>Magister Scientiae - MSc / It is well known, that there is a severe lack of information available pertaining to neutron rich nuclei, specifically of those nuclei with mass numbers ≥ 60. These neutron rich nuclei are not easy to access in current experimental facilities or be produced with sufficient yield to allow for it to be studied. In order to expand our understanding of nuclear physics by studying the properties and characteristics of these nuclei, the development of new facilities producing Radioactive-ion Beams (RIBs) is required. The applications for RIBs are wide, allowing for deeper investigations into the properties of nuclei, their interactions and the manner in which they were formed in the early universe. Additionally, there are various interdisciplinary fields such as medicine, biology and material science in which RIBs can be utilized as a driving mechanism for new research and technological innovation. The iThemba Laboratory for Accelerator Based Sciences (iThemba LABS), South Africa, has proposed a new facility for the production and acceleration of radioactive-ion beams (RIBs). The RIB Project is to be developed in sequential phases and would produce a range of neutron-rich isotopes for low-energy materials science and nuclear physics research. Of specific interest, is the production of the Helium-6 isotope (6He), for its potential applications in various areas of nuclear physics research. The aim of this research work was to design, model and optimise a RIB production target capable of producing high intensity 6He beams, guided by the characteristics of the primary proton beam available for use at iThemba LABS. This research work/design study is however limited, due to the absence of experimentally measured and verified 6He cross section data for proton induced reactions on the proposed target materials (Graphite and Boron Carbide). However, best-estimate approaches were adopted through the use of validated computer codes. Additionally, all 6He yield results are presented as in-target yields, as this study did not cover the diffusion (isotope release) efficiency of the target systems in question. Three RIB production targets types were investigated using Graphite, Boron Carbide and Beryllium Oxide as potential target materials. Following numerous optimisation processes, a Boron Carbide RIB target was converged upon, proving to be suitable for the production of high intensity 6He beams at iThemba LABS, by meeting the material thermal and mechanical limiting criteria for operation. This target system was found to produce an in-target 6He yield rate of 2 ~ 3 x 1011 6He/s, considered sufficient for experimental application at iThemba LABS.

The purpose of this project is to work as an interdisciplinary team whose primary role is to mentor a team of WPI undergraduate students completing their Major Qualifying Project (MQP) in collaboration with Vestigo Ventures, LLC. (“Vestigo Ventures�) and Cogo Labs. We worked closely with the project sponsors at Vestigo Ventures and Cogo Labs to understand each sponsor’s goals and desires, and then translated those thoughts into actionable items and concrete deliverables to be completed by the undergraduate student team. As a graduate student team with a diverse set of educational backgrounds and a range of academic and professional experiences, we provided two primary functions throughout the duration of this project. The first function was to develop a roadmap for each individual project, with concrete steps, justification, goals and deliverables. The second function was to provide the undergraduate team with clarification and assistance throughout the implementation and completion of each project, as well as provide our opinions and thoughts on any proposed changes. The two teams worked together in lock-step in order to provide the project sponsors with a complete set of deliverables, with the undergraduate team primarily responsible for implementation and final delivery of each completed project.

The purpose of this project is to work as an interdisciplinary team whose primary role is to mentor a team of WPI undergraduate students completing their Major Qualifying Project (MQP) in collaboration with Vestigo Ventures, LLC. (“Vestigo Ventures�) and Cogo Labs. We worked closely with the project sponsors at Vestigo Ventures and Cogo Labs to understand each sponsor’s goals and desires, and then translated those thoughts into actionable items and concrete deliverables to be completed by the undergraduate student team. As a graduate student team with a diverse set of educational backgrounds and a range of academic and professional experiences, we provided two primary functions throughout the duration of this project. The first function was to develop a roadmap for each individual project, with concrete steps, justification, goals and deliverables. The second function was to provide the undergraduate team with clarification and assistance throughout the implementation and completion of each project, as well as provide our opinions and thoughts on any proposed changes. The two teams worked together in lock-step in order to provide the project sponsors with a complete set of deliverables, with the undergraduate team primarily responsible for implementation and final delivery of each completed project.

