Project-based Laboratory Research Articles

Design-build-launch: a hybrid project-based laboratory course for aerospace engineering education

A project-based course involving the design, analysis, manufacturing, testing, and launching of mid-power solid-propellant rockets over a ten-week period has been developed and taught as an approach to enhance the education and preparation of aerospace engineers at the university level. The course consists of a sequence of structured laboratory assignments that expose students to common software tools, aerospace materials, manufacturing techniques, and testing methods that directly inform and run parallel to the project. Teams of four to five students complete the project (and portions of the labs) collaboratively within an engineering competition framework. Individual students within each team are assigned specific engineering roles (e.g. design engineer, manufacturing engineer) to create an interdependence that reflects a typical integrated product team in industry and exposes students to realistic social dynamics. Student teams conduct design reviews as progressive milestones for assessment, in addition to laboratory assignments. At a per-student cost on the same order as a textbook, the project-based course combines theoretical content from several subjects with a high-order learning approach (create, evaluate, analyze) to advance the engineering skills of university students.

Development of chemical practice guides class xi project based to improve student’s chemical learning outcomes on acid base materials

Abstract: This study aims to obtain a standard project-based laboratory chemistry guide for class XI students of Second semester on acid base material. The sample consists of 3 tutorial guide publisher A, B, and C, 2 teacher of senior high school (SMA) 4 Medan, 2 Unimed chemistry lecturer and 2 class XI SMA 4 Medan. Research is descriptive and experimental development with ADDIE models. The results show that the guides have been developed and the standards are in accordance National Education Standards Agency (BSNP). Result validation practice guides developed get the average score of 3.48 times higher than the standard practicum guide A = 3.18, B = 3.32; and C= 30.75. Experimental practice test improves the average learning outcomes of experimental class 1 (using development guide) 70.8% and experiment 2 (using textbook) 54.1%. Psychomotoric and affective grade experiment class 1 higher than the experimental class 2. The resultant learning improvement data was analyzed by right t test. Test of t-test for learning result obtained t count and t table, 6.68 and 1.678, respectively, at level 0.05. This indicates that the project-based practice guide has been well developed and feasible for chemical learning in senior high school. Keywords: acid base material; development; laboratory guide; project based learning

Computer-Aided Drug Discovery: Molecular Docking of Diminazene Ligands to DNA Minor Groove

The reported project-based laboratory unit introduces upper-division undergraduate students to the basics of computer-aided drug discovery as a part of a computational chemistry laboratory course. The students learn to perform model binding of organic molecules (ligands) to the DNA minor groove with computer-aided drug discovery (CADD) tools. The purpose of this laboratory unit is to dock diminazene and its derivatives to DNA, to estimate their binding energies, and to elucidate details of DNA–ligand intermolecular interactions. The computational procedure also helps to screen binding capabilities of DNA ligands.

Solvent Extraction of Copper: An Extractive Metallurgy Exercise for Undergraduate Teaching Laboratories

A multidisciplinary experiment for advanced undergraduate students has been developed in the context of extractive metallurgy. The experiment serves as a model of an important modern industrial process that combines aspects of organic/inorganic synthesis and analysis. Students are tasked to prepare a salicylaldoxime ligand and samples of the corresponding copper and nickel complexes, before performing test extractions and UV–vis spectroscopic analysis. The oxime ligand demonstrates a clear preference for extraction of Cu2+ in the presence of Ni2+ from aqueous solution under the conditions described. It is also possible to demonstrate that the ligand can be recovered and reused. The experiment has successfully been employed in a final year project-based laboratory course involving small groups of students.

Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students.

Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic "parts," students construct a "reporter plasmid" expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a "sensor plasmid," the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p < 0.05) for all learning outcomes. Ninety percent of students indicated that the Synthetic Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses.

