Architecture of a Data Portal for Publishing and Delivering Open Data for Atmospheric Measurement

Atmospheric data are collected by researchers every day. Campaigns such as GOAmazon 2014/2015 and the Amazon Tall Tower Observatory collect essential data on aerosols, gases, cloud properties, and meteorological parameters in the Brazilian Amazon basin. These data products provide insights and essential information for analyzing and predicting natural processes. However, in Brazil, it is estimated that more than 80% of the scientific data collected are not published due to the lack of web portals that collect and store these data. This makes it difficult, or even impossible, to access and integrate the data, which can result in the loss of significant amounts of information and significantly affect the understanding of the overall data. To address this problem, we propose a data portal architecture and open data deployment that enable Big Data processing, human interaction, and download-oriented approaches with tools that help users catalog, publish and visualize atmospheric data. Thus, we describe the architecture developed, based on the experience of the Atmospheric Radiation Measurement Data Center, which incorporates the principles of FAIR, the infrastructure and content management system for managing scientific data. The portal partial results were tested with environmental data from contaminated areas at the University of São Paulo. Overall, this data portal creates more shared knowledge about atmospheric processes by providing users with access to open environmental data.

The Development of Sustainable Engineering with PjBL during the COVID-19 Pandemic

Sustainable Engineering education must provide cyber-physical and distributed systems competencies, such as the Internet of Things (IoT), to contribute to the Sustainable Development Goals (SDG). The COVID-19 pandemic caused profound impacts arising from a traditional on-site teaching model rupture and demanded distance learning for engineering students. In this context, we considered the following Research Questions (RQ): How can Project Based Learning (PjBL) be applied in hardware and software courses from the Engineering curriculum to foster practical activities during the COVID-19 pandemic? Is the student performance in the fully remote offering comparable to the face-to-face offering? (RQ1); Which Sustainable Development Goals are related to the Engineering students' project themes? (RQ2). Regarding RQ1, we present how PjBL was applied in first-, third- and fifth-year Computer Engineering Courses to support 31 projects of 81 future engineers during the COVID-19 pandemic. Student grades in a Software Engineering course indicate no relevant differences between student performance in remote and face-to-face offerings. Regarding RQ2, most Computer Engineering students from the Polytechnic School of the University of São Paulo in 2020 and 2021 decided to create projects related to SDG 3-Good Health and Well-being, SDG 8-Decent Work and Economic Growth and SDG 11-Sustainable Cities and Communities. Most projects were related to health and well-being, which was an expected behavior according to how health issues were brought into highlight during the pandemic.

Teaching Digital Electronics during the COVID-19 Pandemic via a Remote Lab

Practical knowledge is essential for engineering education. With the COVID-19 pandemic, new challenges have arisen for remote practical learning (e.g., collaborations/experimentations with real equipment when face-to-face offerings are not possible). In this context, LabEAD is a remote lab project that aims to provide practical knowledge learning opportunities for Brazilian engineering students. This article describes how engineering project management methods consisting of application domains, requirement identification, technical solution specification, implementation, and delivery phases, were applied to the development of an Internet of Things (IoT) remote lab architecture. The distributed computing environment allows integration between students' smartphones and IoT devices deployed in campus labs and in student residences. The code is open-source for facilitated replication and reuse, and the remote lab was built in six months to enable six experiments for the digital electronics lab during the COVID-19 pandemic, covering all the experiments of the original face-to-face offering. More than 70% of the 32 students preferred remote labs over simulations, and only 2 were not approved in the digital electronics course offered remotely.Student perceptions collected by questionnaires showed that they could successfully specify, develop, and present their projects using the remote lab infrastructure in four weeks.