Professional Documents
Culture Documents
EJ1077847
EJ1077847
SUMMER 2015
AND
CARLOS H. HIDROVO
Northeastern University
Boston, Massachusetts
ABSTRACT
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
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 under-
graduate fluid mechanics education via module-based instruction. The module investigates mass
relatively low cost. The module exposes students to the rapidly developing field of microfluid-
ics 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 en-
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.
SUMMER 2015 1
ADVANCES IN ENGINEERING EDUCATION
INTRODUCTION
Engineering and Mathematics (STEM) disciplines (Elliott, Stewart, and Lagowski 2008; Jewell 2008;
Fintschenko 2011). This is especially true for engineering studies, and is argued that effective engi-
neering education programs must feature some manner of hands-on laboratory-based education
(Krivickas 2007). The gravity and importance of lab-based work stems from the Accreditation Board
of Engineering and Technology (ABET’s) selection of thirteen lab curriculum objectives meant to
guide the engineering educator (Rosa 2005). These objectives seek to develop students in many
areas, including design and testing, instrumentation, experimentation, data analysis and modeling,
and communication and teamwork skills. These skills afford the engineering student an educated
advantage in the professional or academic setting, as they enable students to effectively confront
Laboratory-based education is often accomplished through the use of small teaching lessons or
modules, as compared to the continuous style of lecture-based learning. Instruction modules are
becoming increasingly amenable to the learning style of today’s Millennial students, who tend to be
sheltered, confident, team-oriented and high achieving (Howe and Strauss 2000). As such, students
can benefit from division of the curriculum into more manageable, interactive pieces (Wilson and
Gerber 2008) which provide a more experiential, small group sized, action and reflection learning
experience amenable to these personality traits. The primary benefit of utilizing module-based
learning in a laboratory setting stems from its amenability to the “active learning” methodology.
Felder and colleagues have found active learning allows students the opportunity to see the ap-
plication of methods through an instructor and apply the methods themselves, while also being
given an opportunity to reflect on outcomes at the end of the application (Felder, Brent, and Prince
2011). This use of action and reflection is often referred to as praxis and is becoming widely recog-
accomplished through the series of a pre-lab, laboratory experimentation, and post-lab write up.
Small group sizes, four to five students, also facilitate the teamwork and communication objectives
identified by ABET.
In 2000, the Mechanical Engineering department at The University of Texas at Austin developed
a “department-wide curriculum reform effort, with the objective of more closely tying all elements
Beaman 2003). This reform effort, known as Project Centered Education in Mechanical Engineer-
ing (PROCEED), has funded a wide spectrum of curriculum and laboratory development projects
for the past 13 years. In 2012, ME 130L: Experimental Fluid Mechanics was selected for PROCEED
2 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
education for a mass conservation laboratory module. This funding was granted, in no small part,
due to previous work in integrating module-based education with wind energy technology in ME
The research presented in this article aims to demonstrate and evaluate a novel microfluidics-
based laboratory module. The module is designed to teach continuity fundamentals via fluid flow
regimes present in microfluidic systems. This unique case offers students insight into the ubiquity
microscopic objects in a volume regime of about 1 femtolitre to microliters” (Fintschenko 2011), and
offers a unique educational perspective for mass conservation education. Educational microfluidics
has been used to investigate chemical titration (Greener et al. 2012), tissue rheology (Young and Sim-
mons), crystallization phenomena (Chia et al. 2011), and has substantial potential for fluid mechanics
education. However, using a microfluidic system to teach mass conservation fundamentals is a novel
application and has not been demonstrated in research to date. This research utilizes microfluidic
plug flow (Garstecki et al. 2006) as a teaching mechanism, as the physics that drive the plug flow
In plug flow, two immiscible phases are injected into a microchannel device to form alternating
plugs of fluid. Aptly named, these plugs span the width of the microchannel. This behavior forces
the two phases to translate at the same velocity while inside the microchannel. The characteristic
plug velocity is a result of the input mass flow rates and can be predicted based on the laws of
continuity. Many architectures exist for plug generation in microfluidic devices, including electro-
motive systems (Pollack, Shenderov, and Fair 2002; Link et al. 2006), acoustic generation of droplets
(Elrod et al. 1989), and flow-focusing devices (Anna, Bontoux, and Stone 2003). However, T-junction
architectures offer similar capabilities (Garstecki et al. 2006) while being less complex than the
flow-focusing alternative. In addition, the photolithography and soft lithography processes required
to fabricate multiple “lab-on-a-chip” devices (Fujii 2002) are simplified with basic channel designs.
