All vertebrate animals have hearts (and many invertebrates too), and many have EKGs that can be non-invasively recorded as commonly done in humans. We have fairly hairless bodies, so we can easily put sticker electrodes on our wrists or chests to record our EKG.
However, many of us share our households with furry four-legged creatures that bring us joy, companionship, humor, protection and pest control. Could we record their EKGs too? We know that the smaller the mammal, the faster the heart rate, but can we see this trend in our own pets, and in a way that minimally annoys our household friends? Yes we can. Ladies and gentlemen, the Dog and Cat EKG.
For our dog EKG investigations, we chose a two-year-old Vizsla dog named “Santina”, cared for by BYBer Florencia Edwards. This dog has very short hair and a gentle disposition, making it ideal for our pilot experiments. We modified our EEG headband by using tennis wristbands instead, inserting metal buttons into the wristbands (the buttons we find in jeans and wallets), and slipped them on her front two legs (signal electrodes), and one rear leg (ground).
Every fencer will hear it countless times: warm-ups are a MUST. Do them and they’ll bump up your performance. Skip them and you may end up hurting yourself.
But not every fencer will ask why! Supriya Nair, a busy sixth-grader from Redmond, WA, decided to conduct an experiment and find out what the correlation is between exercise and performance in her favorite sport. Where other people see a self-evident truth that doesn’t need any questioning, this scientifically-minded middle-schooler saw a hypothesis that she can poke through to test it, quantify it, and prove it!
And what better way to do that than to:
sport a set of electrodes of a Neuron SpikerBox to capture an EMG signal from her right hand and right leg as she lunges,
measure her muscles’ reaction time from rest to touche in controlled circumstances, with and without 15-minute warm-ups, and compare the findings.
“I’d always hear it from coaches that I needed to do pre-bout exercise. But there was no quantitative data that would support it, just qualitative. And frankly, I was not very disciplined in warm-ups,” Supriya told us in a Zoom interview. That’s how she came up with the idea to eavesdrop on her muscles’ electrical activity using the SpikerBox her dad got her, and measure it to see whether it adds up to the hypothesis. And boom! Pre-bout exercise lasting only 15 minutes can improve a fencer’s performance by a whopping 15%, she discovered.
Fully remote, fully in-person, or somewhere in a sweet spot between the two. Those are the main safety concerns that are being laid right now in front of the decision makers, on behalf of students, parents, teachers and everyone around them, right at the kickoff of the new academic year. But whichever model prevails, it might turn out to be a temporary fix to a permanent problem. Furthermore, it doesn’t provide an answer to the key educational concern. How to empower the remote so that it can fully substitute the in-person if need be?
This issue is especially relevant to teaching STEM. How will an educator facilitate hands-on, project based learning without projects that students can actually get their hands on? In other words, is the “learning” part of the “distance learning” equation going to be reluctantly surrendered to a lesser evil scenario?
Even as COVID-19 begins to stretch out from a single season into an era, it’s becoming clear that distance learning might be here to stay. But it’s not a reason to despair if you’re a teacher or a parent, or both. Quite the contrary – there are ways to leverage all the good aspects of learning from the comfort of one’s couch and still provide hands-on (or should we say: gloves-on?) engagement.
A groundbreaking study by researchers from Purdue and Harvard Universities (DeBoer et al., 2017) has shown it, using our very own Neuron SpikerBox kit. Online learning, the study has found, yields remarkable results when complemented with at-home lab kits. Students who enrolled in a MOOC (Massive Open Online Course) and used our bioamplifiers got better grades than their peers who weren’t equipped with the lab kits. More importantly, their self-efficacy was three times higher than that of their counterparts. Both groups followed the same syllabus; both watched videos, took quizzes and virtual simulated labs. The only difference was the chance to do-it-yourself, which yet again turned out to be a source and key to confidence.