Laboratory Module Research Articles

Simulated Experiment of Water-Sand Inrush across Overlying Strata Fissures Caused by Mining

In western region of China, the water-sand inrush across overlying strata fissures caused by mining threatens the mine safety production seriously. In order to study the development of water-sand inrush across overlying strata fissures caused by mining, a simulated test system consisted of load support bracket, laboratory module, confined water module, coal seam mining simulator, storage tank, and control system is developed. The combination of coal bearing strata in the south of Shendong mining area is looked on as the engineering background, and a series of new nonhydrophilic composite materials with lower intensity are developed to simulate the coal measure strata. The excavation of physical model can reproduce the whole process of water-sand inrush across overlying strata fissures caused by mining to the life. Under the action of mining and water pressure, after the fourth excavation, the mining-induced vertical fractures of overlying strata pass through the entire bedrock and connect the unconsolidated sand bed, which serves as pathways between the unconsolidated sand bed and working face, triggering water-sand inrush. The water pump suddenly accelerates, and the water yield suddenly increases to the extreme value of 150 L/h. The water pressure rapidly drops to 0 MPa, and a small amount of colored sand enters into the fractures of overlying strata and flows out with the water. The distribution of support pressure around the working face can be divided into 4 areas obviously, that is, the original stress area, the stress-concentrated area, the stress-released area, and the stress restoration area. Test results show that the system is stable and reliable, which have important significance for studying the formation mechanism of water-sand inrush across overlying strata fissures further.

Enhancing Interdisciplinary and Systems Thinking with an Integrative Plant Chemistry Module Applied in Diverse Undergraduate Course Settings

To meet the complex global challenges that workers in STEM fields face, it is critical that today’s students develop integrative technical skills and cognitive competencies. As a highly interdisciplinary field, medicinal plant chemistry provides an exceptionally rich environment for such training. Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) logical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration. Each student determines the natural product profile of a plant species using thin layer chromatography and gas chromatography–mass spectrometry. Students work in pairs and small groups to analyze their data and interpret their findings in chemical, biochemical, and biological contexts. PLANTEC is scalable and so can be offered in laboratory or lecture courses, and even partially or entirely online. We implemented this module in an undergraduate biology lecture course over six 50 min lessons in the fall semesters of both 2018 and 2019. We also experimented with modifications of PLANTEC to tailor learning objectives and thereby emphasize different disciplines during data interpretation (e.g., plant chemistry, ecology, evolution). Students consistently responded that PLANTEC increased not only their confidence in analyzing, interpreting, discussing, and writing about new kinds of data and complex ideas but also their interest in medicinal plant chemistry. Interdisciplinary laboratory modules of this type will be particularly useful in developing an innovative and versatile STEM workforce of the future.

Using Metabolic Engineering to Connect Molecular Biology Techniques to Societal Challenges

Genetically modified organisms (GMOs) are a topic of broad interest and are discussed in classes ranging from introductory biology to bioethics to more advanced methods-focused molecular biology courses. In most cases, GMOs are discussed in the context of introducing a single protein-coding gene to produce a single desired trait in a crop. For example, a commercially available kit allows students to test whether food products contain GMOs by detecting the Bacillus thuringiensis delta-endotoxin gene, which confers resistance to European corn borers. We have developed an 8-week laboratory module for upper-division undergraduates and graduate students that builds upon students’ basic understanding of GMOs to introduce them to the techniques used to sustainably produce commercially valuable products in yeast through metabolic engineering. In this course, students use recombination-based methods to assemble genes encoding entire metabolic pathways in Saccharomyces cerevisiae, perform genetic screens to identify yeast genes that impact metabolite yield, and use error-prone PCR to optimize metabolic pathway function. In parallel to these laboratory-based activities, students engage with the societal impact of these approaches through case studies of products made via yeast metabolic engineering, such as opioids, omega-3 fatty acids, and the Impossible Burger. In this report, we focus on these case studies as well as an individual sustainability project assignment created for this course. This assignment, which spans the 8-week module, asks students to find examples of yeast metabolic engineering that could be used to address current sustainability challenges in their communities. By the end of the course, students synthesize this information to create a case study that could be used to teach concepts related to metabolic engineering and sustainability to their peers. Student approaches to this project have varied from literature reviews, to news searches, to directly contacting and interviewing researchers using novel metabolic engineering approaches. These student-produced projects are used as case studies in future semesters, amplifying student voices and contributing to student ownership. While developed in the context of this course, the sustainability project and case studies are broadly applicable and could be adapted for use in biology or bioethics courses at the undergraduate or graduate level. Through this report, we hope to gain collaborators interested in implementing a version of the course at their institutions, allowing for robust assessment of the impact of the course on a larger group of students.