Given the need to have clean microfluidic devices for each lab group, T-junction architectures were
The advantage for utilizing microfluidic plug flow for mass conservation analysis stems from
two sources: (a) the plug velocity of the two immiscible phases are interlinked and equal, and (b) a
SUMMER 2015 3
ADVANCES IN ENGINEERING EDUCATION
Figure 1. (a) Schematic of the T-junction microfluidic channel. The microchannels have
uniform height, H, and width, W. (b) The continuous phase (here ‘oil’) and the dispersed
phase (here ‘water’) are immiscible. Flowing these fluids into their respective oil and water
ports will create alternating plugs of fluid downstream of the microchannel T-junction. The
regularly cyclic flow pattern can be observed downstream of the junction (once steady-state flow
is achieved). This cyclic flow pattern allows the experimentalist to measure two key parameters of
interest: (a) the plug velocity, and (b) the flow fraction of water vs. oil (to be later defined as the
“duty cycle”). The goal of this experiment is to allow students to measure both the plug velocity and
flow fraction for a constant mass flow rate experiment. Students investigate the relationship between
the duty cycle and the plug velocity and compare it to a theoretical model they derive through the
Conservation of mass in a steady-state system dictates that all mass flow into the microfluidic
device sums to zero. Therefore, if the inputs for oil and water are known the output of the system
can be inferred (Eq. 1). The mass flow rate into the device depends on the volumetric flow rates of
oil and water to the device, and their respective fluid densities (Eq. 2).
The plug flow phenomena links the velocity of the downstream oil and water plugs together.
This common velocity, referred to as Vplug, provides direct insight into the mass flow rate of the
4 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
Figure 2. Microfluidic plug flow is generated with oil and fluorescing water and imaged
via epi-fluorescence. Students will investigate a region of interest downstream of the device
junction in order to generate a photo-response signal. This signal can be used to prove the
microfluidic system. Mass conservation equalities for both oil and water mass flow rates (Eq. 4 and
Eq. 5) are derived through combining the plug velocity with the flow-fraction parameter, which is
defined as the volumetric portion of the flow that is composed by water, as depicted in Figure 3.
This flow fraction parameter offers insight into the size and spacing of the water plugs.
Figure 3. The size of water plugs, Lw, and the spacing of water plugs (consequently the
size of the oil plugs), Lo, can be used to establish a parameter for measuring the cyclic water
plug flow fraction. This parameter requires the total length of the oil and water plug, S, to
SUMMER 2015 5
ADVANCES IN ENGINEERING EDUCATION
The flow-fraction parameter (Eq. 3) and the characteristic plug velocity are both used to derive
continuity equations for oil and water flow rates. This fully defines the flow rates into and out of
Given these equations, it is possible to derive a relationship between the relative fractions of wa-
ter to oil and the total plug velocity. This requires students to investigate the relationship between
flow fraction and plug velocity under constant mass flow rate, i.e. varying inlet oil and water flow
rates in such a manner that the total inlet mass flow rate remains constant during experimenta-
tion. Students will derive Eq. 6 and investigate its parameters, including effects caused by changes
in channel dimensions, relative fluid densities, and changes in the flow fraction parameter F. This
change in the flow fraction parameter is accomplished by varying the ratio of the oil-to-water flow
Fluorescence Microscopy
Fluorescence microscopy is an ideal technique for microfluidic velocimetry, given that it is non-
invasive and consequently will not disrupt the fluid flow. Polydimethylsiloxane-based (PDMS) mi-
crochannels are advantageous in fluorescence-based detection (Fujii 2002) since PDMS is highly
transparent across the visible spectrum. Similarly, the plug flow regime formed by the immiscible
oil and water is also beneficial, as these fluids are easily discernable through the fluorescence mi-
As outlined by Reichman, fluorescence microscopy requires the use of a dichroic filter cube to
match the dye chosen for the experiment (Reichman 2010). In this case, Fluorescein-548 was paired
with a blue-green dichroic filter available through the microscope manufacturer. The dichroic filter
reflects the blue light source onto the specimen containing Fluorescein-548, and causes the dye to
fluoresce green light due to the Stokes shift (Figure 4). This green light is transmitted through the
6 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
Figure 4. The dichroic filter cube reflects shorter wavelength light (higher frequency) and
transmits longer wavelength light. This capability is paired with a fluorescent dye specimen
whose Stokes shift matches the dichroic filter cube (Image via Reichman, 2010).
