Development and Evaluation of a Mass Conservation Laboratory Module in a Microfluidics Environment

Autor/inn/en	King, Andrew C.; Hidrovo, Carlos H.
Titel	Development and Evaluation of a Mass Conservation Laboratory Module in a Microfluidics Environment
Quelle	In: Advances in Engineering Education, 4 (2015) 4, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering; Engineering Education; Mechanics (Physics); Laboratory Experiments; Undergraduate Students; Knowledge Level; Statistical Significance; Conservation (Concept); Pretests Posttests; Texas + Suchen Sie Ihr Suchwort? Maschinenbau; Ingenieurausbildung; Mechanik; Laboratory work; Laborarbeit; Wissensbasis; Konservierung
Abstract	Laboratory-based instruction is a powerful educational tool that engages students in Science, Technology, Engineering and Mathematics (STEM) disciplines beyond textbook theory. This is true in mechanical engineering education and is often used to provide collegiate-level students a hands-on alternative to course theory. Module-based laboratory instruction allows students to investigate fundamental concepts interactively and often affords new critical thinking skills and technical aptitude. The authors have developed a novel mass conservation laboratory module for use in undergraduate fluid mechanics education via module-based instruction. The module investigates mass conservation fundamentals in a simple microfluidic T-junction device. The experiment is a novel application of microfluidics-based instruction, is highly repeatable, and can be conducted at relatively low cost. The module exposes students to the rapidly developing field of microfluidics and allows them to gain familiarity with fluorescence-based optical diagnostics and simple signal processing. In addition, this study quantifies the module's educational impact on thirty-six mechanical engineering undergraduates. A baseline study was conducted by utilizing knowledge assessments before and after the experimental module. The results of the study are statistically significant and suggest the module's efficacy for teaching mass conservation fundamentals in an undergraduate curriculum. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01