Studies are underway on transference of new low-cost desktop learning module (LC-DLM) technology and accompanying pedagogy to a variety of institutions. The LC-DLMs have proven effective at addressing student perceptions related to hydraulic loss and venturi meter flow measurements. Students at our institution typically think, before our intervention, that velocity decreases along a pipe due to friction, and that pressure increases in the throat of a venturi meter due to a squeezing effect. Current results are showing LC-DLM efficacy in improving student understanding and eliminating these otherwise persistent misconceptions in both chemical and mechanical engineering fluid mechanics courses within the same institution. Statistically significant improvements with large effect sizes are shown in understanding the associated continuity principles and energy transformations as described by Bernoulli’s equation. We postulate that the same misconceptions exist and that the same gains are possible for a number of implementation strategies at a variety of institutions and program types. We are analyzing and will present LC-DLM related learning data for the same concepts taught by a suite of professors in a variety of modes, within a classroom, through outside-of-class activities, and with distance education dining room table experiments. These additional classes consist of students in chemical and mechanical engineering, and process technology programs. The courses are being taught at main campus locations, satellite campuses and to people employed full-time in industry. We will discuss any differential achievements observed between the various approaches and the prospective rationale for any dissimilarities