Figure 5. Imaging in bright field (left) and epi-fluorescence (right) downstream of the
T-junction demonstrates the benefit of the fluorescent dye. Introduction of the fluorochrome
into the water allows the experimentalist to optically distinguish the presence of oil or
water inside the microchannel via wide-field fluorescence microscopy. This method is
non-invasive and will not disrupt the plug flow behavior inside the microfluidic device. The
microscope probes a region smaller than the plug length. This Eulerian approach allows the
SUMMER 2015 7
ADVANCES IN ENGINEERING EDUCATION
Signal Processing
The MATLAB scripts used for the signal processing are available for public use on GitHub. They
The measured light intensity inside the camera’s detector region of interest (ROI) varies cyclically
due to the plug flow phenomena. Images are recorded via CCD camera and processed with MATLAB
script. For each image, the output signal from the code is proportional to the portion of the ROI
that is illuminated by fluorescence light intensity. Each pixel in the ROI is made binary (ON-OFF)
by setting an illumination detection threshold value (see Figure 6). If the signal-to-noise ratio of a
pixel’s light intensity is greater than the detection threshold (i.e. background noise of the camera),
the script counts the pixel as ON, otherwise it’s assumed to be OFF. The total signal is equal to the
The plug flow fluorescence signals provide two types of information: (a) downstream velocity of
the oil and water plugs and (b) relative fractions of oil and water. Signal vs. time, shown in Figure 7
(left), varies cyclically and the rise time is non-instantaneous. This is a consequence of the water
plug moving across the detector boundary. Given the dimensions of the detector and known pixel
resolution, it is possible to calculate the plug velocity of both the oil and water. This is accomplished
through Eq. 7, where Ldet represents the detector size (in pixels), R represents the pixel resolution,
and T represents the time required to transition from a fully “OFF” signal to a fully “ON” signal.
RLdet
Vplug = Eq. 7
T
Figure 6. The “eye” of the MATLAB script (white slot, shown left) counts active pixels
based on the light intensity of the plug inside this “eye”. The signal (shown right) is the sum
8 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
Figure 7. The signal rise time (shown right) gives key information about the oil and water
The lab module utilizes a signal parameter, D, known as the “duty cycle” (Eq. 8). It is a measure
of the flow fraction F from Eq. 3. The duty cycle is a tool to gauge the fluorescence fraction of the
plug flow and is therefore a measure of the flow rate fraction of water to oil. The duty cycle tends
towards a value of 1 as the flow rate fraction of water-to-oil increases. A duty cycle of 0 indicates
no signal and a flow fraction of 0, meaning that the whole flow is only composed of oil. The plug
velocity can then be calculated as function of total mass flow rate, water and oil densities, and the
τ trig3 - trig1
D = Eq. 8
T trig5 - trig1
1 ṁin
Vplug = Eq. 9
A [ρw - ρo]*D + ρo
Trigger points within the fluorescence signal are used to determine both the plug velocity and
duty cycle (Figure 8).
PROCEDURE
Students will measure both the plug velocity and flow fraction for a constant mass flow rate ex-
periment. Students are to investigate the relationship between the measured duty cycle and the plug
velocity and compare it to a theoretical model they derive through the laws of mass conservation.
