small solar and windmodules. Therefore, there was a critical need for virtual experiments. Thus, the VR modules weregenerated based on the DeLorenzo laboratory manuals and activities, improved by the instructors of thecourse.Laboratory Structure: The on-site and virtual laboratory experiments are designed: 1) to reinforce andsupport the lecture-based courses; 2) to emphasize the importance of corroborating the results ofexperimentation, measurements, and data analysis; 3) to expose the students to renewable energytechnologies, characteristics, performances, and principles of renewable energy systems. To achieve theabove purpose, the virtual reality laboratory experiments, upon final implementation, will be divided intotwo levels: Level I
the IE Department. The first course entitled Computer-AidedManufacturing will cover topics such as (a) Computer-Aided Design and Manufacturing; (b)Design for Manufacturing and Automation; (c) Group Technology; (d) Computer-Aided ProcessPlanning; and (e) NC/CNC Programming. These topics will bring a new learning experience forthe students. With the use of the IRAM Laboratory and knowledge of process planning, studentswill be able to program the system to identify the material used to manufacture a product and therouting each material must take through the MHS to be processed. Also, when combined withprior programming skills, the students will learn how to convert computer-aided process plansinto NC programming code. This will allow for
few students thatwork in the electrical power sector of industry do have prior knowledge of electrical powerindustrial software.A virtual electrical power systems laboratory is used in the EET-3334 course in conjunction withthe theory and application of the lecture. This virtual electrical power systems laboratory allowsa variety of electrical power systems to be designed effectively with minimum cost. In addition,the lab use of industrial software allows the students to practice using a tool that typically isrequired later when they work in industry. The students in the virtual electrical power systemslab first learn basic theory power theory using the Electronics Workbench / Multisim software.The students then learn to program some small
REVISEDBased on previous years of student feedback and continuous meeting between assigned faculties (hired inSpring 2017 and Fall 2017), the GOAL of the Electronics and Computer Engineering technology (ECET)program is revised as below: a. Students will develop knowledge and understanding of key concepts and skills relevant to Electronics and Computer ET. b. Students will develop knowledge and understanding of key concepts and skills relevant to Design, system and application engineering.Learning objectives are also updated: a. The students will be able to conduct standard tests and measurements; analyze and interpret experiments; apply experimental results to improve processes; and design the system
lengths, and support conditions; students learnhow to calculate the strength of a beam based on unbraced length and flange slenderness andhow to select a section based on given loads; and students learn to check a section for combinedloadings. Instructors often use photos, videos, and physical models to illustrate structural steelsystems and the failure mechanisms associated with different types of steel members. However,students still struggle to understand many of the failure mechanisms and rarely have anopportunity to experience full-scale testing as an undergraduate student. Saint Louis University (SLU) and Rose-Hulman Institute of Technology (Rose-Hulman)designed three large-scale, experiential learning modules for use in an
important for teleworking, education and lifelong learning.However, the implementation and maintenance of online labs is expensive and partiallyassociated with high administrative efforts. These are reasons, why sharing online labresources via different universities worldwide is a current necessity and can offer severaladvantages, such as providing access to potential expensive laboratory hardware to studentsfrom universities with scarce financial resources by means of a cooperative network of remotesystems. Furthermore, online controlled systems can be very useful when applied to situationsinvolving the often substantial costs of transporting people or equipment. Different institutesand schools could share experiments and knowledge in a
monitoringtechnologies to track the development of fermentations while students are outside of thelaboratory. Fully interconnected units now define a common goal of reducing costs andimproving productivity and replace the original independent and unrelated experiments. The newstructure also allows us to easily incorporate design concepts, such as cost analysis andenvironmental compliance, into the laboratory. The objective of the re-designed course is toprovide a realistic structure that is congruent with what students will experience when they enterthe workforce as chemical engineers. The new laboratory structure is also designed to fosterleadership, creative thinking, composure under uncertainty and the critical review of information.Furthermore, with the new