A small scale magnetically levitated train for project-based laboratory education

Abstract The drive train of a small scale magnetically levitated train reveals the principles of a mechatronic system and offers challenges related to design, construction and control. Therefore, it is used at the Institute of electrical Machines (IEM) of the RWTH Aachen University as a demonstrator for engineering solutions. Instead of being a part of a static predefined student laboratory, the small scale magnetically levitated train is part of dynamic individual student projects. This approach provides the advantage that the students are directly involved in the engineering process and gain motivation out of their personal ideas becoming reality.

Alkaloid-Derived Thioureas in Asymmetric Organocatalysis: A Cooperative Learning Activity in a Project-Based Laboratory Course

An experiment carried out by advanced undergraduate students in a project-based laboratory course is described. Taking into account the positive effects of working in teams, which has been key for successful research in industry and academia, a cooperative learning experience in the laboratory was developed. Students working in teams of four synthesize two alkaloid-derived thioureas starting from a chiral pool (quinidine and quinine). The thioureas are used to catalyze an enantioselective Michael reaction between acetylacetone and trans-4-methyl-β-nitrostyrene, providing a platform for discussion of stereochemistry and chirality transfer events. Qualitative analysis of the reaction enantioselectivity is performed by polarimetry, which allows students to assign product optical rotations (+/−) with their absolute configurations (S/R). Students are exposed to an entire research process: analysis of primary literature, discussion with colleagues, planning laboratory schedules, and execution of experiments.

Interdisciplinary Project-based Laboratory Works

Laboratory works are used most of the times just as an illustration to the theoretical issues given at the lectures. They become inherently “small”, addressing just a limited part of the “big picture”. Since real-world phenomena and devices cannot be delegated to a specific conventional discipline, even to an interdisciplinary one, we propose the design of laboratory works that can provide to the students the opportunity to learn to work cooperatively in groups related to certain subjects. They will try to achieve synergistically the project goals, becoming better prepared for the scientific or technical future careers.

Quantitative Analysis of Heavy Metals in Children’s Toys and Jewelry: A Multi-Instrument, Multitechnique Exercise in Analytical Chemistry and Public Health

For most chemistry curricula, laboratory-based activities in quantitative and instrumental analysis continue to be an important aspect of student development/training, one that can be more effective if conceptual understanding is delivered through an inquiry-based process relating the material to relevant issues of public interest and student career trajectories. Laboratory experiences that actively engage students in this manner can be difficult to identify and execute. A special topics, project-based laboratory module is presented here that utilizes multiple techniques and instruments to investigate toxic metal content (lead, cadmium, and arsenic) in children’s toys and toy jewelry. The module effectively illustrates a considerable number of fundamental and advanced quantitative analysis principles including sample digestion, Beer–Lambert law, calibration curve, and standard addition analyses, as well as instrumental analysis considerations of atomic absorption spectroscopy including atomization efficiency (e.g., flames vs furnaces), matrix modifiers, and nondestructive spectroscopy. Module effectiveness stems from the illustration of critical chemical analysis principles in the context of projects with student-directed hypotheses and experimental results that are clearly relevant to the interface of basic science, medicine, and public health: primary career interests for a significant number of undergraduates in the physical and life sciences.

Project-Based Learning Laboratory for Teaching Embedded Systems

This paper presents a project-based learning laboratory for the teaching of embedded systems. The main objectives are to encourage students studying the embedded systems course in developing hardware solutions for real engineering problems and to include aspects of other courses studied within the academic programmes. One of the aims of project-based learning (PRBL) is to integrate different courses in the achievement of a common objective, within a multidisciplinary course of the academic programme. In the present case, this module is the final project of the embedded systems course. The project in question concerns a temperature control system for an industrial drier, equipped with a remote system for configuration and data acquisition. The design of the drier, as well as elaboration of the entire electronic system involving drivers and sensors, was undertaken by the students using a kit with a microcontroller specific for the development of embedded systems. The results of opinion surveys conducted with the students following implementation of the PRBL proposal were used to validate the procedure. Full details of the development and results of the project are provided, with the aim of assisting professors and students of similar courses.