The mass conservation lab module is intended for three to four students per session and is divided
into two stations: operation of the microscope equipment and pumps, and operation of the video
acquisition software and MATLAB processing scripts (Figure 9). Shown in Table 1, the equipment
required to run the lab can be purchased for about $7,000. This cost depends on the selection of
SUMMER 2015 9
ADVANCES IN ENGINEERING EDUCATION
Figure 8. Trigger points mark the transition boundary between ON and OFF and allow for
Students are to use a clean microfluidic device for their experiment. Prior to experimentation, a
lab assistant will ensure that the syringes and lines are purged of air. Introduction of gas into the
Estimated
Item Quantity Description Cost
100 μL Syringe 2 Hamilton Syringe, 1710 Luer Lock Tip, ID 1.457 mm $140
Syringe Pump 2 New Era Pump Systems, NE-300 $550
Luer Lock Fittings 2 Compression fittings, 1/16” OD $70
PEEK Tubing 1 Blue 1/16” OD, 0.01” ID, 5 ft $20
Mineral Oil 1 5 L, SG = 0.86 $50
Span® 20 1 Oil-soluble surfactant, 250 g $30
Fluorescein-548 1 Water-soluble fluorescent dye, 1 g $70
Microfluidic T-junction device 1 PDMS-based microchannel mounted on slide glass —
Epi-Fluorescence Microscope 1 SpecialtyMicroscopes.com. 3.2M pixels, ½” chip w/ 3. μm/pix $6,000
w/ USB Camera
Consumables (Gloves, glass slides, 1 1 box of gloves will supply ~100 students $50
paper towels, IPA for cleaning)
Expected Cost ~$7050
10 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
syringe pumps, and MATLAB image processing scripts to probe the plug velocities of two-
phase plug flow. Velocimetry is accomplished by recording plug behavior downstream of the
Oil and water are initially flowed through the device at a rate of 5 μL/min. This purges air out of
the microchannel and fills the device with oil and water. Flow rates are reduced to 1 μL/min after
all air is purged from the device. At this point, students should visualize the plug formation at the
T-junction. Modification of the oil’s surface tension through the introduction of Span-20 ensures
The microscope stage should not be moved once the camera is aligned with the microchannel
and the microscope is focused. The droplets are very sensitive to changes in inertia and must be
The lab module has students investigate microchannel plug flow at a constant mass flow rate of
2 mg/min; Table 2 outlines the volumetric flow rates used in this experiment. Each set point should
be measured for at least one minute to gather enough signal data. Time for set-up, experimentation
SUMMER 2015 11
ADVANCES IN ENGINEERING EDUCATION
Figure 10. Water plugs must consistently “break” at the 90° junction to ensure that all
STUDENT EVALUATION
A sample of 36 student volunteers from the Spring 2013 Experimental Fluid Mechanics (ME130L)
course from the Mechanical Engineering Department at UT Austin were selected to evaluate the
efficacy of the lab module. Students received no additional benefit to their coursework and were
not offered incentive to participate beyond their own interest in the material. Evaluation of the lab
module was conducted though pre- and post-evaluation student assessments. These benchmarks
gauged student knowledge prior to the lab and retention of material after conclusion. Students were
12 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
Number of
Group Fundamental Principle Questions
1 Non-dimensional numbers, flow regimes, and plug flow dynamics 8
2 Microscopy and micro-fabrication 5
3 Uncertainty analysis 4
4 Mass conservation 14
grouped into teams, each team consisting of 3-4 members. The pre- and post-evaluations are based
on the same test. The evaluation consists of 24 questions that tested the student’s knowledge of
A paired, two-sided Student’s t-test with 35 degrees of freedom and a confidence interval of 95%
was used to determine the significant difference of each test group. Cohen’s d effect sizes were
calculated from the results of this test. P-values less than 0.05 indicate statistical significance (Mills
and Chang 2004) and demonstrates the experiment improved students’ understanding and knowl-
edge of the concepts presented. Effect sizes within the range of 1.66 to 1.78 imply 95% confidence
on the significance. A 95% confidence interval suggests the experiment substantially improved the
students’ understanding and knowledge of the concepts presented in it (Cohen 1988). The results
from the evaluation benchmark on these two metrics are presented in Table 4. They suggest that
although there is statistical significance in terms of knowledge gained over all the fundamental con-
cepts probed in the test (Groups 1 through 5), the magnitude of the improvement is only appreciable
or substantial for Groups 1 and 4. In other words, it is clear that the student sample population
learned concepts related to fluid mechanics and mass conservation concepts after conducting the
laboratory experiment. When considered as a whole, there is also strong evidence of the overall
SUMMER 2015 13
ADVANCES IN ENGINEERING EDUCATION
Total Assessment
100
80
Questions Correct (%)
60
40
20
0
Figure 11. Boxplot of the total student assessment. Post evaluation score averages
knowledge gained within the global framework of the test and lab. This is clearly appreciable in
Figure 11, which depicts boxplots of the student assessment pre- and post-evaluation. Clearly there
is enough separation within the populations’ means and the middle quartiles of both populations
do not overlap. It should be noted that the relatively small effect sizes of Groups 2, 3 and 5 could
The Group 1 assessment was used to evaluate the student’s understanding of microflu-idics-related
non-dimensional numbers (Reynolds and Capillary), flow regimes and regime transitions, as well as
basic plug flow physics. The primary goal of the material in this group was to cue students into the
relationship between the oil and water flow velocities, in that they are equal in the plug flow regime.