procedure. This year, because of the pandemic, McMaster University faced a major challenge, as wellas an opportunity to transform the educational experience for over 1200 first-year students whocould not attend lectures, labs and design studios in person. To promote student hands-onexperiences online virtual laboratory activities were introduced. Many of these activities wouldprovide effective learning opportunities even after the end of the pandemic and the return to inperson instruction. As universities around the world preparing for the post-COVID-19 environment, it isimportant to leverage lessons learned from the ‘emergency mode delivery’ of digital tools (suchas remote and virtual labs, and simulator-based experiments) during the
that control laboratory experiments help them to learn the material from lectures,which satisfies the first part of our educational goal. Not only have students developed betterexperimental skills, they also gain an understanding about the design, implementation, andtesting of different control algorithms. The use of the laboratory experiments has generatedpositive results. The students’ reaction to the experiments has been very good and interest in thecourse has been increased. The students seem to appreciate the “feel” that they gain from thelaboratory course. Additionally, the students commented that more formal instruction ofMATLAB/Simulink in courses prior to the laboratory control course would be helpful. Theresponses were generally
accomplished over a four-week period of one laboratory session per week, 2.8 hours persession, and three lectures sessions per week, 0.8 hours per session. An outline of the projecttasks is presented by week.Project Tasks • Understand the operating principles of ADS-B In and Out, and the technical standards of ADS-B Out. (Week 1 Lecture, one 0.8-hour session) • Understand the framework of designated ADS-B receiver, data flow and the function of each component. (Week 1 Lecture, one 0.8-hour session) • Check for understanding using a short quiz on architecture and data flow. Discuss applications of ADS-B in industry (Week 1 Lecture, one 0.8-hour session) • Verify that all students have completed the previous labs in the
. Tuttle, and C. V. White, “Integrating Manufacturing, Design and Teamwork into a Materials and Processes Selection Course,” 2002 American Society for Engineering Education Annual Conference and Exposition Proceedings, Montreal, Canada, June 17-19, 2002. Session 1526.[6] D. A. Wyrick and L. Hilsen, “Using Kolb’s Cycle to Round Out Learning,” 2002 American Society for Engineering Education Annual Conference and Exposition Proceedings, Montreal, Canada, June 17-19, 2002. Session 2739.[7] M. Abdulwahed and Z. K. Nagy, “Applying Kolb’s Experiential Learning Cycle for Laboratory Education,” Journal of Engineering Education, July 2009, pp. 283-294.[8] J. Dewey, Experience and Education, Macmillan, N.Y., 1939.[9] D. Ullman, The
analysis applied to the design process.Dr. Christopher G. Levey, Dartmouth College Christopher G. Levey received the B.A. degree in physics from Carleton College in 1977 and the Ph.D. degree in physics from the University of Wisconsin-Madison in 1984. He was then at AT&T Bell Labs in Murray Hill, NJ until 1986, when he joined the faculty of Dartmouth College, first in the Physics Department, then in the Engineering School. His research has included optical properties, high Tc super- conductor devices, stress engineered microrobots, binary optics, and micro-inductors. He is an Associate Professor at the Thayer School of Engineering at Dartmouth and as Director of Instructional Labs he is responsible for laboratory
)laboratory in the country. Collaborative efforts were initiated between the MechanicalEngineering Technology and Plastics Engineering Technology departments to enhance thelearning experience.Resulting from the collaboration a decision was made to add a PIM laboratory to emphasize thelecture on plastic materials and processes. The PIM laboratory was developed to give the studentan introduction to the PIM process, machine, mold and the effects of processing variables on theparts. Also, students would gain knowledge regarding the effects of part design on the process.Prior to the implementation of this lab, the students went on plant tours or were shown videos ofthe PIM process.Learning ObjectivesThe Manufacturing Materials and Processes course exposes
provides the resources necessary torealize audio processing real-time in the teaching laboratory environment. While the on-boardcomputer microprocessors are not as robust as specialized external counterparts, their use hasgreat impacts on classroom and learning potentials.IntroductionStudies have shown that the best choice for laboratory exercises in an undergraduate signals &systems curriculum are ones that emphasize concepts related to signal processing by offering arelevant, real-world design experience. 1,2 These types of practical implementation have beenshown to enhance learning and achieve better outcomes. Courses that have successfullyimplemented real-time signal processing to solidify concepts introduced in class lectures havelargely
oxide fuel cell, hydrogen transport membrane, lithium-ion battery 2. Physics-based Multi-scale Models: ab ini- tio, molecular dynamics (MD), discrete element models (DEM), finite element models (FEM) 3. Coupled Phenomena: diffusion-thermomechanical properties 4. Additve Manufacturing (AM) or 3D Printing: AM materials characterization, AM process (laser metal powder bed fusion, ceramic slurry extrusion) design and modeling (http://www.engr.iupui.edu/˜jz29/) c American Society for Engineering Education, 2019 Introducing 3D Printed Specimens to Mechanical Engineering LaboratoriesAbstractTensile testing is a popular laboratory experiment for several
