June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.277.1 - 23.277.11
Cell Di-Electrorotation: Studying of Rotation to Characterize Biological Cells and the Connections in Engineering to the Next Generation StandardsBiological engineering is a field that most secondary educator will never gain researchexperience in. With new engineering standards playing a predominant role in the new “NextGeneration Science Standards” teachers and students will be struggling for meaningful lessonplans that teach engineering standards. Students will need leaders (teachers) that have anengineering knowledge base to properly learn true engineering practice. Teachers will need realengineering experiences to be proficient enough to help students learn true engineering conceptsand standards. That is what the RET (Research Experiences for Teachers) has provided.By creating a di-electrophoresis chamber, cell frequency can be observed. This would allow theidentification of healthy cells from diseased cells. Theoretically, one method of identifying cellsis by the frequency of their rotation within a di-electrical field. By layering one electric field ontop of another in a sealed chamber cells can be trapped within a di-electric field in solution. TheRET (NSF project) has given each teacher the tools needed to aide students in the newengineering standards. The Di-electrophoresis project required collaboration between threedepartments on campus. The biology, chemistry, and engineering departments all collaboratedon the di-electrophoresis project. Each department played a critical role in combining resourcesto fabricate a device that could potential trap cells in an electrical chip. This collaboration iswhat allowed the engineering and technology end to create the di-electrophoresis device. Theparameters were set by the cell size. The cells were removed from sub-culture usingbiochemistry laboratories and staff. Resources in the engineering and technology departmentwere used to fabricate the device. The correct electrical field was designed by an electricalengineer. The resources and collaboration between disciplines is the core of what engineering is.In this experience teachers learned to use their strengths, but also know when to rely on otherswith more experience in different disciplines. As a result of this project we have gained anunderstanding that failure is a teaching point and that each prototype created is a success nomatter what the outcome is. Showing students that engineering is fluid and always changing,improving, and evolving. Redesigning current labs to have outcomes that can vary from studentto student is one way we have already been able to adjust current curriculum to meet the newstandards in engineering. Many sciences have designated designed outcomes in their labs, andexpected results in their directed lessons or projects. Allowing students to design their own labsinstead of us giving rigid outlines in experiments or projects is becoming a paradigm shiftalready in how our labs are being taught at both the secondary and collegiate settings. Ourstudents are more engaged in collaborating and group work as a result of this RET project. Wewill provide detailed project description and resulting classroom activities that were developed asa result of the RET project.
Maison, S. H., & Bauer, A. J. P., & Shapardanis, S., & White, T. S., & Zhang, Z., & Li, B., & Hu, Q., & Kaya, T. (2013, June), Cell Di-Electrorotation: Studying of Rotation to Characterize Biological Cells and the Connections in Engineering to the Next Generation Standards Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19291
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