14 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
Figure 12. Downstream plugs approach the droplet flow regime as they shrink in sizes
smaller than the channel width. It is important for students to recognize that oil and water
stream velocities are no longer linked in this regime as oil (water) can flow past the water
(oil).
This conclusion is important, as it directly links the signal generated by the microfluidic device to the
aforementioned conservation laws. Without this criterion, students would be unable to infer both
the oil and water velocities from the light signal alone and could not prove mass conservation in the
device. Students were asked to categorize microflows based on the Reynold’s number (<0.1) and
the Capillary number (< 0.001). In addition, students gained basic exposure to flow regime shifts,
namely the transition between the plug flow regime and the “droplet flow” regime shown in Figure
12. The implication of this shift concerns the relative average velocities of oil and water downstream
of the T-junction, which are no longer equal. As the water plugs shift to droplets in cross-flow, mass
flow rate can no longer be inferred solely from the light signal generated by the water droplets.
Group 2 sought to assess the student’s exposure to both epi-fluorescence microscopy and to
micro-fabrication techniques like photolithography and soft lithography. Results found students dem-
onstrated understanding of the Stokes shift and properties of PDMS for microfluidics applications.
However, more development is needed in these areas to properly assess the extent of the gains
Group 3 categorized questions related to uncertainty analysis. Questions were crafted to gauge
students’ understanding of both precision and bias errors and required students to propagate
SUMMER 2015 15
ADVANCES IN ENGINEERING EDUCATION
uncertainty with either sequential perturbation or the standard partial-derivative method. By design,
the MATLAB-based plug detector returned both a duty cycle and plug velocity for each oil-water
plug couple. This returned anywhere from 30-50 plug detections per video recording, allowing
students to generate a precision uncertainty for both the duty cycle and the plug velocity. Students
were not required to perform syringe pump calibration in this experiment; however, doing so pro-
vides more practice in uncertainty analysis. Calibration requires students to grasp concepts such as
standard error for curve fits, precision vs. bias uncertainty, and uncertainty of sample means vs. un-
certainty of single measurements. A sample syringe pump calibration is shown below in Figure 13. 10
independent measurements at each flow rate set point were made to obtain the calibration curve.
During the lab procedure, students were asked to obtain 10 or more independent measurements
at each set point and then average their results. As such, the total uncertainty of the fit (i.e., un-
certainty of the mean), rather than the uncertainty of a single measurement, is the proper metric
to use when assessing the 95% confidence interval of their results. Total (bias and precision)
mean measurement and single measurement uncertainties are included and presented in the
figure (Mills and Chang, 2004). Students are led to infer that syringe pumps can introduce large
Calibration Fit
Uncertainty of the Fit
Single Measurement Uncer tainty
Figure 13. Syringe pump calibration yields maximum mean uncertainty of ± 0.05 μL/
min at the 0.25 μL/min set point. The instructor should use this result to teach students the
16 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
precision errors as the stepper motor and screw drive that push the syringes cause flow rates to
substantially fluctuate. However, they would also conclude that by taking several samples and
averaging their results the effect of these fluctuations on their results could be minimized. As a
secondary point, students would also conclude that syringe pumps might not be ideal for specific
low-flow applications.
Group 4 constitutes the largest component of the student evaluation and was intended to assess
student learning of mass conservation principles in the microfluidics environment. The results
shown in Table 4 suggest that the lab module did indeed convey mass conservation fundamentals
to the volunteer student group. Students were required to understand the relationship between
the syringe pump set points and the plug velocities. Since water is denser than oil, increases in the
water-to-oil volumetric flow rate fraction cause a net decrease in the plug velocity, as per Eq. 9.