a force balance is desirable.To maximize the utility of wind tunnel-based lessons and laboratory demonstrations, there is alsoa need for a setup that is easily adaptable to different tests and loading applications. This paperprovides such a force balance design, along with detailed evaluation and benchmarking tocharacterize the accuracy of the force balance. Our force balance uses readily available materialshaving a total cost under $125. Static load tests show that the force balance is accurate with amean absolute percentage error of only 2.5%. We demonstrate the system’s usefulness andadaptability with classic examples of measuring drag on a sphere and characterizing aNACA 0012 wing, as well as with measuring lift on a foldable wing
laboratories willfeature the interplay between modeling and experiment that is central to the advancement ofscientific knowledge, and they will give students the theoretical background, mathematical andcomputational skills they need. Course development will be guided by established best-practicesin Physics Education Research.Our goals in presenting this paper are to receive feedback from the engineering educationcommunity on the design and development of this course, and to inform the engineeringeducation community of this effort, as we hope elements of this course can be adapted for use atother institutions.IntroductionThe School of Engineering at the University of St. Thomas was established in 2004. Students inthe Electrical Engineering (EE) program
engineering education, heat transfer, thermal management of electronics, thin film analysis, and thermal barrier coatings. ©American Society for Engineering Education, 2025 Development of a Heat Sink-Focused Heat Transfer Laboratory for Mechanical Engineering EducationAbstractThis project develops a heat sink-focused laboratory module for mechanical engineering studentsto analyze heat transfer performance. The lab guides students through hands-on experiments ofheat sink behavior under natural and forced convection, with a focus on understanding thermalresistance. The experimental setup was designed to enable students to measure base and ambienttemperatures and power input during the natural
-week upper-level undergraduate coursewas developed that included a classroom component presenting lectures on Six Sigmaprinciples and methods, combined with hands-on laboratory sessions that includedproduct manufacture (laser machining of acrylic), and quality assessment measurementsto support experimental design and data analysis in a Six Sigma framework. Acrylicsheets can be readily patterned with microfluidic circuits using a commercial CO2 lasermachining system that is representative of typical engineering prototyping andcommercial manufacturing. The quality of the laser machining, particularly with regardto reproducibility, can be investigated as a function of laser power and speed, and also asthe optical properties of various grades of
laboratories, Marcos has expertise in digital communication theory, signal processing, radar technology, and firmware engineering. Additionally, he has extensive experience in teaching embedded systems and senior design courses.Dr. Rania Hussein, University of Washington Dr. Rania Hussein is an Associate Teaching Professor in the Electrical and Computer Engineering department at the University of Washington, where she also serves as the founder, principal investigator, and director of the Remote Hub Lab (RHLab). With her research focus on embedded systems, medical image analysis, digital twinning, and remote engineering, Dr. Hussein is committed to developing innovative solutions that enhance equity and access in
in Progress: Gamification and the use of “FPS” or first-person shooting/*seeding* perspective in a laboratory courseThis Work-In-Progress paper describes the use of gamification elements for the CellularEngineering Laboratory course at the University of Florida. Gamification has been emerging as apedagogical tool over the past few years, for its perceived ability to motivate participants intodesired courses of action by making mandatory or mundane tasks rewarding in some way [1].The application of game design elements in non-gaming environments has been considered as amechanism to increase motivation, engagement, and attainment of course outcomes [2], [3].Several common game design elements include Points, Badges, Leader Boards
Ph.D. in Industrial Engineering from Western Michigan University, and has more than 10 years industry experience in the manufacturing sector in a variety of roles including process engineering, operations management, and technical sales. His area of expertise centers on applying OR/MS and Simulation techniques to Supply Chain & Operations Management problems, and has also conducted research in the areas of Human Factors and Work Design for evaluating time and motion efficiencies of operations. Jim also holds an undergraduate IE degree and a Six Sigma Greenbelt.Mr. Brian Jeffrey Carmichael, Security Automation Systems Brian is a recent graduate of Purdue University’s Electrical Engineering Technology program. He