A biomedical Engineering Laboratory module for exploring involuntary muscle reflexes using Electromyography

BackgroundUndergraduate biomedical engineering (BME) students interested in pursuing a career in research and development of medical or physiological monitoring devices require a strong foundation in biosignal analysis as well as physiological theory. Applied learning approaches are reported to be effective for reinforcing physiological coursework; therefore, we propose a new laboratory protocol for BME undergraduate physiology courses that integrates both neural engineering and physiological concepts to explore involuntary skeletal muscle reflexes. The protocol consists of two sections: the first focuses on recruiting soleus motor units through transcutaneous electrical nerve stimulation (TENS), while the second focuses on exploring the natural stretch reflex with and without the Jendrassik maneuver. In this case study, third-year biomedical engineering students collected electromyographic (EMG) activity of skeletal muscle contractions in response to peripheral nerve stimulation using a BioRadio Wireless Physiology Monitor system and analyzed the corresponding signal parameters (latency and amplitude) using the MATLAB platform.Results/protocol validationElectrical tibial nerve stimulation successfully recruited M-waves in all 8 student participants and F-waves in three student participants. The students used this data to learn about orthodromic and antidromic motor fiber activation as well as estimate the neural response latency and amplitude. With the stretch reflex, students were able to collect distinct signals corresponding to the tendon strike and motor response. From this, they were able to estimate the sensorimotor conduction velocity. Additionally, a significant increase in the stretch reflex EMG amplitude response was observed when using the Jendrassik maneuver during the knee-jerk response. A student exit survey on the laboratory experience reported that the class found the module engaging and helpful for reinforcing physiological course concepts.ConclusionThis newly developed protocol not only allows BME students to explore physiological responses using natural and electrically-induced involuntary reflexes, but demonstrates that budget-friendly commercially available devices are capable of eliciting and measuring involuntary reflexes in an engaging manner. Despite some limitations caused by the equipment and students’ lack of signal processing experience, this new laboratory protocol provides a robust framework for integrating engineering and physiology in an applied approach for BME students to learn about involuntary reflexes, neurophysiology, and neural engineering.

Improved Current Controlled Doubly Fed Induction Generator Model with Grid Integration Under Sub and Super Synchronous Conditions

This paper presents the development and experimental verification of the mathematical model of wind turbine and Doubly Fed Induction Generator (DFIG) using the current control and voltage estimation method between the DC link. The rotor of the induction generator (IG) is rotated with the wind turbine at a specific speed. The DFIG is directly coupled with a grid station and the synchronization between DFIG and the grid station is controlled by setting two converters: Machine Side Converter (MSC) implemented with the rotor side and Grid Side Converter (GSC) implemented with the grid. PI controllers have been utilized in the control loops and the parametric range is extracted to maximize the mechanical power transferred to the IG rotor. The model is tested under three conditions DFIG running at super synchronous speed, synchronous speed, and under synchronous speed using MATLAB Simulink. In the end, the same model is also tested through a series of experiments using lab modules. The results show that the proposed model is much simplified and accurate as compared to previous versions available in the literature.

Utilizing loop-mediated isothermal amplification to detect the presence of Escherichia coli: An inquiry-driven undergraduate laboratory module.

The amplification of nucleic acids is a fundamental tool utilized in various scientific disciplines, including Molecular Biology, Immunology, Microbiology, and Genetics. However, due to the time and technology required for traditional polymerase chain reaction and its derivatives, it is not always possible to include such methodologies in undergraduate laboratory curricula. Loop-mediated isothermal amplification (LAMP), a technology that has become increasingly utilized in a variety of laboratory and field settings during the past two decades, is an alternate method of nucleic acid amplification that is rapid, sensitive, and performed under isothermal conditions. We describe an adaptable, inquiry-driven laboratory module that is focused on the detection of Escherichia coli DNA via LAMP amplification. The main objectives of the module are to introduce students to the principles and protocols of LAMP, to help students develop the ability to apply the scientific method to scientific questions, to guide students as they develop the ability to identify the most appropriate methodology to use in the investigation of scientific questions, and to train students to critically evaluate scientific data, theories, and principles and to articulate their evaluations in both written and oral formats.