Esta tese teve como objetivo o desenvolvimento de um Laboratório Virtual de Aprendizagem (LVA) - Hidrolândia e a avaliação do seu impacto em termos de aprendizagem, aplicado em disciplinas de mecânica dos fluidos e hidráulica, na graduação de cursos de Engenharia, no Instituto de Pesquisas Hidráulicas – IPH, da Universidade Federal do Rio Grande do Sul - UFRGS, onde existe laboratório experimental em escala em hidráulica. A pesquisa foi realizada através do uso do LVA, especialmente desenvolvido para as disciplinas de graduação em cursos de Engenharia. Um total de 414 alunos, pertencentes a três cursos de Engenharia, participaram da pesquisa, sendo esta desenvolvida no período de 2012/2 a 2015/1. O Hidrolândia permite a simulação de vários processos referentes a três práticas laboratoriais da disciplina: velocidade em canal, aferição de Venturi e esvaziamento de reservatório. A estrutura do LVA e a abordagem pedagógica adotada permitiram a interação dos alunos com diversos componentes do ensaio, alterando fatores e variáveis do laboratório virtual, viabilizando a repetição do experimento com novos parâmetros e a análise dos resultados imediatamente. Após o uso do LVA, os alunos responderam a um questionário, o qual permitiu uma avaliação qualitativa do uso do referido recurso tecnológico virtual, além de uma avaliação teórica de conhecimentos. Duas turmas foram mantidas como controle, não tendo realizado o LVA; porém, tendo realizado o teste teórico para posterior análise em relação aos alunos que realizaram o LVA. A base teórica que dá alicerce para este trabalho é a da aprendizagem significativa (meaningful learning), dentro de uma perspectiva construtivista, abordagem proposta principalmente por David Jonassen. A análise dos resultados estatísticos mostrou que houve uma grande aceitação do uso do LVA, manifestado pelos alunos no questionário de avaliação e um significativo ganho no processo de aprendizagem, na comparação das notas finais e dos testes de conhecimento. A nota média no teste de conhecimentos dos alunos que utilizaram o LVA foi significativamente superior aos que não o utilizaram. Foi estatisticamente comprovado que o perfil de conceitos dos alunos que utilizaram o laboratório virtual é diferente do perfil dos que não o utilizaram e, em função dos percentuais maiores em conceitos "A" e "B", a diferença é no sentido de aumentar o desempenho daqueles que o utilizaram. Assim sendo, a principal contribuição desta tese é o desenvolvimento do LVA Hidrolândia e uma metodologia para sua utilização que, comprovadamente, geram maiores ganhos de aprendizagem na área de mecânica dos fluidos e hidráulica, o desenvolvimento das simplificações das equações da mecânica dos fluidos, gerando os algoritmos utilizados nas simulações do LVA, o desenvolvimento do mundo virtual do laboratório físico real no IPH, bem como sua implementação em Action Script, que pode servir de referência para implementação de outros mundos virtuais; portanto, cumprindo com os objetivos propostos. / This thesis aimed to the development of a Virtual Learning Lab (AVL) - Hidrolândia, and the evaluation of its impact in terms of learning, applied in mechanical of fluids and hydraulics disciplines, in undergraduate engineering courses at the Hydraulic Research Institute - IPH, in at Federal University of Rio Grande do Sul - UFRGS, where there is experimental and real laboratory in hydraulics. The survey was conducted through the use of LVA specially developed for undergraduate courses in Engineering courses. A total of 414 students from three engineering courses, participated in the survey, which was carried out from 2012/2 to 2015/1. The Hidrolândia allows the simulation of various processes relating to three laboratory discipline practices: channel speed, Venturi gauging and tank emptying. The structure of the LVA and the pedagogical approach adopted allowed the interaction of students with various components of the test by changing factors and variables of virtual lab, making possible to repeat the experiment with new parameters and analyzing the results immediately. After using the LVA, the students answered a questionnaire, which allowed a qualitative evaluation of the use of that virtual technological resource, as well as a theoretical evaluation of knowledge. Two groups were kept as a control and had not made the LVA, but having done the theoretical test for further analysis regarding students who performed the LVA. The theoretical basis that gives foundation for this work is the significant learning (meaningful learning) within a constructivist perspective, approach proposed mainly by David Jonassen. The analysis of the statistical results showed that there was wide acceptance of the use of LVA, shown by students in the assessment questionnaire and a significant gain in the learning process, the comparison of endnotes and knowledge tests. The average score in the test of knowledge of the students who used the LVAH was significantly higher than those who did not use. It has been statistically proven that the profile concepts of students who used the virtual lab was different from the profile of those who did not use and, due to higher percentages in concepts "A" and "B", with increased performance those who used it. Therefore, the main contribution of this thesis is the development of LVA Hidrolândia and a methodology for its use that was proven to generate greater learning gains in the mechanical area of fluids and hydraulics, the development of the simplifications of the fluid mechanics equations, generating the algorithms used in the LVA simulations, the development of the virtual world to the physical laboratory at IPH and its implementation in Action Script, which can serve as a reference for the implementation of other virtual worlds; thus complying with the proposed objectives.

