Revolutionizing Engineering Education: Bridging Theory with Practice through Microfluidics and Material Characterization

Saman Aria; Swastika S. Bithi; Sanjoy Bhattacharia; Pronob Das

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Conference: 2024 ASEE-GSW
Location: Canyon, Texas
Publication Date: March 10, 2024
Start Date: March 10, 2024
End Date: March 12, 2024
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--45394
Permanent URL: https://peer.asee.org/45394
Download Count: 118

Assistant Professor of Engineering
College of Engineering
West Texas A&M University

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biography

Sanjoy Bhattacharia West Texas A&M University

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Assistant Professor of Mechanical Engineering, College of Engineering, West Texas A&M University, Canyon, TX-79016

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Pronob Das West Texas A&M University orcid.org/0009-0002-0108-9687

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Abstract

This article presents a groundbreaking instructional approach poised to revolutionize engineering education by seamlessly integrating microfluidic devices and material characterization tools. Focused on crucial engineering principles like thermodynamics, heat transfer, and crystallization, this strategy provides students with a dynamic, hands-on learning experience. Emphasizing the potential of microfluidic devices to manipulate small fluid volumes in the microliter or nanoliter range, the approach highlights their capacity to enhance heat and mass transfer, accelerate reaction kinetics, and reduce reagent consumption. With versatile applications across disciplines such as biology, chemistry, medicine, climate science, and engineering, microfluidic devices are a flexible platform for experiential learning, connecting theoretical knowledge with real-world applications.

Simultaneously, material characterization tools measuring physical and chemical properties, including phase transitions and enthalpy, complement this instructional paradigm. The fusion of microfluidics and material characterization enables students to understand and actively apply fundamental engineering principles. Illustrated through a case study, students use microfluidic devices to explore homogeneous and heterogeneous crystallization aspects in pure water enriched by nucleating agents. The microfluidic device detects the onset of crystallization in water droplets, and freezing efficiency is determined from images of the nucleation process as a function of the observed freezing temperature. Comparative analysis, facilitated by a sophisticated material characterization tool—specifically, a differential scanning calorimeter (DSC)—reveals exothermic energy release during the phase transition of the water droplet. The onset and endset of the freezing point are determined from the phase transition curve. The DSC not only validates their findings but also provides a deeper understanding of the thermal characteristics inherent in the crystallization process.

This paper comprehensively outlines the objectives, methodologies, and outcomes of the introduced educational approach. Emphasizing its effectiveness in engaging students in microfluidics and material characterization research within the engineering curriculum, the strategy is positioned as a transformative force in engineering education. By fostering an environment that encourages active exploration, critical thinking, and collaborative discourse, this innovative approach significantly contributes to the ongoing evolution of effective engineering education methodologies. In preparing students for the challenges of a rapidly advancing technological landscape, this transformative pedagogy sets a new standard for immersive and engaging engineering education.

Citation
Format

Aria, S., & Bithi, S. S., & Bhattacharia, S., & Das, P. (2024, March), Revolutionizing Engineering Education: Bridging Theory with Practice through Microfluidics and Material Characterization Paper presented at 2024 ASEE-GSW, Canyon, Texas. 10.18260/1-2--45394

TY - CPAPER
AB -
This article presents a groundbreaking instructional approach poised to revolutionize engineering education by seamlessly integrating microfluidic devices and material characterization tools. Focused on crucial engineering principles like thermodynamics, heat transfer, and crystallization, this strategy provides students with a dynamic, hands-on learning experience. Emphasizing the potential of microfluidic devices to manipulate small fluid volumes in the microliter or nanoliter range, the approach highlights their capacity to enhance heat and mass transfer, accelerate reaction kinetics, and reduce reagent consumption. With versatile applications across disciplines such as biology, chemistry, medicine, climate science, and engineering, microfluidic devices are a flexible platform for experiential learning, connecting theoretical knowledge with real-world applications.

Simultaneously, material characterization tools measuring physical and chemical properties, including phase transitions and enthalpy, complement this instructional paradigm. The fusion of microfluidics and material characterization enables students to understand and actively apply fundamental engineering principles. Illustrated through a case study, students use microfluidic devices to explore homogeneous and heterogeneous crystallization aspects in pure water enriched by nucleating agents. The microfluidic device detects the onset of crystallization in water droplets, and freezing efficiency is determined from images of the nucleation process as a function of the observed freezing temperature. Comparative analysis, facilitated by a sophisticated material characterization tool—specifically, a differential scanning calorimeter (DSC)—reveals exothermic energy release during the phase transition of the water droplet. The onset and endset of the freezing point are determined from the phase transition curve. The DSC not only validates their findings but also provides a deeper understanding of the thermal characteristics inherent in the crystallization process.

This paper comprehensively outlines the objectives, methodologies, and outcomes of the introduced educational approach. Emphasizing its effectiveness in engaging students in microfluidics and material characterization research within the engineering curriculum, the strategy is positioned as a transformative force in engineering education. By fostering an environment that encourages active exploration, critical thinking, and collaborative discourse, this innovative approach significantly contributes to the ongoing evolution of effective engineering education methodologies. In preparing students for the challenges of a rapidly advancing technological landscape, this transformative pedagogy sets a new standard for immersive and engaging engineering education.

AU - Saman Aria
AU - Swastika S. Bithi
AU - Sanjoy Bhattacharia
AU - Pronob Das
CY - Canyon, Texas
DA - 2024/03/10
PB - ASEE Conferences
TI - Revolutionizing Engineering Education: Bridging Theory with Practice through Microfluidics and Material Characterization
UR - https://peer.asee.org/45394
DO - 10.18260/1-2--45394
ER -