A Fluid Flow Characterization Device for an Educational Desktop Learning Module

2012 ◽  
Author(s):  
Kirsten L. Peterson ◽  
Marc D. Compere ◽  
Yosef S. Allam ◽  
Bernard J. Van Wie
Keyword(s):  
Fluid Flow ◽  
Core Curriculum ◽  
Volumetric Flow Rate ◽  
Flow Equation ◽  
Control Group ◽  
Fluid Loss ◽  
Educational Goals ◽  
Learning Module ◽  
Hands On ◽  
Volumetric Flowrate

This paper presents the design and testing of a fluid loss characterization device for use in engineering education as a classroom or laboratory demonstration in a core curriculum fluid dynamics course. The design is specifically tailored for clear demonstration of the abstract concept of fluid loss in a way that supports collaborative, hands-on, active, and problem-based learning. This stand-alone device is intended as a prototype for a Desktop Learning Module (DLM) cartridge. The DLM module framework was developed by engineering educators at Washington State University as part of a collaborative NSF-sponsored program. The fluid loss characterization device was sponsored by the Embry-Riddle Aeronautical University Honors Program in Daytona Beach, Florida. The purpose of the experiment is to have students determine the loss coefficients and friction factors of different piping components in a fluid flow system. The experiment involves measuring volumetric flowrate changes in the system due to the introduction of minor and major losses. A pump circulates water at a specified rate tunable by the students to achieve a steady state flow condition. Height sensors report tank heights and a flow meter shows volumetric flow rate which is verifiable with student’s data collection. A graphical computer interface allows students to control pump rate and also reports tank height in real time. The computer and height sensors are not critical to the learning objectives and may be replaced with rulers and a potentiometer for motor control. The educational goals are for students to gain a better understanding of the transition between Bernoulli’s flow equation and the Energy equation, to study major and minor losses, and experimentally determine volumetric flowrate. Fluid flow loss concepts can be reinforced by experimentally verifying these concepts immediately after presenting them on the whiteboard. Educational assessments measuring gains with pre- and post-tests and a conceptual test one week later were performed with a control group and experimental group. Results are presented that allow direct comparison between a hands-on activity versus conventional lecture-based instruction alone. The results indicate no statistically significant differences in gains between control and treatment groups; however the trend indicates improved ability to describe abstract concepts on the material 1 week later in the experiment group. The most promising results show that a greater percentage of students who were actively involved with the demonstration increased their scores from post- to conceptual assessment. This agrees with previously published results on CHAPL [1]. The majority of passive observers showed decreased scores. These results warrant more devices be built and tested to engage the entire class in the hands-on collaborative experiment.

scholarly journals Study on the Influence of Geometric Characteristics of Grain Membranes on Permeability Properties in Porous Sandstone

Membranes ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 587
Author(s):  
Run Shi ◽  
Huaiguang Xiao ◽  
Chengmeng Shao ◽  
Mingzheng Huang ◽  
Lei He
Keyword(s):  
Fluid Flow ◽  
Single Parameter ◽  
Control Group ◽  
Porous Rock ◽  
Permeability Characteristics ◽  
Natural Rock ◽  
Porous Sandstone ◽  
Novel Method ◽  
Boltzmann Method ◽  
Flow Laws

Studying the influence of grain characteristics on fluid flow in complex porous rock is one of the most important premises to reveal the permeability mechanism. Previous studies have mainly investigated the fluid flow laws in complex rock structures using an uncontrollable one single parameter of natural rock models or oversimplified control group models. In order to solve these problems, this paper proposes a novel method to reconstruct models that can independently control one single parameter of rock grain membranes based on mapping and reverse-mapping ideas. The lattice Boltzmann method is used to analyze the influence of grain parameters (grain radius, space, roundness, orientation, and model resolution) on the permeability characteristics (porosity, connectivity, permeability, flow path, and flow velocity). Results show that the grain radius and space have highly positive and negative correlations with permeability properties. The effect of grain roundness and resolution on permeability properties shows a strong regularity, while grain orientation on permeability properties shows strong randomness. This study is of great significance to reveal the fluid flow laws of natural rock structures.

scholarly journals Development and evaluation of an online medication safety module for medical students at a rural teaching hospital: the Winchester District Memorial Hospital

2021 ◽  
Vol 10 (2) ◽  
pp. e001385
Author(s):  
Ali Elbeddini ◽  
Yasamin Tayefehchamani
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Medication Safety ◽  
Controlled Trial ◽  
Effective Means ◽  
Intervention Group ◽  
Control Group ◽  
Open Label ◽  
Online Module ◽  
Learning Module

ObjectiveTo design, implement and assess an online learning module for third-year and fourth-year medical students addressing medication safety.DesignThis study was a prospective, parallel, open-label, randomised controlled trial with two arms: (1) a control arm in which students were given five articles to read about medication safety, and (2) an intervention arm in which students were given access to an interactive web-based learning module on medication safety. Pretesting and post-testing were done online to evaluate change in medication safety knowledge.ResultsTen students completed the study in the intervention group (online module) and six students completed the study in the control group. The increase in score obtained on the post-test, relative to the pretest, was 15.4% in the group who completed the online module and 2.0% in the control group (difference=13.4%, 95% CI 0.5% to 26.2%, p=0.04).ConclusionStudents who completed an online educational tool about medication safety demonstrated a significantly greater increase in knowledge than those who completed a few readings. Online learning modules can be a convenient and effective means of teaching safe prescribing concepts to medical trainees.

Gamified Learning

2022 ◽  
pp. 97-131
Author(s):  
Cornelia Nih Popescu ◽  
Elodie Attie ◽  
Laëtitia CHADOUTEAU
Keyword(s):  
Learning Outcomes ◽  
Control Group ◽  
Training And Education ◽  
Learning Module ◽  
Important Concern ◽  
E Learning ◽  
Current Context ◽  
Overall Performance ◽  
Gamified Learning ◽  
Experimental Group

In the context of the current COVID-19 pandemic, e-learning represents a more and more important concern of all education providers and an inevitable direction for the current context in training and education. This chapter follows the theory of gamified learning and the theory of flow to understand to which extent game characteristics improve engagement and learning outcomes, such as performance and engagement. To do this, two groups of learners (N=20) were randomly assigned: the experimental group followed a gamified learning module, and the control group followed the same content without gamification mechanisms. The game mechanisms chosen involve a game, a challenge, virtual rewards, an avatar, a final badge, and a system of points and levels. Results show that the gamified course increased the time spent on the course and the overall performance. Hence, this chapter demonstrates the relevance of using gamification to improve learning outcomes.

scholarly journals Analytical Solution for Heat Transfer in Electroosmotic Flow of a Carreau Fluid in a Wavy Microchannel

2019 ◽  
Vol 9 (20) ◽  
pp. 4359 ◽  
Author(s):  
Saima Noreen ◽  
Sadia Waheed ◽  
Abid Hussanan ◽  
Dianchen Lu
Keyword(s):  
Fluid Flow ◽  
Flow Pattern ◽  
Flow Rate ◽  
Electroosmotic Flow ◽  
Linear Problem ◽  
Perturbation Technique ◽  
Volumetric Flow Rate ◽  
Carreau Fluid ◽  
Long Wavelength ◽  
Wide Range

This article explores the heat and transport characteristics of electroosmotic flow augmented with peristaltic transport of incompressible Carreau fluid in a wavy microchannel. In order to determine the energy distribution, viscous dissipation is reckoned. Debye Hückel linearization and long wavelength assumptions are adopted. Resulting non-linear problem is analytically solved to examine the distribution and variation in velocity, temperature and volumetric flow rate within the Carreau fluid flow pattern through perturbation technique. This model is also suitable for a wide range of biological microfluidic applications and variation in velocity, temperature and volumetric flow rate within the Carreau fluid flow pattern.

An Improved Method for Measuring Fluid Loss at Simulated Fracture Conditions

1985 ◽  
Vol 25 (04) ◽  
pp. 482-490 ◽  
Author(s):  
Robert Ray McDaniel ◽  
Asoke Kumar Deysarkar ◽  
Michael Joseph Callanan ◽  
Charles A. Kohlhaas
Keyword(s):  
Fluid Flow ◽  
Shear Rate ◽  
Filter Paper ◽  
Filter Cake ◽  
Fluid Loss ◽  
Test Results ◽  
Test Apparatus ◽  
Fracturing Fluid ◽  
The Core ◽  
Static Core

Abstract A test apparatus is designed to carry out dynamic and static fluid-loss tests of fracturing fluids. This test apparatus simulates the pressure difference, temperature, rate of shear, duration of shear, and fluid-flow pattern expected under fracture conditions. For a typical crosslinked fracturing fluid, experimental results indicate that fluid loss values can be a function of temperature, pressure differential, rate of shear, and degree of non-Newtonian behavior of the fracturing fluid. A mathematical development demonstrates that the fracturing-fluid coefficient and filter-cake coefficient can be obtained only if the individual pressure drops can be measured during a typical fluid-loss test. Introduction In a hydraulic fracturing treatment, the development of fracture length and width is strongly dependent on a number of key fluid and formation parameters. One of the most important of these parameters is the rate at which the fracturing fluid leaks, off into the created fracture faces. This parameter, identified as fluid loss, also influences the time required for the fracture to heal after the stimulation treatment has been terminated. This in turn will influence the final distribution of proppant in the fracture and will dictate when the well can be reopened and the cleanup process started. Historically, tests to measure fluid loss have been carried out primarily under what is characterized as static conditions. In such tests, the fracturing fluid is forced through filter paper or through a thin core wafer under a pressure gradient, and the flow rate at the effluent side is determined. Of course, the use of filter paper cannot account for reservoir formation permeability and porosity; therefore, the fluid-loss characteristics derived from such tests should be viewed as only gross approximations. The static core-wafer test on the other hand, reflects to some extent the interaction of the formation and fracturing-fluid properties. However, one important fluid property is altogether ignored in such static core-wafer tests. This is the effect of shear rate in the fracture on the rheology (viscosity) of fracturing fluid and subsequent effects of viscosity on the fluid loss through the formation rock. In the past, several attempts were made to overcome the drawbacks of static core-wafer tests by adopting dynamic fluid-loss tests. Although these dynamic tests were a definite improvement over the static versions, each had drawbacks or limitations that could influence test results. In some of the studies, the shearing area was annular rather than planar as encountered in the fracture. In other cases, the fluid being tested did not experience a representative shear rate for a sufficiently long period of time. An additional problem arose because most studies were performed at moderate differential pressures and temperatures. The final drawback in several of the studies was that the fluid flow and leakoff patterns did not realistically simulate those occurring in the field. In the first part of this paper, we emphasize the design of a dynamic fluid-loss test apparatus that possesses none of these drawbacks. In the second part of the paper, test results with this apparatus are presented for three different fluid systems. These systems areglycerol, a non-wall-building Newtonian fluid,a polymer gel solution that is slightly wall-building and non-Newtonian, anda crosslinked fracturing system that is highly non-Newtonian in nature and possesses the ability to build a wall (filter cake) on the fracture face (see Table 1). The fluids were subjected to both static and dynamic test procedures. In the third part of the paper, results of experiments carried out with crosslinked fracturing fluid for different core lengths, pressure differences, temperatures, and shear rates are compared and the significance of the difference of fluid loss is emphasized. Experimental Equipment and Procedure The major components of the experimental apparatus shown in Fig. 1 are a fluid-loss cell, circulation pump, heat exchanger, system pressurization accumulators, and a fluid-loss recording device. The construction material throughout most of the system is 316 stainless steel. The fluid loss is measured through a cylindrical core sample, 1.5 in. [3.81 cm] in diameter, mounted in the fluid-loss cell. Heat-shrink tubing is fitted around the circumference of the core and a confining pressure is maintained to prevent channeling. Fracturing fluid is circulated through a rectangular channel across one end of the core. SPEJ P. 482^

Brief Reports: Further Study of the Use of Manipulatives with Prospective Teachers

1979 ◽  
Vol 10 (3) ◽  
pp. 211-213
Author(s):  
Phillip M. Eastman ◽  
Jeffrey C. Barnett
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Preservice Elementary Teachers ◽  
Control Group ◽  
Mathematical Concepts ◽  
Enactive Approach ◽  
Hands On ◽  
Experimental Group

This study is the second in a series of studies designed to investigate the question, “Can preservice elementary teachers learn the mathematical concepts and skills necessary to teach mathematics via manipulative aids better when they are given a ‘hands-on’ (enactive) approach than when they are taught with a pictorial (iconic) approach?” In a previous study Barnett and Eastman (1978) conducted an investigation with 78 preservice elementary teachers to obtain information regarding the effectiveness of the use of manipulative aids in the enactive and iconic modes. Thirty-nine subjects in the experimental group used manipulative materials in working laboratory exercises, while 39 subjects in the control group completed the same exercises without the use of these materials.

Fluid Flow and Solute Transport though a Fracture Intersecting a Canister - Analytical Solutions for the Parallel Plate Model

2003 ◽  
Vol 807 ◽  
Author(s):  
L. Liu ◽  
I. Neretnieks
Keyword(s):  
Fluid Flow ◽  
Solute Transport ◽  
Flow Rate ◽  
Analytical Solutions ◽  
Parallel Plate ◽  
Spent Nuclear Fuel ◽  
Volumetric Flow Rate ◽  
Single Fracture ◽  
Plate Model ◽  
Specific Scenario

ABSTRACTIn this paper, we are concerned with a specific scenario where a large fracture intersects, at its center, a canister that contains spent nuclear fuel. Assuming that a nuclide is free to release from the canister into groundwater flowing through the fracture, a detailed formulation of the volumetric flow rate and the equivalent flow rate are made for the parallel plate model. The formulas proposed have been validated by numerical examinations; they are not only simple in forms but also universal in applications where the flow may be taken normal, inclined or parallel to the axis of the canister. Of great importance, they provide a convenient way to predict the average properties of fluid flow and solute transport through a single fracture with spatially variable apertures.

scholarly journals Problem-Based Learning Module of Environmental Changes to Enhance Students’ Creative Thinking Skill

2018 ◽  
Vol 10 (2) ◽  
pp. 313-319 ◽  
Author(s):  
Pamula Guruh Prastiwa Anjarwati ◽  
Sajidan Sajidan ◽  
Baskoro Adi Prayitno
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Environmental Changes ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Cluster Sampling ◽  
Control Group Design ◽  
Learning Module ◽  
Central Java

Creative thinking skills are important for long-term success. Empowering creative thinking skills which can be trained through problem-solving activities in learning, thereby promoting high cognitive engagement. This study aimed to test the effectiveness of the research and development product of Problem-Based Learning module of environmental changes in empowering students’ creative thinking skills. The research method used was the Quasi-experiment with nonequivalent control group design. The sample of the research was the tenth-graders of a Senior High School in Karanganyar district, Central Java. The sampling was cluster sampling by involving two classes, namely the Grade X-MIA 1 with 28 students and the X-MIA 4 with 28 students. The qualitative and quantitative-descriptive approaches were used to analyze the data. The result shows the mean of creative thinking skills score of experiment group is higher than the control group. This developed module could empower students’ creative thinking skills by problem-solving activities as needed for Indonesian educational goal . The study concludes that development module was constructed based on Problem-based Learning activities in the module could stimulate students solved and identified the problems with their ideas and developed their creative thinking.

scholarly journals Teaching and Learning Science Using YouTube Videos and Discovery Learning in Primary School

2020 ◽  
Vol 7 (1) ◽  
pp. 106-118
Author(s):  
Irwan Koto
Keyword(s):  
Heat Transfer ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Discovery Learning ◽  
Learning Science ◽  
Control Group ◽  
Significant Difference ◽  
Hands On ◽  
Post Test ◽  
Youtube Videos

This research aims at comparing the changes in factual, conceptual, and procedural knowledge of heat transfer in learning science using YouTube videos accompanied by discovery learning among fifth graders. A pre-and post-test experimental design was conducted by two different groups. One of the groups was randomly assigned to conduct discovery learning and YouTube videos (n = 21) and the others were to conduct discovery learning and hands-on activities (n = 21). Students in the experimental group used YouTube videos to do the assignments, whereas those in the control group used hands-on activities. Before conducting the treatment, all the students carried out the pre-test. Pre-test analyses showed that there was no significant difference between the two groups in terms of factual, conceptual, and procedural knowledge of heat transfer. The post-test was conducted by students in two groups after completing four weeks throughout the fall semester of the 2018-2019 Academic Year. The research results revealed that both groups showed various effects on the acquisition of factual, conceptual, and procedural knowledge. Well-selected and related video material could enhance student knowledge related to the concept of heat transfer.

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