Tag: STEM Outreach

Welcome to UMP STEM Lab Arduino programming course! In this  program, we look into Arduino microcontrollers and explore various activities to help you grasp the fundamentals of programming and electronics. Whether you’re a beginner or have some experience, this course will provide you with the knowledge and skills to create your own projects and inventions.

In our course, you’ll engage in a series of hands-on activities designed to familiarize you with Arduino programming and electronics. You’ll start with Activity 1, where you’ll learn the basics of controlling multiple LEDs using Arduino digital pins. Moving on to Activity 2, you’ll simulate a traffic light system, gaining insights into sequential programming concepts. Activity 3 introduces you to light sensing using a photoresistor, delving into analog input principles. Next, in Activity 4, you’ll interface analog sensors with Arduino, controlling digital outputs based on sensor readings. Activity 5 focuses on integrating an OLED display for data visualization in your projects.

In Activity 6, you’ll explore distance measurement using ultrasonic sensors, with applications such as obstacle detection. Activity 7 involves interfacing potentiometers and buttons to interact with your projects.

Then, in Activity 8, you’ll grasp servo motor control to add dynamic motion to your creations. Activity 9 combines OLED displays and ultrasonic sensors for advanced projects, offering both visual feedback and distance sensing capabilities. Finally, Activity 10 explores color mixing and control of RGB LEDs, enabling you to create captivating visual effects. Through these activities, you’ll build essential skills and knowledge to embark on your Arduino programming journey.

Objectives

1. Through practical exercises and projects, participants will actively engage with Arduino programming, allowing them to familiarize themselves with coding practices, syntax, and techniques specific to the Arduino platform. By working directly with the hardware, they’ll gain confidence in their programming abilities and develop a deeper understanding of how code interacts with physical components.
2. In addition to programming, participants will learn about fundamental electronic components such as LEDs, sensors, motors, and displays. They’ll explore how these components interface with Arduino boards, understanding concepts like voltage, current, and digital and analog signals. This knowledge will empower them to design and troubleshoot circuits effectively.
3. A key aspect of Arduino programming is interfacing with sensors to gather data and controlling actuators to affect the physical world. Participants will learn how to read sensor data accurately, process it within their Arduino programs, and use that information to control motors, lights, displays, and other output devices. This skill is crucial for building interactive and responsive projects.
4. Each activity in the course is designed as a project-based learning experience, where participants encounter real-world problems and challenges. By working through these projects, they’ll develop problem-solving skills, learn to debug and troubleshoot issues, and gain the confidence to tackle increasingly complex problems independently. This approach fosters creativity and innovation as participants learn to apply their knowledge to unique situations.

By the end of the course, participants will have acquired a solid foundation in Arduino programming, electronics, and project development. They’ll be equipped with the skills and knowledge necessary to conceive, design, and implement their own Arduino projects and inventions. Whether it’s designing a home automation system, a robotic prototype, or an interactive art installation, participants will have the tools to turn their ideas into reality.

Throughout the course, participants will not only learn the specific syntax and functions of the Arduino programming language but also fundamental programming concepts applicable to any programming language. These include iterative processes using loops, decision-making using conditional statements, and organizing code execution using sequential statements. Mastery of these programming skills enhances participants’ ability to write efficient, readable, and maintainable code, essential for any programming endeavor.

UMP STEM Lab Arduino Robotics Synopsis can be found here.

31 students and teachers of SBPI Tun Abdul Razak, Pekan (Batch 3) had participated in this program. Participants went through activities involving Arduino Programming and electronics systems.

Thank you Cikgu Hamidah for coordinating the communication between UMP STEM Lab and the school.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UMP STEM Lab Arduino Robotics Synopsis can be found here.

30 students and teachers of SBPI Tun Abdul Razak, Pekan (Batch 2) had participated in this program. Participants went through activities involving Arduino Programming and electronics systems.

Thank you Cikgu Hamidah for coordinating the communication between UMP STEM Lab and the school.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UMP STEM Lab Arduino Robotics Synopsis can be found here.

