TABLE I.
Recommended teaching structure and user-study setup including tasks and learning objectives. Nos. 1–7 was conducted in a user-study during two sessions with a total of 35 students. No. 8 is only recommended for advanced students and if a laser-cutter is available.
| No. | Topic | Task | Time | Learning objective |
|---|---|---|---|---|
| 1 | Theory | Read/listen | 10 min | Mixing of liquids. Surfactants and emulsions. Hydro-/Lipo-phil/phobicity |
| 2 | Demonstration | Observe | 5 min | Understand device operation. Droplet formation. Syringe usage |
| 3 | Layout design | Select parts form kit | 10 min | 3-dimensional thinking. Planning. Teamwork. |
| 4 | Fabrication | Build devices | 15 min | Dexterity. 3-dimensional thinking |
| 5 | Flow/mixing | Use 2 water inlets and mix | 10 min | Operate device including syringes. Colour mixing. Blue + Yellow = Green |
| 6 | Droplets | Switch one water inlet to oil to make droplets | 15 min | Formation of droplets with oil, water, and surfactant. Adjust syringe pressures to generate various droplet sizes |
| 7 | Bioreactor | Include microorganisms into droplets. Apply light stimulus | 20 min | Recognize single Euglena cells. Understand concepts of photosynthesis and phototaxis. Observe single cells with microscope |
| 8 | Custom pieces | Laser-cutting | 2–4 h | Design and laser-cut alternative building blocks. For example, design maze with up and down streams |