This is a direct effect of the conservation of mass and will hold as long as the plug flow regime
with equal water and oil velocities is maintained. In addition, students were also asked to derive
this same mass conservation equation for the plug flow regime velocity. This equation depends
on both the total mass input rate and the difference in density between the continuous oil phase
and the dispersed water phase, see Eq. 6. As shown in Figure 14, utilizing a low-density mineral
oil (red curve as compared to blue curve) results in more drastic changes in velocity (i.e., more
non-linear) with varying duty cycle. Increasing (or decreasing) the total input mass flow rate will
cause the curve to translate up (or down). The blue curve features a higher total input mass flow
rate than the red curve. Increasing the difference between the densities of the continuous and
dispersed phase, shown in Eq. 6, causes a higher velocity sensitivity to changes in the duty cycle.
The red curve features a larger difference between continuous and dispersed phase density than
Laboratory-based learning serves as a powerful active learning tool that engages engineering
laboratory framework by utilizing small groups and scope-limited activities. The primary goals of
this mass conservation active learning laboratory module were to improve student understanding
of mass conservation fundamentals and to introduce mechanical engineering students to the grow-
ing field of microfluidics and optical diagnostics. To accomplish these goals, a robust laboratory
procedure was developed and an extensive assessment was implemented for a sample of thirty-six
SUMMER 2015 17
ADVANCES IN ENGINEERING EDUCATION
Figure 14. High total mass flow rate, low density difference (1) and low mass flow rate,
high density difference (2) plug velocity versus duty cycle (water flow rate fraction) curves.
The plug velocity is linear with the total mass flow rate, meaning that larger values of the
latter lead to an upper shift of the curve. The dependence of plug velocity with density
difference between water and oil is more complicated but in essence larger values of this
difference lead to more non-linear behavior with duty cycle (for reference, equal water and
Development of the lab module required proper epi-fluorescence imaging equipment. The op-
tics, image acquisition equipment, and image processing equipment are included here. MATLAB,
or similarly LabVIEW, can be used for image processing and signal generation. The demonstrated
advantage of this setup, beyond its student learning impact, is found in its low cost. A budget of
$7,000 would easily and readily duplicate the findings outlined above.
The results of the statistical comparison between the pre- and post-evaluations shown in
Table 4 suggest that the lab module had a notably positive impact on student learning of plug
flow physics and the mass conservation concept. Based on these results, it is reasonable to
claim that this novel laboratory module succeeds in conveying mass conservation fundamentals
to undergraduate mechanical engineering students and has the added benefit of introducing
students to a field of microfluidics and optical diagnostics that is beyond the current mechanical
engineering curriculum.
Presenting the mass conservation experiment in a lab-on-a-chip environment allows the student
to reconsider the continuity fundamentals taught in lecture. Simply put, the students use the lab
18 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
experiment to apply the continuity equations that are taught at the macro-scale in a micro-scale
system to analyze its behavior. This unique use of active learning allows the student the opportunity
to use in-class (macro-scale) methods and apply them to the experiment in the micro-scale and
prove that mass conservation is indeed ubiquitous and independent of scales. In addition, by us-
ing the lab-based instruction module, continuity fundamentals can be made more amenable to the
learning style of today’s “Millennial” student. This is accomplished with the division of the in-class
More laboratory time may be required to allow the students to gain more exposure to the droplet
detection system. Adapting the signal detection MATLAB scripts to detect droplets in real time, as
opposed to the current method that processes recorded videos, would give students direct exposure
to the variation of plug velocity with duty cycle and inlet flow conditions. This could be accomplished
in conjunction with the pre-lab materials, along with a more in-depth teaching assistant lecture over
ACKNOWLEDGEMENTS
We would like to graciously acknowledge both Dr. Brian Carroll and Dr. Tae Jin Kim for their in-
valuable experience and recommendations in the formation of this experiment. In addition, funding
made available through NSF CAREER Award CBET-1151091 and The University of Texas at Austin
REFERENCES
Anna, Shelley L., Nathalie Bontoux, and Howard a. Stone. 2003. “Formation of Dispersions Using ‘flow Focusing’ in
s1&Agg=doi.
Carroll, Brian, and Carlos Hidrovo. 2012. “Droplet Collision Mixing Diagnostics Using Single Fluorophore LIF.” Experiments
Chia, Matthew C, Christina M Sweeney, United States, and Teri W Odom. 2011. “Chemistry in Microfluidic Channels”
88 (4): 461–464.
