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Chemical engineers frequently contribute to the advancement of the medical field; however, medical applications are often only covered in elective courses. To introduce medical applications into the core curriculum, we implemented a hands-on learning tool that portrays blood separation principles through microbead settling in a core third-year chemical engineering separations class. Test scores from twenty-six students show significant growth at p < 0.001 from Pretest to Posttest I at average values of 41 % and 68 %, respectively. Posttest II scores reveal a significantly higher average score of 84 % for students who sat through lecture before the hands-on experiment in comparison to 75 % for students who first had the hands-on experiment then lecture with statistical significance of p = 0.046 and a moderate Cohen’s d effect size of 0.442. Students report positive, lasting impressions from the guided-learning worksheet and hands-on learning experience on their feedback surveys and one-on-one interviews. Retention assessments from four students six months post-intervention reveal retention of concepts with an average test score of 74 %. These outcomes suggest hands-on learning tools are most impactful on conceptual and motivational gains when supplemented with pre-experiment lectures and quality complementary learning materials. 

In engineering education, conceptual understanding of the subject matter is as important as the attainment of practical skills. Therefore, teaching methodology should be designed in such a way that it enhances student conceptual understanding. To enhance conceptual understanding of fluid flow measurement, in this study, we report on the development of a low-cost, small-sized, reproducible, highly visual venturi meter module for active learning. With this module, students can conduct fluid flow experiments in their classroom or lab setting to learn the fundamental principles behind the venturi meter. Quantitative measurements of flow rates and associated parameters with the module reveal its usefulness for demonstrating fluid flow physics, while worksheet-guided studies promote student engagement and conceptual understanding. Results of pretest, posttest, and motivational survey assessments show that the module and associated activities improve conceptual understanding, result in a surge in confidence, and reinforce the desire to participate. Therefore, based on the findings, the modules developed can be used to enhance student understanding in fluid mechanics courses. 

Although there is extensive literature documenting hands-on learning experiences in engineering classrooms, there is a lack of consensus regarding how student learning during these activities compares to learning during online video demonstrations. Further, little work has been done to directly compare student learning for similarly-designed hands-on learning experiences focused on different engineering subjects. As the use of hands-on activities in engineering continues to grow and expand to non-traditional virtual applications, understanding how to optimize student learning during these activities is critical. To address this, we collected conceptual assessment data from 763 students at 15 four-year institutions. The students completed activities with one of two highly visual low-cost desktop learning modules (LCDLMs), one focused on fluid mechanics and the other on heat transfer principles, using two different implementation formats: either hands-on or video demonstration. To examine the effect of implementation format and of the learning tool used, learning gains on conceptual assessments were compared for virtual and hands-on implementations of fluid mechanics and heat transfer LCDLMs. Results showed that learning gains were positive and similar for hands-on and video demonstrations for both modules assessed, suggesting both implementation formats support an impactful student learning experience. However, a significant difference was observed in effectiveness based on the type of LCDLM used. Score increases of 31.2% and 24% were recorded on our post-activity assessment for hands-on and virtual implementations of the fluid mechanics LCDLM compared to pre-activity assessment scores, respectively, while smaller 8.2% and 9.2% increases were observed for hands-on and virtual implementations of the heat transfer LCDLM. In this paper, we consider existing literature to ascertain the reasons for similar effectiveness of hands-on and video demonstrations and for the differing effectiveness of the fluid mechanics and heat transfer LCDLMs. We discuss the practical implications of our findings with respect to designing hands-on or video demonstration activities. 

As this NSF LCDLM dissemination, development, and assessment project matures going into our fourth year of support we are moving forward in parallel on several fronts. We are developing and testing an injection-molded shell-and-tube heat exchanger for heat transfer concepts, an evaporative cooler to expand to another industrial-based heat exchange system, and a bead separation module to demonstrate principles of fluid mechanics in blood cell separations applications. We are also comparing experimental data for our miniaturized hydraulic loss and venturi meter LCDLMs to predicted values based on standard industrial correlations. As we develop these new learning components, we are assessing differential gains based on gender and ethnicity, as well as how students learn with existing LCDLMs in a virtual mode with online videos compared to an in-person hands-on mode of instruction. 

In this paper we report on the development and testing of hands-on desktop learning modules for transport courses in the Chemical and Mechanical Engineering disciplines. Two modules were developed to demonstrate fluid mechanics-related concepts, while two other modules were created for energy transport in heat exchangers. These devices are small, inexpensive, and made of see-through polycarbonate plastics using injection molding. These desktop learning modules are particularly suitable for use in undergraduate classrooms in conjunction with lectures to illustrate the working mechanism of devices seen in an industrial setting. Experiments are performed to understand the flow behavior and heat transfer performance on these modules. Our results show an excellent agreement for hydraulic head loss, volumetric flow rates, and overall heat transfer coefficients between experimental data and the corresponding theory, justifying the design and use of these devices in the classroom. Furthermore, we have measured student learning gains through pre-and posttests for each module based on in-class implementations at different universities. Assessment of student learning outcomes shows significant improvement in conceptual understanding when these modules are used in the undergraduate class.