33 students and teachers of SBPI Tun Abdul Razak, Pekan (Batch 1) had participated in this program. Participants went through activities involving Arduino Programming and electronics systems.

Thank you Cikgu Hamidah for coordinating the communication between UMP STEM Lab and the school.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

IEEE TRYEngineering

IEEE STEM Champion for the 2024-2025 term were announced yesterday, and I am honored to be listed !

This opportunity holds great significance for me as I believe it will connect me with a network that can further my passion for STEM education, particularly in digital making skillsets, and allow me to contribute to empowering the next generation of technology innovators and problem solvers.

My involvement in STEM Outreach dates back to 2016, with a focus on digital making skillsets encompassing programming, physical computing, and 3D modeling. Through the UMP STEM Lab, we’ve developed various modules tailored to specific outreach objectives, including robotics, computational thinking, media & information literacy, web development, coding, and game making.

One of the most rewarding aspects of STEM outreach is the challenge it presents: explaining complex concepts, such as electronics engineering principles, in simple terms. As an educator, this challenge pushes me to continuously improve and innovate in my teaching methods, finding creative ways to make STEM subjects accessible to all students.

I firmly believe that overcoming this challenge not only enhances my skills as an educator but also equips me to inspire and empower students to pursue their passions in STEM. It’s a journey of growth and learning, both for myself and for the students I have the privilege to teach.

I am dedicated to ensuring that students at all levels, from undergraduates to school children, are equipped with the right skills and knowledge. Within the framework of the UMP STEM Lab module, we prioritize a collaborative approach that involves undergraduate students becoming mentors to younger school children. This intergenerational collaboration fosters a sense of community, nurturing curiosity, critical thinking, and a passion for lifelong learning.

Engaging in STEM outreach has brought me immense fulfillment. Observing students delve into STEM concepts, such as robot making and computational thinking in programming, fills me with joy and satisfaction. Witnessing their eyes light up with curiosity and excitement upon completing modules is truly rewarding.

The STEM Outreach program for school-aged students that I am most proud of is the open-source robotics program. This program provides students with a hands-on experience in various digital making skillsets, including programming microcontrollers, exploring physical computing concepts in robotics application, and creating detailed 3D models.

One of the most rewarding aspects of the robotics module is witnessing the students’ engagement and excitement as they learn to code microcontrollers to interact with sensors and create their own electronic circuits for robots. This hands-on experience not only teaches them valuable coding skills but also introduces them to the world of sensors and electronic systems. Additionally, when students are able to make their own electronic circuits and code them to be functional, such as designing a line-following robot or obstacle avoidance mechanism, it further enhances their understanding of robotics principles and fosters a sense of accomplishment and confidence in their abilities.

Moreover, the robotics module offers a comprehensive learning experience that covers a wide range of skills within the digital making domain. From programming to 3D modeling, students have the opportunity to explore various aspects of technology and develop their interests.

I am particularly proud of the robotics program because it encourages collaboration and problem-solving among students. Being part of the students’ journey to solve their challenges in learning to make and code robots has been a truly rewarding moment for me. Seeing them work together to overcome obstacles and achieve their goals fills me with pride and reinforces my belief in the power of STEM education to inspire and empower young minds.

As I step into my new role as an IEEE STEM Champion, I am eager to continue making a positive impact in my community and beyond. I am committed to conducting engaging STEM outreach events, sharing results with the vTools platform, and actively participating in the Pre-University STEM Community. Additionally, I’m excited to serve as a reviewer for STEM grants and programs, contribute to promoting IEEE’s pre-university education initiatives, and help build a vibrant STEM outreach volunteer community.

Together, let’s inspire the next generation of technology leaders and change-makers through the power of STEM education.

 

 

 

I had the incredible opportunity to be in Petrosains KLCC in a a pre-workshop focusing on developing a learning module for an AI line tracer. Hosted by a team of experts (Dr Fauzan and Aein) in robotics and AI technology, the workshop deals with the innovative process of retrofitting an existing Arduino robot with a camera module to enable advanced image processing capabilities.

