projects chosen by students were more ambitious than those seen in previous years.
In the previous year, projects included night lights or fire alarms with the most
ambitious being a photoplasmograph. However, most of the groups were not able to provide
a working prototype. Interestingly, with the remote learning using the Arduino system,
the level of complexity rose significantly. The simplest projects involved rotating
a plant to optimize light exposure, which was first designed in Tinkercad © circuits
(Fig. 1) and subsequently built and tested. Examples of more ambitious projects included
posture alert systems to improve worker ergonomics,11 an EEG to detect patient emotions
for non-verbal autistic patients,12 a prosthetic hand that incorporated EMG to move,13
and an epileptic seizure detection system.14 All of these projects were successful
in obtaining basic data, however since the scale of the project was very ambitious,
additional improvements were needed.
Figure 1
Tinkercad circuit representation of one student group’s project to orient a plant
towards the light to improve growth, with the final goal of improving crop yield to
decrease environmental impact of agriculture.
One potential challenge of this method is the range of different components used and
the need to find relevant product information. It was useful to create a folder with all
product information sheets and notes on known issues to be shared with students and
TAs. Example issues included different pinout orders from those used in class, special
power requirements, etc.
An unforseen benefit of the new format was that every group created a video recording
which allowed students across different section to watch all the presentations. In
addition, these recordings have become a departmental resource for students in future
courses and for recruiting.
Student Feedback
During the final survey, student feedback was also solicited to determine what students
liked and did not like about the remote labs. The students like having their own Arduino
UNO system to work on, because it allows them to work at their own pace and repeat
specific exercises to make sure they understand the concept. They even mentioned that
they would have liked to have Arduinos at the beginning of the semester, instead of
when it was introduced during the transition. Some students felt like switching midway
created a larger workload to have to re-learn a new data acquisition system though
this should not be an issue if planned for the beginning of the semester.
The students also stated that using Autodesk Tinkercad© circuits allowed the group
to work on the same project and code and test ideas before they built the circuit
physically. It also allowed them to easily share schematics and code with each other.
However, they still wanted to be able to meet with their partners in small groups
to troubleshoot during the project, especially in the final week when working on the
prototype. Being able to present together would also be optimal since some of them
had issued with IT equipment—making recording on Zoom unreliable and reduced the audio
quality of the presentation. With the quarantine restrictions being eased, some in-person
meeting is a possibility, as well as a face to face meeting with the instructor as
needed.
Overall, the adaptation of an Arduino system for an at-home bioinstrumentation lab
was successful. While it might be more cumbersome for the instructor to coordinate
purchasing of Arduinos and circuit components, the overall result was positive. With
the Zoom platform, the instructor was able to effectively teach the course topics
and aid with student troubleshooting. Students also enjoyed being able to do hands
on activities at home and some students mentioned that they enjoyed this system better
since they were able to work on it by themselves.
When talking to the students to obtain their thoughts about what part of the changes
they would like to continue to use after the COVID-19 pandemic, the overall impressions
were positive. They liked having their own system that they could use at home to practice,
and access to tutorials that could assist them. They also stated that there were a
lot of resources that they could access when designing their projects on an Arduino-based
system, and that components came with libraries of basic code. They stated that they
felt that this would prepare them for industry by teaching them how to research and
implement commercially available components. Some students reported that this experience
with the Arduino systems and the “Maker” experience has helped them during their interviewing
process, and in securing a job post graduation.
Given this feedback, if the class is taught remotely, the Arduino system will be the
base system for labs. However, given the success and simplicity of this system, we
plan to introduce the Arduino system to students at the beginning of the semester
before transitioning to the more complex iWorx system. This will allow them the creative
freedom that an Arduino based project provides that was previously not possible.
Electronic supplementary material
Below is the link to the electronic supplementary material.
Supplementary File 1 (DOCX 23 kb)