Cohen, Jacob. 1988. Statistical Power Analysis for the Behavioral Sciences (second ed.)
Elliott, M J, K K Stewart, and J J Lagowski. 2008. “The Role of the Laboratory in Chemistry Instruction” 85 (1): 145–149.
Elrod, S. a., B. Hadimioglu, B. T. Khuri-Yakub, E. G. Rawson, E. Richley, C. F. Quate, N. N. Mansour, and T. S. Lundgren. 1989.
“Nozzleless Droplet Formation with Focused Acoustic Beams.” Journal of Applied Physics 65 (9): 3441. doi:10.1063/1.342663.
http://link.aip.org/link/JAPIAU/v65/i9/p3441/s1&Agg=doi.
SUMMER 2015 19
ADVANCES IN ENGINEERING EDUCATION
Felder, Richard M. (North Carolina State University), Rebecca Brent, and Michael J. (Bucknell University) Prince. 2011.
“Engineering Instructional Development : Programs , Best Practices , and.” Journal of Engineering Education 100 (1): 89–122.
Fintschenko, Yolanda. 2011. “Education: A Modular Approach to Microfluidics in the Teaching Laboratory.” Lab on a
Fujii, Teruo. 2002. “PDMS-Based Microfluidic Devices for Biomedical Applications” 62: 907–914.
Garstecki, Piotr, Michael J Fuerstman, Howard a Stone, and George M Whitesides. 2006. “Formation of Droplets and
Bubbles in a Microfluidic T-Junction-Scaling and Mechanism of Break-Up.” Lab on a Chip 6 (3) (March): 437–46. doi:10.1039/
b510841a. http://www.ncbi.nlm.nih.gov/pubmed/16511628.
Greener, Jesse, Ethan Tumarkin, Michael Debono, Andrew P Dicks, and Eugenia Kumacheva. 2012. “Education: A Mi-
crofluidic Platform for University-Level Analytical Chemistry Laboratories.” Lab on a Chip 12 (4) (February 21): 696–701.
doi:10.1039/c2lc20951a. http://www.ncbi.nlm.nih.gov/pubmed/22237720.
Heywood, John. 2005. Engineering Education: Research and Development in Curriculum and Instruction. Edited by
Howe, Neil, and William Strauss. Millennials Rising: The next Great Generation /by Neil Howe and Bill Strauss ; Cartoons
Jewell, Ward T. 2008. “The Importance of Laboratory Experience in Power Engineering Education.” 2008 IEEE Power and
Energy Society General Meeting - Conversion and Delivery of Electrical Energy in the 21st Century (July): 1–2. doi:10.1109/
PES.2008.4596491. http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=4596491.
Link, Darren R, Erwan Grasland-Mongrain, Agnes Duri, Flavie Sarrazin, Zhengdong Cheng, Galder Cristobal, Manuel
Marquez, and David a Weitz. 2006. “Electric Control of Droplets in Microfluidic Devices.” Angewandte Chemie (International
Mills, A.F., Chang, B.H. 2004. “Error Analysis of Experiments: A Manual for Engineering Students.”
Pollack, M G, A D Shenderov, and R B Fair. 2002. “Electrowetting-Based Actuation of Droplets for Integrated Micro-
Rosa, Albert J. 2005. “The Role Ofthe Laboratory in Undergraduate Engineering Education” (January).
Schmidt, Philip S, and Joseph J Beaman. 2003. “PROCEED : A Department-Wide Curriculum Reform Initiative in
Project-Centered Education”: 1–12.
Sheble, E., S. Bickle, and C. H. Hidrovo. 2013. “Wind Energy Lab Module for Mechanical Engineering Undergraduate
Wilson, Michael, and Leslie E Gerber. 2008. “How Generational Theory Can Improve Teaching : Strategies for Working
Young, Edmond W.K., and Craig A. Simmons. “Integrating Low-Cost Microfluidics Into Undergraduate Teaching Labs
20 SUMMER 2015
ADVANCES IN ENGINEERING EDUCATION
AUTHORS
Thermal Fluids Laboratory (MTFL) under Dr. Carlos Hidrovo. His research
ion transport in porous media for applications in energy storage, portable biochemical diagnostics,
thermal management, and water treatment systems. He is also actively involved in developing novel
SUMMER 2015 21