Considerable effort has recently been directed toward the miniaturization of quantitative-polymerase-chain-reaction [QPCR] instrumentation in an effort to reduce both cost and form factor for point-of-care applications. Notable gains have been made in shrinking the required volumes of PCR reagents, but resultant prototypes retain their bench-top form factor either due to heavy heating plates or cumbersome optical sensing instrumentation. In this thesis, we describe the use of complementary-metal-oxide semiconductor (CMOS) integrated circuit (IC) technology to produce a fully integrated qPCR lab-on-chip. Exploiting a 0.35-µm high-voltage CMOS process, the IC contains all of the key components for performing qPCR. Integrated resistive heaters and temperature sensors regulate the surface temperature of the chip to 0.45°C. Electrowetting-on-dielectric microfluidic pixels are actively driven from the chip surface, allowing for droplet generation and transport down to volumes of less than 1.2 nanoliters. Integrated single-photon avalanche diodes [SPAD] are used for fluorescent monitoring of the reaction, allowing for the quantification of target DNA with more than four-orders-of-magnitude of dynamic range with sensitivities down to a single copy per droplet. Using this device, reliable and sensitive real-time proof-of-concept detection of Staphylococcus aureus (S. aureus) is demonstrated.

Participants will discuss how they could use the lab concept in courses outside of the sciences to encourage and improve student engagement. The questions participants will be able to answer after attending the session will be: (1) How can I use a "lab" in my classes? and (2) How could use a lab improve student engagement?

In their book, Teaching Naked Techniques, Jose Bowen and C. Edward Watson suggest that “just calling your classroom a lab or studio will signal that you want your students to be more collaborative, self-directed, self-motivated, and intellectually ambitious.” So labs aren’t just for science courses! Join in the discussion on how you could incorporate a lab component to your classes in order to encourage and improve student engagement.

The importance for companies in knowledge or technology intensive industries to take part in research partnerships has been thoroughly researched, and the gain of collaboration with external parties has been proven. One of these most influential collaboration types is the one between academia and industry, where the US Bayh-Dole Act provided a break-through policy change for the transfer, conversion and commercialization of knowledge and innovations. To counter this, the European Union has implemented a policy around a facilitating, user-centered milieu for innovation called Living Labs. In this article, the purpose is to identify potential collaboration barriers in the university-industry collaboration when implemented in this milieu. This is done by using a multiple case study where the respondents are seven individuals, from three Living Lab entities and two companies. The findings show that the inclusion of users give the setting its advantage, but also gives additional management needs, something that applies to all participants in the setting – the company representatives must have a diverse set of abilities, the researchers should be standalone and independent from the Living Labs management, the management must establish a shared physical context for all parties to interact within and there must be a very clear agreement between all parties what there are expecting from the collaboration regarding outcomes, process and structure.

Laboratory experimentation plays a critical role in the education of engineers. With the increase of students choosing to obtain their education online through Distance Learning programs, something must be done to allow them to gain practice with experimental techniques. Remote Laboratories (RLs), or laboratory experiments specially constructed for remote use, have the potential to fill this void. In a "traditional" laboratory experiment, students physically interact with an apparatus to obtain experimental data. Remote Laboratories are meant to offer a similar learning experience that is equivalent to, or as close as possible to the physical one, by allowing a user to control the apparatus from a remote location using mechatronic control hardware, integrated with data acquisition software. Studies have shown there is no significant difference with regard to meeting educational outcomes between students who performed an experiment remotely versus those who carried out the same experiment in-person. The focus of this thesis is on the development of a framework for developing and implementing Remote Laboratories. To do this, this research introduces advances in the following areas: a) Identifying the educational differences between traditional and Remote Laboratories. b) Developing a method for comparing student perceptions about RLs and their laboratory reports through surveys and laboratory report grading. c) Creating a standard Information Technology protocol for hosting and conducting remote experiments. d) Investigating alternative uses for RLs. e) Proposing new methods to best mimic the physical interactions of traditional laboratories. f) Creation of functioning Remote Laboratories. g) Analyzing the findings of their use in a classroom setting. A comparison of surveys and laboratory reports between groups that conducted remote experiments and those which conducted traditional experiments over a period of 4 semesters suggest that RLs have the potential to be used to achieve the same educational outcomes as traditional laboratories.