A Hybrid Teaching Method for Undergraduate Biomechanics Lab.

The main goal for this work was to provide information as to the possibilities of creating an online or hybrid option for an upper-level biomechanics laboratory that is in keeping with course goals. Conversion of the laboratory modules for online use was described with detailed setup and learning goals. The lecture portions and most labs could be easily converted to online-only options. Some of the other labs could be offered as part of a hybrid delivery method with reasons for what these labs could provide in-person students. Options are also given so that the course can be made completely online if needed. Troubleshooting of mechanical experiments is lost with a completely online presentation; however, experimental design and many other biomechanical techniques are maintained with the online environment.

A virtual laboratory module exploring photosynthesis during COVID-19.

Virtual laboratory activities are flexible approaches to engage undergraduate students in scientific practices during the COVID‐19 pandemic. By utilizing online simulations, students can conduct virtual experiments on important biochemical reactions that occur during photosynthesis. The learning module described here provides students with this experience and was implemented for first‐year students in a virtual summer bridge program. It introduces new biochemistry majors and nonmajors to the discipline, and it is based on an in‐person photosynthesis laboratory module taught for the summer bridge program before the emergence of COVID‐19. This virtual laboratory module can be readily adapted for use during the academic year in introductory biochemistry courses.

Lessons from transforming second-year honors physics lab

New technology like the Arduino microcontroller platform presents an opportunity to transform Beyond the First Year (BFY) physics labs to better prepare physics students for work in research labs and beyond. The flexibility, low cost, and power of these devices provide an attractive way for students to learn to use and master research-grade instrumentation. Therefore, we introduced new technology, including Arduino Due microcontroller boards, to a second-year honors physics lab in order to provide improved learning experiences for students. This transformation was implemented in three lab modules and focused on diminishing the black box nature of the traditional labs while encouraging students to engage in troubleshooting. The importance of troubleshooting was made evident to students by the instructor emphasizing it as an inevitable and central part of experimentation. This lab transformation also required that students perform work that was “above and beyond” the scope of the assigned experimental work for part of the course credit. While the technological aspects of the transformation were received well by a majority of students, our observations during the initial implementation suggested a need for some modifications to instructional practices in order to improve the learning and experiences for all students. In particular, we find that many students can benefit from additional scaffolding in order to complete above and beyond work. Similarly, we find that students in general, and under-represented students such as women, in particular, may need thoughtful intervention from the instructor, e.g., in order to avoid becoming isolated when the lab work is designed for pair work. Otherwise, some students may be left to work alone with a disproportionate work-load if students choose their own partners. With these lessons taken into account, recent student experiences in the transformed lab were notably improved.

Advancing Undergraduate Laboratory Education Using Non-Model Insect Species.

Over the past decade, laboratory courses have made a fundamental shift to inquiry-based modules and authentic research experiences. In many cases, these research experiences emphasize addressing novel research questions. Insects are ideal for inquiry-based undergraduate laboratory courses because research on insects is not limited by regulatory, economic, and logistical constraints to the same degree as research on vertebrates. While novel research questions could be pursued with model insect species (e.g., Drosophila, Tribolium), the opportunities presented by non-model insects are much greater, as less is known about non-model species. We review the literature on the use of non-model insect species in laboratory education to provide a resource for faculty interested in developing new authentic inquiry-based laboratory modules using insects. Broader use of insects in undergraduate laboratory education will support the pedagogical goals of increased inquiry and resesarch experiences while at the same time fostering increased interest and research in entomology.

Chemistry in a cup of coffee: Adapting an online lab module for teaching specific heat capacity of beverages to health sciences students during the COVID pandemic.