The centerpiece of the workshop was the integration of a camera module, specifically the ESP Cam, into the Arduino robot. This integration was facilitated through a serial connection, utilizing a soft serial approach to convert digital pins into serial inputs. Before attaching the ESP Cam to the Arduino, the camera module underwent initial coding to capture images using the AIthinker ESP camera module. These captured images were then fed into an AI image processing platform called Edge Impulse (https://edgeimpulse.com/) , where the magic truly began.

The task at hand was to train the system to detect specific images, namely images representing wind, water, and sun. This process, known as clustering, involved training the Edge Impulse platform with the collected images. Edge Impulse, as one of the available web AI platforms, utilizes sophisticated algorithms to process and classify images. Once the images were trained, Edge Impulse generated an Arduino library with AI image classification capabilities, enabling the Arduino robot to recognize and respond to the detected images.

The integration of the AI image processing module into the Arduino robot was a meticulous process. Due to the limited number of pins on the Arduino Nano, a soft serial approach was employed to establish communication between the ESP Cam and the Arduino. This involved coding two digital pins to serve as a transmit (TX) and receive (RX) interface for the serial connection.

Using a block programming approach known as Tinkercode, the Arduino robot was programmed to follow a line track while simultaneously activating the camera to “see” images. Additionally, the gripper mechanism on the robot was coded to release or block whenever the right image was detected, adding an extra layer of functionality to the system.

The workshop – master class – brought another perspective of  robotics education, showcasing how AI image processing can be seamlessly integrated into Arduino-based systems. With the ability to detect and respond to visual stimuli, Arduino robots equipped with AI capabilities hold immense potential in various applications, from automated manufacturing to environmental monitoring. This serve as a perfect playground to nurture interest and skills in digital making skillsets =).

Nurul – May 7th, 2024

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The anticipation is over as the 6th year of the RBTX 2024 Challenge is officially launched, marking yet another exciting chapter in the robotics competition in Malaysia. With three distinctive tracks – Line Tracing, Sumo, and Innovation – this year’s challenge promises to be a platform for creativity, collaboration, and technological advancement.

For years, being part of the RBTX community has been nothing short of a privilege. The open concept, which allows any robot to participate, stands as a strong commitment of democratizing robotics. This inclusivity not only fosters diversity in ideas and approaches but also empowers aspiring innovators from all backgrounds to showcase their talents on a prestigious platform.

As a participant – advisor, or enthusiast, the journey through RBTX has always been enriching. Interacting with fellow advisors, science communicators, and the esteemed team at Petrosains has been an invaluable learning experience. I am truly humbled by this opportunity. Each encounter has broadened horizons, sparked creativity, and instilled a deeper appreciation for the transformative power of robotics. Through this journey, witnessing the impact of robotics education on aspiring engineers keeps me inspired in my passion for engineering education. It reinforces my belief in the importance of hands-on learning experiences and mentorship in shaping the next generation of innovators in the field.

This year, the addition of AI to the Line Tracing track adds a new dimension of challenge and opportunity. Participants are now tasked with leveraging artificial intelligence to identify objects, plot the shortest route, and accurately place objects along the path. This innovative twist not only tests technical prowess but also encourages participants to explore the boundless possibilities of AI in robotics applications.

The positive impact of the RBTX Challenge extends far beyond the competition arena, particularly within the UMP STEM Lab. By embracing innovation and fostering a culture of exploration, RBTX serves as a catalyst for growth and development. Through hands-on participation and mentorship opportunities, students at UMP are equipped with the skills, knowledge, and confidence to tackle real-world challenges in STEM fields.

As we embark on this new chapter of the RBTX Challenge, let us celebrate the spirit of innovation, collaboration, and inclusivity that defines this remarkable journey. Together, we will continue to push the boundaries of what is possible in robotics and inspire the next generation of STEM leaders.

Nurul – May 6th 2024

 

 

 

 

 

 

 

 

 

 

Another interesting presentation on Computational Thinking