Esta tese teve como objetivo o desenvolvimento de um Laboratório Virtual de Aprendizagem (LVA) - Hidrolândia e a avaliação do seu impacto em termos de aprendizagem, aplicado em disciplinas de mecânica dos fluidos e hidráulica, na graduação de cursos de Engenharia, no Instituto de Pesquisas Hidráulicas – IPH, da Universidade Federal do Rio Grande do Sul - UFRGS, onde existe laboratório experimental em escala em hidráulica. A pesquisa foi realizada através do uso do LVA, especialmente desenvolvido para as disciplinas de graduação em cursos de Engenharia. Um total de 414 alunos, pertencentes a três cursos de Engenharia, participaram da pesquisa, sendo esta desenvolvida no período de 2012/2 a 2015/1. O Hidrolândia permite a simulação de vários processos referentes a três práticas laboratoriais da disciplina: velocidade em canal, aferição de Venturi e esvaziamento de reservatório. A estrutura do LVA e a abordagem pedagógica adotada permitiram a interação dos alunos com diversos componentes do ensaio, alterando fatores e variáveis do laboratório virtual, viabilizando a repetição do experimento com novos parâmetros e a análise dos resultados imediatamente. Após o uso do LVA, os alunos responderam a um questionário, o qual permitiu uma avaliação qualitativa do uso do referido recurso tecnológico virtual, além de uma avaliação teórica de conhecimentos. Duas turmas foram mantidas como controle, não tendo realizado o LVA; porém, tendo realizado o teste teórico para posterior análise em relação aos alunos que realizaram o LVA. A base teórica que dá alicerce para este trabalho é a da aprendizagem significativa (meaningful learning), dentro de uma perspectiva construtivista, abordagem proposta principalmente por David Jonassen. A análise dos resultados estatísticos mostrou que houve uma grande aceitação do uso do LVA, manifestado pelos alunos no questionário de avaliação e um significativo ganho no processo de aprendizagem, na comparação das notas finais e dos testes de conhecimento. A nota média no teste de conhecimentos dos alunos que utilizaram o LVA foi significativamente superior aos que não o utilizaram. Foi estatisticamente comprovado que o perfil de conceitos dos alunos que utilizaram o laboratório virtual é diferente do perfil dos que não o utilizaram e, em função dos percentuais maiores em conceitos "A" e "B", a diferença é no sentido de aumentar o desempenho daqueles que o utilizaram. Assim sendo, a principal contribuição desta tese é o desenvolvimento do LVA Hidrolândia e uma metodologia para sua utilização que, comprovadamente, geram maiores ganhos de aprendizagem na área de mecânica dos fluidos e hidráulica, o desenvolvimento das simplificações das equações da mecânica dos fluidos, gerando os algoritmos utilizados nas simulações do LVA, o desenvolvimento do mundo virtual do laboratório físico real no IPH, bem como sua implementação em Action Script, que pode servir de referência para implementação de outros mundos virtuais; portanto, cumprindo com os objetivos propostos. / This thesis aimed to the development of a Virtual Learning Lab (AVL) - Hidrolândia, and the evaluation of its impact in terms of learning, applied in mechanical of fluids and hydraulics disciplines, in undergraduate engineering courses at the Hydraulic Research Institute - IPH, in at Federal University of Rio Grande do Sul - UFRGS, where there is experimental and real laboratory in hydraulics. The survey was conducted through the use of LVA specially developed for undergraduate courses in Engineering courses. A total of 414 students from three engineering courses, participated in the survey, which was carried out from 2012/2 to 2015/1. The Hidrolândia allows the simulation of various processes relating to three laboratory discipline practices: channel speed, Venturi gauging and tank emptying. The structure of the LVA and the pedagogical approach adopted allowed the interaction of students with various components of the test by changing factors and variables of virtual lab, making possible to repeat the experiment with new parameters and analyzing the results immediately. After using the LVA, the students answered a questionnaire, which allowed a qualitative evaluation of the use of that virtual technological resource, as well as a theoretical evaluation of knowledge. Two groups were kept as a control and had not made the LVA, but having done the theoretical test for further analysis regarding students who performed the LVA. The theoretical basis that gives foundation for this work is the significant learning (meaningful learning) within a constructivist perspective, approach proposed mainly by David Jonassen. The analysis of the statistical results showed that there was wide acceptance of the use of LVA, shown by students in the assessment questionnaire and a significant gain in the learning process, the comparison of endnotes and knowledge tests. The average score in the test of knowledge of the students who used the LVAH was significantly higher than those who did not use. It has been statistically proven that the profile concepts of students who used the virtual lab was different from the profile of those who did not use and, due to higher percentages in concepts "A" and "B", with increased performance those who used it. Therefore, the main contribution of this thesis is the development of LVA Hidrolândia and a methodology for its use that was proven to generate greater learning gains in the mechanical area of fluids and hydraulics, the development of the simplifications of the fluid mechanics equations, generating the algorithms used in the LVA simulations, the development of the virtual world to the physical laboratory at IPH and its implementation in Action Script, which can serve as a reference for the implementation of other virtual worlds; thus complying with the proposed objectives.