The present pandemic has hurled organizations into a new social "norm"-and academia is not exempt. As a result, a novel pedagogy has evolved, demanding mechanisms of social distance teaching and learning be developed. This new era in education has learning institutions acquiring, adapting or even designing online STEM labs for physical science courses-replacing face-to-face teaching laboratory settings. The difficulty of designing science practicum that promotes student engagement and relates scientific principles to "real life" has heightened as we shift to more online instruction. Therefore, a necessity to develop contemporary methods of promoting student engagement and participation in an online learning environment has become apparent. Here, a virtual lab course designed for health science majors, utilized an online lab module and, with the use of a learning management system, adapted it to illustrate the principles of specific heat capacity in "real life": hot coffee. Students enrolled in the lab course were able to perform a virtual lab, complete calculations, compare calculated and experimental values, and relate the experimental chemistry topics to healthcare in a lab report. Following the lab experience, students completed an anonymous and voluntary qualitative survey in which they recommended this lab exercise for future classes.

An authentic inquiry-based laboratory module for introducing concepts about volatile-mediated communication resulted in stronger students' self-efficacy.

Volatile-mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry-based laboratory module named "Microbial Talk", which related to microbial volatile-mediated communication, including the process of design, implementation, and assessment. First-year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the "Microbial Talk" and the students' experimental design ability. Assessment of the module showed that students gained self-efficacy in executing experiments and interpreting data. In conclusion, this module is cost-effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills.

Social distance teaching and learning: An online DNA nucleotide binding lab experience for health sciences and non-major students.

DNA analysis is a common diagnostic tool in healthcare: ranging from microbial typing (e.g. DNA strands of viral, bacterial and even fungal pathogens), oncological screen (e.g. Breast cancer detection via DNA analysis of any BRCA gene mutations), genetic amniocentesis test (a medical technique used in determining chromosomal conditions such as down syndrome in the fetus) and a host of other medical diagnostics based on the knowledge of deoxyribonucleic acid (DNA) and the genetic information carried in this macromolecule. However, such a wide-range of medical diagnostic mechanisms using DNA begs the question: How much does the undergraduate health sciences and/or non-major students understand about the basic biochemical properties of DNA? Here, a virtual lab module was used (with the addition of Pre and Post Lab Questions and a Discussion Topic relating DNA to Healthcare) along with a learning management system, to help undergraduate health sciences students visualize the biochemical properties of DNA molecule, such as binding constant and Gibbs free energy of binding. This lab was adapted to offer a platform on which an Instructor can design steps for students to explore the DNA nucleotide binding module during a time in which social distance curricula is necessary.

Designing a Hybrid Biopharmaceutical Laboratory Course to Enhance Content Flexibility and Access

Herein we report the design of an upper-level hybrid laboratory course in the area of applied biopharmaceuticals, which has high scheduling flexibility, and utilizes both virtual and in-person educational elements to enhance students’ learning experience. This newly developed course applies chemical engineering knowledge, practical and theoretical, in the bioprocess and pharmaceutical industry, including crystallization, chromatography, and mass transport. During the COVID-19 pandemic, we transferred this lab course to a completely virtual mode during midsemester of Spring 2020. Despite the lack of in-person experiments during the second half of the semester, we introduced various additional elements including modeling, simulation, literature review, and added lectures to the virtual version of the course to improve students’ learning experience. These additional elements introduced during the virtual period enriched the course content and exposed students to more advanced applications of the knowledge in this course, which can be implemented in future hybrid modes. Although the student performance on quizzes and lab reports remained consistent after the transition to online format, the instructors noticed students struggling with data mined from previous groups. The root cause of this was not being able to create and observe their own data in real time, which could be improved by developing better remote data collection methods. Another lesson we learned during this experience is the value of keeping an experimental video archive for all of our laboratory modules, regardless of plans for remote learning.

Teaching Crystallography by Determining Small Molecule Structures and 3-D Printing: An Inorganic Chemistry Laboratory Module

Experimental methods for determining 3-D atomic structures, such as crystallography, are rarely taught in the undergraduate curriculum, yet are considered to be the norm for 3-D structure determination in a research setting. Although a fully physical understanding of crystallography takes years of practice, practical applications and basic interpretation of small-molecule crystallography can be readily integrated into undergraduate curricula to give students a research-like laboratory experience. Three 1-h crystallography laboratory modules were developed using the free Olex2 software to determine the structure of (dithiolene)2Co(1,3,5-triaza-7-phosphaadamantane)·dichloroethane, while introducing basic crystallography knowledge, crystal evaluation through microscopy, practical structure determination skills, and spatial awareness through 3-D printing. Following implementation in an advanced instrumental analysis class composed of 14 Master’s and undergraduate students, the increase of topical knowledge of small molecule crystallography was 18–30% based on tailored assessment surveys, and student feedback was highly positive. This suggests that students without a prior background in crystallography were able to learn and retain information about small molecule crystallography from these laboratory modules.

