2013 — 2020 |
Gage, Gregory John |
R44Activity Code Description: To support in - depth development of R&D ideas whose feasibility has been established in Phase I and which are likely to result in commercial products or services. SBIR Phase II are considered 'Fast-Track' and do not require National Council Review. |
Backyard Brains: Bringing Neurophysiology Into Secondary Schools
DESCRIPTION (provided by applicant): Understanding the brain remains a great challenge both to professional neuroscientists and the general public alike. The nervous system is extremely complex, which is why neural diseases are notoriously widespread and difficult to treat. There are two main ways to solve this problem. One approach is to fund established scientists to research their particular field of study. An alternative way is to invest in the capabilities of future engineers, scientists, and physicians by providing educational science equipment and compelling experiments that teach principles of neuroscience using simple model organisms. A critical barrier to progress with this latter approach has been access to affordable tools and lesson plans. To address this need, we have developed in our Phase I the 1) SpikerBox: a bio-amplifier that is easy-to-use, inexpensive (<$100), portable, and can detect and record the spiking activity (action potentials) of invertebrates such as crickets and cockroaches; and the 2) RoboRoach: a wireless neural stimulator for investigating insect behavior. We have designed easy experiments using these pieces of equipment and have begun deploying them in beta high school test sites. In Phase II, we now aim to: 1. Enhance the learning materials and software to the degree that allows any high school biology teacher with little experience to teach neurophysiology experiments in the classroom 2. Commercialize and deploy the next generation RoboRoach and SpikerBox to allow for a greater versatility in experiments for high school classrooms 3. Commercialize and deploy our OptoGenetics Rig, which is a fully portably miniature electrophysiology apparatus enabling optogenetic experiments in fruit flies in high school classrooms As neuroscience is a multi-disciplinary field encompassing biology, medicine, mathematics, and engineering, our SpikerBox, RoboRoach, and Optogenetic kits with their associated learning materials may have the effect of improving performance in STEM-related disciplines and inspiring the next generation of scientists and engineers. !
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0.903 |
2018 — 2019 |
Gage, Gregory John Harris, Christopher Aidan |
R43Activity Code Description: To support projects, limited in time and amount, to establish the technical merit and feasibility of R&D ideas which may ultimately lead to a commercial product(s) or service(s). |
Introducing Neuroscience and Neurocomputation Concepts to High School Students Using Brain-Based Neurorobots
PROJECT SUMMARY Understanding the brain is a profound and fascinating challenge, captivating the scientific community and the public alike. The lack of effective treatment for most brain disorders makes the training of the next generation of neuroscientists, engineers and physicians a key concern. However, much neuroscience is perceived to be too difficult to be taught in school. To make neuroscience more accessible and engaging to students and teachers, Backyard Brains is developing neurorobots for education: fun and affordable robots with cameraeyes, wheels, WiFi and artificial software brains modeled on real biological brains. The neurorobot kit will allow students to investigate meaningful realworld questions about mind, brain and behavior by designing artificial brains that make the robot?s behavior lifelike, sensoryguided and goaldirected. In Phase I of this project, students will work in groups to investigate the question ?Why does my dog come to me when I call?? by designing neural networks that make the robot approach when called for. While the robot moves around in the classroom, students will be able to observe its visual sensory input and the flow of activity between its neurons on a smartphone or laptop, and interact with the brain using voice commands and a ?reward button? that drives learning. By designing, testing and analysing neurorobot brains, students will acquire a practical understanding of neurons, synapses, neural networks, brain functions, and the relationship between brain and behavior, and develop important computational thinking skills and selfconception as neuroscientists. For Phase I we will develop neurorobot hardware and software, and collaborate with education specialists to develop and evaluate a short highschool instructional unit around neurorobots. Our overall Phase I goal is to demonstrate the feasibility and educational value of using neurorobots to teach highschool neuroscience. Our unique combination of lowcost robot hardware, innovative curriculum, and easytouse applications makes our product appealing to our large highschool, university, and amateur customer base. For Phase II we will expand the curriculum and the capabilities of our neurorobot kit, and create an online forum where students and teachers can share brains and discuss experiments. Our longterm aim is to encourage education policy makers to adopt neuroscience requirements by demonstrating an effective neuroscience curriculum organized around brainbased neurorobots. By combining neuroscience, a multidisciplinary field that spans biology, medicine, psychology, mathematics, and engineering, with robotics and a projectbased approach to learning, our neurorobots and curriculum will improve STEMeducation and inspire the next generation of scientists, engineers and physicians.
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0.903 |