Teaching Experimental Design Using Virtual Laboratories: Development, Implementation And Assessment Of The Virtual Bioreactor Laboratory

Abstract

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Teaching Experimental Design using Virtual Laboratories: Development, Implementation and Assessment of the Virtual Bioreactor Laboratory Abstract Presently there is a need to develop more effective ways to integrate experimental design into the engineering curriculum. To address this need, we are developing virtual laboratories that provide students a capstone experience in which they can apply experimental design in a context similar to that of a practicing engineer in industry. In a virtual laboratory, simulations based on mathematical models implemented on a computer are used to replace the physical laboratory. However, as opposed to being constructed as a direct one-to-one replacement, the virtual laboratory is intended to complement the physical laboratories in the curriculum so that certain specific elements of the experimental design process are addressed. We have previously reported on the Virtual CVD Laboratory, a simulation of an industrial-scale chemical vapor deposition (CVD) reactor. Analogously to the Virtual CVD laboratory, a Virtual Bioreactor laboratory has been developed based on an industrial scale bioreactor process. The development, implementation and assessment of the Virtual Bioreactor in the senior laboratory in Chemical, Biological and Environmental Engineering are discussed. Analysis of student surveys was undertaken to exam student metacognition of the virtual laboratory and compare their ideas of learning to the physical laboratories in the same course. Analysis shows that the experimental design, critical thinking and higher order cognition that are promoted in the Virtual CVD laboratory are manifest in the metacognitive statements of students in the Virtual BioR Laboratory. Both virtual laboratories are available for use upon request. Introduction In a typical laboratory class, students are tasked with taking a set of experimental measurements, analyzing the data, often in the context of underlying theory in the curriculum, and reporting the findings. This work is performed using dedicated equipment physically located in the laboratory. The pedagogical value of the hands-on experience that a laboratory provides is ubiquitously endorsed by educators;1 however, in practice the engineering laboratory has limitations as well. The traditional mode of delivery requires large amounts of resources for a high quality student experience since students must be supervised and equipment is expensive to purchase and maintain. Moreover, versatile laboratory experiences are needed that can accommodate students enrolled via distance education. Virtual laboratories can overcome these limitations. In a virtual laboratory, students do not interact with real equipment, but rather with use computer simulations of laboratory equipment to obtain data. The virtual laboratory allows future engineers to practice the skills they will need in industry, in much the same way a flight simulator is used for training pilots. Various uses of virtual laboratories in the engineering curricula have been reported.2-7 The most extensive deployment of virtual laboratories of chemical processes is an impressive set of modules developed at Purdue University. Seven different laboratories based on traditional

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