An engineering model of the human colon

The development and performance of a three-stage tubular model of the large human intestine is outlined. Each stage comprises a membrane fermenter where flow of an aqueous polyethylene glycol solution on the outside of the tubular membrane is used to control the removal of water and metabolites (principally short chain fatty acids) from, and thus the pH of, the flowing contents on the fermenter side. The three stage system gave a fair representation of conditions in the human gut. Numbers of the main bacterial groups were consistently higher than in an existing three-chemostat gut model system, suggesting the advantages of the new design in providing an environment for bacterial growth to represent the actual colonic microflora. Concentrations of short chain fatty acids and Ph levels throughout the system were similar to those associated with corresponding sections of the human colon. The model was able to achieve considerable water transfer across the membrane, although the values were not as high as those in the colon. The model thus goes some way towards a realistic simulation of the colon, although it makes no pretence to simulate the pulsating nature of the real flow. The flow conditions in each section are characterized by low Reynolds numbers: mixing due to Taylor dispersion is significant, and the implications of Taylor mixing and biofilm development for the stability, that is the ability to operate without washout, of the system are briefly analysed and discussed. It is concluded that both phenomena are important for stabilizing the model and the human colon.

A study into the impact of introducing Year 5 students to university and electronic engineering

This paper demonstrates the benefits of introducing Year 5 school students to university life, encountering styles of teaching to which they would be otherwise unaccustomed; and the results of a survey conducted both before and after the study visit to determine whether the visit was beneficial to the students in academic terms.

A vector approach to the assessment of undergraduate engineering courses

In any undergraduate engineering programme there is a need to assess the balance and flavour of the various educational strands. In order for a quality assurance of these programmes to be met there is a need to evaluate the course load, academic content and the assessment marks of each course in the undergraduate programme. The existing ranges of QA methods for these programmes are focused on one or two of these issues and do not provide a comprehensive assessment procedure. Following a review of the existing QA methods, this paper will define a three-dimensional approach to the assessment of the educational aspects of an undergraduate course. Various features of this method will be described and potential benefits explained.