A Model Inquiry-Based Genetics Experiment for Introductory Biology Students

It has been noted that undergraduate project-based laboratories lead to increased interest in scientific research and student understanding of biological concepts. We created a novel, inquiry-based, multiweek genetics research project studying Ptpmeg, for the Introductory Biology Laboratory course at Brandeis University. Ptpmeg is a protein involved in axon formation in Drosophila melanogaster. In order to better understand Ptpmeg’s functionality, students sought to find Ptpmeg’s enhancers and suppressors by engaging in either a 4- or a 7-week modular research project. By the end of the semester, students were able to learn various laboratory techniques and acquire a deeper understanding of Drosophila genetics in both versions of the course.

Interdisciplinary collaborative project‐based instruction: students in two distinct courses teach each other by building software to solve biological problems (618.38)

We developed and piloted a novel approach to interdisciplinary instruction; this approach relies on well‐defined interdependent roles for biology (BIO) and computer science (CS) students in a project‐based laboratory accompanied by two distinct discipline‐specific lecture courses. Student interactions are structured around software development process: (1) BIO students are presented with a biological question, (2) they figure out what data is required and write program requirements, (3) CS partners write a program, (4) BIO and CS students collaborate on testing the program, (5) BIO students use the program to answer the original question. We applied this workflow to five increasingly complex assignments relevant to the genome analysis project conducted by the Genomics Education Partnership (GEP, www.gep.wustl.edu). We tested this approach during two 10‐week quarters (Spring 2012 and 2013) with 65 CS students and 47 BIO students. We assessed cognitive learning gains (skills and knowledge) by evaluating course artifacts and student gains in the affective domain (attitudes and self‐efficacy) using confidential surveys. Assessment data indicate that students appreciate and mutually benefit from interdisciplinary interactions. Students from both disciplines improve communication skills and reinforce mastery of their own discipline by acting as experts and teachers in their field.Grant Funding Source: Supported by NSF TUES # 1140828.

A laboratory course exploring the relationship between structure and function of yeast alcohol dehydrogenase 1 (ADH1)

Project‐based (research‐driven) laboratory courses stimulate student involvement, improve critical thinking and initiate cooperative learning. To this end, a 10‐week laboratory project (or 7 sessions for a shorter version) was designed to accompany a second semester biochemistry course to reinforce the fundamental relationship between protein structure and function and cell physiology using yeast alcohol dehydrogenase I (ADH1). Working in small groups, students reviewed the scientific literature, proposed a specific amino acid change in the ADH1 sequence, and hypothesized how this change might alter the kinetics and structure of the enzyme. Host yeast expressing no ADH activity and a YEp13 shuttle vector containing the ADH1 gene were used. Students designed primers and performed site‐directed mutagenesis to generate a mutated form of ADH1. These plasmids were propagated in E. coli, sequenced, and reintroduced into yeast. Growth patterns on selective media were determined. Yeast cell lysates were separated by native gel electrophoresis for staining of enzyme activity and analysis of mobility changes. Kinetic values (Km) with ethanol and NAD as substrates were compared for mutated and wild type ADHs. For further analysis, ADH can be purified to homogeneity by chromatography and turnover numbers can be determined. Each group was required to submit a formal lab report resembling a journal publication. Student performance was evaluated based on the quality of the formal lab report, individual lab notebooks, and weekly participation. Funding to MOH from the TEAGLE Foundation.

Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students’ skills in critical thinking and analysis, and has promoted interest in basic research in biology.

Using Scientific Purposes to Improve Student Writing &amp; Understanding in Undergraduate Biology Project-Based Laboratories

Understanding the scientific reasoning behind a laboratory procedure is critical to the student's understanding of the scientific process and has become increasingly important. In the introductory project-based laboratory curriculum at Brandeis University, we ask our students to write true scientific purposes for each laboratory in place of learning objectives. With discussion, feedback, and practice, we find that this simple exercise increases our students' understanding of the material and their ability to write abstracts and solidifies the underlying connections between multiweek procedures.