incommunal learning spaces. While these data acquisition tools and their accompanying parts kitshave proved useful in courses that address introductory circuit designs, they have not beenbroadly applied in upper-level courses that address more specialized circuitry, e.g., in biomedicalinstrumentation and measurement contexts.This paper summarizes experiences from the Fall 2017 and Fall 2018 utilization of DigilentAnalog Discovery 2 units and the bundled Waveforms 2015 software in a senior/graduate-levelbiomedical instrumentation course. Scripted laboratories addressed Analog Discovery 2 tutorials,bioamplifier fundamentals, analog filters, biomedical electrodes, and pulse plethysmographs.Each student utilized these portable tools to address their
power for a pairof small pumps as well as the pressuretransducers, thermocouples and read-outelectronics. Run time for the batteriesexceeds two hours of normal classroomuse. Two four-liter water tanks are builtinto the DLM footprint, one each for shelland tube side fluids when studying theflow dynamics in shell and tube heatexchangers. This design allows the DLMsto be placed on most classroom desk Figure 1.Some Interchangeable cartridges including thesurfaces without resulting in tripping Venturi Meter (lower right).hazards from power cords or water hosesbeing run to the module.The venturi experiment - a typical fluid flow experimentIn this experiment the students were asked to vary the flow rate
Washuta, The Citadel Dr. Nathan Washuta is an Instructor in the Department of Mechanical Engineering at The Citadel in Charleston, SC. He received both his B.S. and Ph.D. in Mechanical Engineering from The University of Maryland – College Park. His primary research interests include Hydrodynamics, Free Surface Flows, and Experimental Methods. c American Society for Engineering Education, 2019 A Simple, Economic Refrigeration Lab for Thermal/Fluids CoursesAbstractCommercially available laboratory equipment is often expensive, may have long acquisition times,and often serves a narrow or single purpose. In order to enrich the student learning experience
instrumentation) is a one-credit laboratory course that consists of threemodules on non-destructive surface characterization techniques commonly used to evaluatematerials properties or perform failure analysis. The three modules are electron probe, scanningprobe, and optical methods. Each module runs for three to four weeks, typically beginning with atwo-hour lecture introducing the operation principles of the instrumentation in the module,followed by three experiments, each last two hours per week. The course culminates with a finalproject that lasts three weeks, a total of six lab hours. The course is required for all EngineeringPhysics majors during their junior year. The enrollment is capped at six students per semester sothat students can get hands
learning approach that will aidstudents in gaining a richer understanding of elements from courses of the MechanicalEngineering curriculum such as Fluid Dynamics and Hydraulics, Energy Systems, Vibrations,Mechatronics and Controls. Additionally, the modules developed for the hydraulic hybrid systemwill become available on the internet for other universities to utilize. The laboratory will alsoserve as a research tool for the advancement of hydraulic hybrid vehicle technology. To this end,both graduate and undergraduate students will be performing experiments and simulations thatwill enhance understanding of hydraulic hybrid systems. The knowledge obtained will beutilized to aid in optimizing the design of hydraulic hybrid vehicle
pandemic. In March 2020, a “revised syllabus” circulated on theinternet, which provided the following five guiding principles for a term interrupted: 1. Nobody signed up for this 2. The humane option is the best option 3. We cannot just do the same thing online 4. We will foster intellectual nourishment, social connection, and personal accommodation 5. We will remain flexible and adjust to the situation --Brandon L. Bayne, 2020 [2]The authors of this paper adopted these principles as they prepared for teaching in Spring 2020.Remote laboratory courses are challenging to design due to the hands-on activities typicallyutilized for in-person instruction. Furthermore, laboratory courses are vital to
Graduate-level hands-on laboratory practices of microdevices for microoptic and biosensor applications Chang-Soo Kim 1,2, Steve E. Watkins 1 Department of Electrical & Computer Engineering 1 Department of Biological Sciences 2 Missouri University of Science and Technology, Rolla, MO, USAAbstractWe present our experience in graduate-level, small enrollment size, hands-on laboratoryinstruction of microoptic and biosensor microdevices. Inherently, instructing the twomicrodevices types can be largely benefited by linking with microfabrication laboratory practicesto design, fabricate and characterize these devices in class. Based
embedded system applicationsusing an ARM Cortex M4F processor or MSP430x5 series microcontrollers of their choice. Thisis similar to a maker project. This term project experience for students has been well received.For the instructor, it is an important process to evaluate their overall understanding of theconcepts and practical aspects of what they have learned throughout the embedded systemeducation.To assist this process, all the laboratory assignments are carefully designed to be synchronizedwith lecture materials, and they were designed to prepare students to be capable of carrying outtheir own term project idea. The laboratory assignment topics include LEDs, Switches, 4 x 4Keypads, Buzzers, LCD (Liquid Crystal Display) modules, ADCs