Multicarrier multimodulation techniques in multilevel neutral point clamped inverter setup for advanced power electronics and drives lab

A laboratory setup is developed to experimentally reinforce the student’s understanding of multilevel neutral point clamped inverter operated with various multicarrier and modulation reference signals. Sixteen combinations of carrier and reference signals out of many more possible are studied in this setup. The lab module is project-based and is designed to perform experiments for the ‘advanced power electronics and drives’ course at the undergraduate level. The hardware implementation details of the multilevel inverter are given in detail for reference to the teachers, students and researchers. Flexible hardware able to be driven by an analogue pulse-generation circuit is explained here or by an external digital programmable device is developed. With the help of dSPACE, complex reference signals are produced for performance analysis.

Laboratory module design for Biology Students: A Systematic review

Module design for students’ laboratory activities plays an important role in the effective implementation of scientific investigation in the laboratory. The purpose of this review is to examine the types, topics, competencies, and approaches to develop laboratory module for biology students. The review of the literature was conducted systematically. Eighteen research articles were selected from 41 articles published within 2009 and 2019. The systematic review followed 5 steps. The research articles were searched using Google Scholar's online database and then traced back from the relevant international and national journals. The articles collected were selected by two reviewers who rated the quality. The results of the analysis showed that the laboratory modules are designed using the following basis: online, research, quantitative skills, inquiry, and traditional. The biology topics focused are Genetics, Ecology, Phylogenetics, Biochemistry, Molecular Biology, Evolution, Biotechnology, and Tissue Culture. The methods used for laboratory module development by Indonesian researchers are 4D, ADDIE, R & D, Dick & Carey, and Borg & Gall, while international researchers generally do not specify the name of the method used. Generally, the need analysis which focuses on the novelty of the developed concept is conducted in the beginning. It continues with module designing, validation, implementation, and response survey from the students as the module users.

SEMI-STRUCTURED DESIGN AND PROBLEM-BASED EXPERIENTIAL LEARNING IN A FIRST-YEAR BIOMEDICAL ENGINEERING LABORATORY COURSE

A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course.

Influence of the effect of crumpling of clay soils in compression tests on the determination of the subsidence of the base

The effect of "compression error" - the effect of crumpling samples of dusty clay soils in compression tests - has been investigated experimentally.
 For this purpose, compression tests of sands and loams were carried out on a special compression device with a ring area A = 360 cm2 and a height hk = 7 cm.
 The second difference of this device is the presence in the upper stamp of holes with a diameter of up to 5 mm for the installation of screw marks, which were placed in clay soil samples at a distance of up to 5 mm from the contact surface between the stamp and the soil.
 The modulus of deformation is the main deformation mechanical characteristic of the soil. It is known from practice that more reliable values of this characteristic can be obtained by testing soil bases with stamps in the field. However, when designing the foundations of shallow foundation, as a rule, apply odometric tests of soils in the laboratory on standard compression devices with a ring area of 60 cm2 and a height of hk = 25 mm by the method of 2 curves [6]. To obtain the calculated values, the compression modules are corrected using transient coefficients [7, 4].
 And most importantly, when determining the values of odometric laboratory modules, using standard compression devices, the result is affected by the "compression error". That is, the initial data for the calculated modules of deformation of the engineering-geological elements of the base can be significantly underestimated, which has been confirmed many times by complex pair (stamp-odometer) studies of soils under compression.
 Studies of soil compression in compression conditions, conducted in the laboratory of foundations and foundations of KNUBA [2] prove the possibility of improving the results of odometric tests of soils for compression, bringing them closer to the strain.

Assessment of Scientific Reasoning Skills Learned from Lab Modules with Varying Degrees of Inquiry

Assessment of Scientific Reasoning Skills Learned from Lab Modules with Varying Degrees of Inquiry