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The movement of magnetic beads due to a magnetic field gradient is of great interest in different application fields. In this report we present a technique based on a magnetic tweezers setup to measure the velocity factor of magnetically actuated individual superparamagnetic beads in a fluidic environment. Several beads can be tracked simultaneously in order to gain and improve statistics. Furthermore we show our results for different beads with hydrodynamic diameters between 200 and 1000 nm from diverse manufacturers. These measurement data can, for example, be used to determine design parameters for a magnetic separation system, like maximum flow rate and minimum separation time, or to select suitable beads for fixed experimental requirements.
Electron beam plasma measurement was realised by means of DIABEAM system invented by ISF RWTH Aachen. The Langmuir probe method is used for measurement. The relative simplicity of the method and the possibility of dispersion of high power on the probe allow its application for the investigation of high-power electron beams. The key element of the method is a rotating thin tungsten wire, which intersects the beam transversely on its axis and collects part of the current by itself. The signals, which are registered in the DIABEAM as a voltage, were taken in the form of amplitude. The conversion of the probe current into the distribution along the beam radius was realised using the Abel’s method. A voltage-current characteristic was built for the beam current. The local electron density as well as the electron temperature, the floating potential and the plasma potential were measured and calculated by means of this characteristic.
In times of social climate protection movements, such as Fridays for Future, the priorities of society, industry and higher education are currently changing. The consideration of sustainability challenges is increasing. In the context of sustainable development, social skills are crucial to achieving the United Nations Sustainable Development Goals (SDGs). In particular, the impact that educational activities have on people, communities and society is therefore coming to the fore. Research has shown that people with high levels of social competence are better able to manage stressful situations, maintain positive relationships and communicate effectively. They are also associated with better academic performance and career success. However, especially in engineering programs, the social pillar is underrepresented compared to the environmental and economic pillars.
In response to these changes, higher education institutions should be more aware of their social impact - from individual forms of teaching to entire modules and degree programs. To specifically determine the potential for improvement and derive resulting change for further development, we present an initial framework for social impact measurement by transferring already established approaches from the business sector to the education sector. To demonstrate the applicability, we measure the key competencies taught in undergraduate engineering programs in Germany.
The aim is to prepare the students for success in the modern world of work and their future contribution to sustainable development. Additionally, the university can include the results in its sustainability report. Our method can be applied to different teaching methods and enables their comparison.