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A Miniature Open Channel Weir For The Standard Classroom: Implementation And Assessment

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Laboratory Development and Technology in the Civil Engineering Classroom

Tagged Division

Civil Engineering

Page Count

13

Page Numbers

14.58.1 - 14.58.13

Permanent URL

https://peer.asee.org/5798

Download Count

76

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Paper Authors

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Nurdan Beyenal Washington State University

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Nurdan Yurt-Beyenal obtained a PhD in Chemical Engineering with a PhD fellowship through the Center for Biofilm Engineering Montana State University in 2002. She is a Post-Doctoral Researcher at the Department of Chemical Engineering Washington State University.

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Cara Poor Washington State University

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Cara J. Poor obtainerd her PhD from Oregon University and has been an Assistant Professor in Civil and Environmental Engineering since 2006.Her research interersts include improving engineering education and watershed scale water quality dynamics.She is married with two children.

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Paul Golter Washington State University Orcid 16x16 orcid.org/0000-0001-8959-6899

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Paul B.Golter obtained an MS from Washington State University and is currently pursuing his PhD while working as the Laboratory Supervisor in the Chemical Engineering Department at WSU.He is married with two children.

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Gary Brown Washington State University

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Gary R Brown obtained a PhD in Education from Washington State University in 1994 and is currently the Director Centre for Teaching Learning and Technology at Washington State University. He is happily married.

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David Thiessen Washington State University Orcid 16x16 orcid.org/0000-0003-4283-5914

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David B.Thiessen received his PhD in Chemical Engineering from the University of Colorado and has been at Washington State University since 1994. His main research interests have been in fluid physics and acoustics and more recently have included engineering education.

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Bernard Van Wie Washington State University

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Bernard J Van Wie obtained his PhD in Chemical Engineering at the University of Oklahoma in 1982 and has been a full Professor in Chemical Engineering at Washington State University since 1995. He has three patents and forty one publications and recently was a Fulbright scholar to Nigeria.He is married with three children.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Miniature Open-Channel Weir for the Standard Classroom: Implementation and Assessment Abstract

A miniature open-channel flow system with weirs was used to teach characteristics of open-channel flow, flow control and measurement in a Civil Engineering Water Resources Engineering class. One class was given hands-on active learning; the other class, as a control will receive traditional lecture in the following semester. Preliminary analysis of the results shows that concept inventory performance for students who received the hands-on active learning exercise is improved by 52.1 % over their pre-test. In addition, a flashlight survey discloses that 29.5% of students were very satisfied while 65.9% were satisfied with the hands-on active method compared to the traditional lecture method.

Introduction

According to the learning cone [1] shown in Fig. 1, students retain knowledge better by seeing than by only reading or hearing. Having that as a motivation, Van Wie and coworkers [2] have developed portable desktop learning modules (DLMs) for chemical engineering and have implemented nontraditional learning pedagogies: namely, cooperative, hands-on, active and problem-based learning. Cooperative learning has been implemented by forming small groups of students to work on worksheets, quizzes, homework and projects. Hands-on learning involves groups of students observing theoretical principles in action with the DLM hardware. Active learning is promoted by group exercises in the form of worksheets which require students to do derivations and calculations and to discuss implications. Problem-based learning involves open-ended group design projects.

10 % Read 20 % Hear 30 % See 50 % See & Hear 70 % Say 90 % Say & Do Figure1. Learning Retention

To our best knowledge, there is no study done on the use of open channel as a desktop learning module in the literature. Van Wie[2] and his group has been designing desktop modules and different cartridges like venturimeter, orifice meter, Reynolds’s experiment, double pipe heat exchangers, shell and tube and extended area heat exchangers, packed bed in chemical engineering area. Now, goal of the research group is to extend those

Beyenal, N., & Poor, C., & Golter, P., & Brown, G., & Thiessen, D., & Van Wie, B. (2009, June), A Miniature Open Channel Weir For The Standard Classroom: Implementation And Assessment Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5798

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