Microfluidics — a lab in your palm

A few decades ago electronics evolved from huge circuits based on vacuum tubes into small scale semiconducting integrated circuits. In simple words, a calculator that was as huge as a room, now fits into a wrist watch. Nowadays, a similar trend is observed in bio and chemical engineering. Analysis and synthesis involving fluids, which originally could be done only on large scales, are more and more integrated into small devices called microfluidic chips. Such microsacle or even nanoscale devices, in general called lab-on-a-chip devices, offer a higher accuracy and better efficiency compared to bulk devices. In this article we describe some important aspects about microfluidics.     

What do you mean by learning lab?

Education and Information Technologies - Digital and innovation competencies are nowadays highly required for students and faculty members in higher education institutions. We therefore need...     

‘I like being a lab Rat’: student experiences of research participation

Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress.     

全面出击:高中第一册(上) Unit 2 In the lab

任务一:课本大翻滚1.掌握下列词与词组(1)unless (2)once (3)shut (4)mixture (5)rather (6)message (7)proper (8)electricity (9)allow (10)lively (11)experiment(12)request (13)finally (14)sadly (15)taste (16)oil (17)mix (18)finger (19)second (20)soap (21)cupboard (22)make sure (23)instead of (24)first of all (25)turn off (26)by the side of (27)on holiday (28)follow one's instructions     

Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science,the Nature of Scientists and the Nature of Scientific Inquiry

Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.

Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.

Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.

Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.

Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.

Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs.