NEW DESIGNS ON TEACHING BIOLOGICAL ENGINEERING
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The field of
biological engineering has evolved tremendously in recent years due to advances
in both fundamental understanding of biological systems and in application of
engineering methods to utilize this information. To be competitive in the
field, graduates of biological engineering programs must have a diverse
background which not only is grounded in engineering fundamentals, but also
mindful of biological advances. Such requirements of new professionals bring
continuing demands on how biological engineering should be taught. At The
University of Arizona, the Agricultural and Biosystems Engineering (ABE)
Department has revised its course offerings in the biological engineering area.
This presentation will discuss how two courses have been revised to integrate:
use of the internet, discussions of recent technological advances, design
projects, and laboratory exercises. After several years of poorlyreceived use
of the internet, an improved approach was developed resulting in nearly all
students making use of the information on a more than weekly basis. Students
responded positively to these changes and performed well compared to students
in previous offerings. Biosystems engineering courses The approach we have used
at The University of Arizona to teaching biological (or biosystems) engineering
courses has been to incorporate engineering fundamentals with biological
concepts into practical applications and demonstrations. This manuscript will
focus on two courses titled Agricultural Bioengineering (a course on
fermentations and industrial scale microbiology, bioseparations, and
biosensors) and Engineering of Biological Processes (a broader course on
bioreactors, bioprocessing, enzymatic conversions, and cell culture (animal and
plant)). The first course is a technical elective, whereas the second one is
required of all ABE undergraduates. The goals of these courses are similar: to
provide experience in analyzing biological systems and in designing processes
which provide the optimal environment for use of the biological entity. A
difficulty in teaching these courses is the varied level of preparation of the
students in this area. Undergraduate students in our department focus on
biosystems, soil and water resources, or power and machinery. This provides a
sizeable challenge in selecting topics in the P ge 782.1 “Proceedings of the
2002 American Society for Engineering Education Annual Conference &
Exposition Copyright ” 2002, American Society for Engineering Education”
Engineering of Biological Processes course which is required of all students.
Topics which rely on substantial biological science background require either
too much or too little background knowledge. Approximately half of the students
enter this course having already taken a fundamental cell biology course, while
the remaining students have taken more applied courses in plant or soil
sciences. To address this challenge, substantial portions of each course are
dedicated to topics which differ from the academic experiences of most students
but for which most students may have some practical, out-of-the-classroom
experience. Course material is divided into several self-contained modules
which include presentation of chemical and biological fundamentals, engineering
fundamentals and applications (laboratory exercises, design projects, or
demonstrations). Table I provides the topics presented. Topic Biological
Aspects Engineering Analysis Design Fermentation cell growth & metabolism
kinetics fermentation equipment Microbes & food spoilage &
sterilization heat transfer sterilization equipment Bioprocess
cell-environment, interactions separations, biosensors, and control removal of
cells from fuel Biological degradation biofilms, cell adhesion and motility
mass transport oxygen transfer requirements Rheology food processing fluid
mechanics pumping of nonNewtonian fluids Mixing shear sensitivity, oxygen
requirements fluid mechanics mixing power requirements Conversion processes
enzymes – aqueous solutions, immobilized, non-aqueous solutions kinetics starch
conversion; non-aqueous enzymology Cell culture immunology, toxicology, and
animal cell growth kinetics, bioreactors bioreactor scale up Table I: Topics
presented in two biosystems engineering courses highlighting the biological and
engineering aspects of each. For each module, course material begins with the
chemical and biological fundamentals required for a basic understanding of the
system, followed by engineering analysis approaches or tools. These two aspects
are brought together in a final capstone project which is either a small design
project, a laboratory exercise, a demonstration or a combination. Laboratory
exercises which have recently been used are presented in Table II. In such
projects, ties are made between traditional techniques (fermentation) to new
methods and recent developments in the field (such as the use of metabolic
engineering to improve production strains).
NEW DESIGNS ON TEACHING BIOLOGICAL ENGINEERING
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