Motivational project-based laboratory for a common first year electrical engineering course

Over the past few years many universities worldwide have introduced a common first year for all engineering disciplines. This is despite the opinion of many academics that large classes have negative effects on the learning outcomes of first year students. The University of South Australia is also faced with low motivation amongst engineering students studying non-major courses. In 2006, a project-based laboratory was successfully introduced for first year students enrolled in electrical disciplines, which increased student satisfaction, reduced the attrition rate and improved students’ success rate. This paper presents the experiences with the project-based laboratory's implementation in three different projects in the common first year course, Electrical and Energy Systems, where each project aims to increase the motivation of students in one of three disciplines: electrical, mechanical or civil engineering.

A Project-Based Laboratory for Learning Embedded System Design With Industry Support

A project-based laboratory for learning embedded system design with support from industry is presented in this paper. The aim of this laboratory is to motivate students to learn the building blocks of embedded systems and practical control algorithms by constructing a line-following robot using the quadratic interpolation technique to predict the line position. For those students who have acquired basic microcontroller hardware and software programming skills from previous courses, the hands-on exercises in the laboratory include several specific hardware circuits and software algorithms for the final project of constructing the line-following robot. The students are allowed to discuss the hardware and software problems with each other while solving each exercise, although they have to answer the teacher's questions individually to earn the score. To enhance the learning outcomes, a racing contest for the students' line-following robots is also organized to see how well the techniques learned in the laboratory are applied in the final project. The support from the local branch of Microchip Inc. allows students to obtain C-compilers and microcontrollers at no cost. The feedback from students shows that the final project of constructing line-following robots and the racing contest motivates the students to learn actively all the skills included in the laboratory for embedded system design.

Expression, purification, and analysis of unknown translation factors from Escherichia coli: A synthesis approach

New approaches are currently being developed to expose biochemistry and molecular biology undergraduates to a more interactive learning environment. Here, we propose a unique project-based laboratory module, which incorporates exposure to biophysical chemistry approaches to address problems in protein chemistry. Each of the experiments described herein contributes to the stepwise process of isolating, identifying, and analyzing a protein involved in a central biological process, prokaryotic translation. Students are provided with expression plasmids that harbor an unknown translation factor, and it is their charge to complete a series of experiments that will allow them to develop hypotheses for discovering the identity of their unknown (from a list of potential candidates). Subsequent to the identification of their unknown translation factor, a series of protein unfolding exercises are performed employing circular dichroism and fluorescence spectroscopies, allowing students to directly calculate thermodynamic parameters centered around determining the equilibrium constant for unfolding as a function of denaturant (temperature or chemical). The conclusion of this multi-part laboratory exercise consists of both oral and written presentations, emphasizing synthesis of the roles of each translation factor during the stepwise process of translation.

Tangible user interface laboratory: Teaching tangible interaction design in practice

AbstractTangible interaction is an emerging field of human–computer interaction that links the digital and the physical worlds by embedding computation in physical artifacts and environments. This paper shares our experience teaching tangible interaction over the past 4 years in an interdisciplinary, project-based laboratory course at Tufts University. Although the course is offered through the Computer Science Department, it reflects the multidisciplinary nature of the field, merging product engineering practices with a design studio approach. With a diverse mix of students, this approach has fostered creativity and hands-on learning. Throughout the course students have created innovative interfaces that not only capture fundamental concepts of tangible interaction but also contribute novel techniques for supporting collaborative design. We discuss examples of student-created interfaces and illustrate the relationship between the methods employed in the course and the artifacts created. We also share our recommendations for implementing such a course in institutions with constraints similar to ours including a limited budget and minimal laboratory space.

Teaching analytical atomic spectroscopy advances in an environmental chemistry class using a project-based laboratory approach: investigation of lead and arsenic distributions in a lead arsenate contaminated apple orchard

Teaching analytical atomic spectroscopy advances in an environmental chemistry class using a project-based laboratory approach: investigation of lead and arsenic distributions in a lead arsenate contaminated apple orchard