Network-based Data Collection for a Project-based Freshman Class

The hands-on experience for engineering students is often lacking with class sizes increasing and classroom resources under constant pressure. Even with smaller class sizes and studio classrooms there is only so much equipment and technical support to run experiments and allow for student interaction. Network-based data collection and control may alleviate some of these issues and allow for more hands-on experiences, although remote, in the classroom. This paper discusses the interesting problems and not so obvious pitfalls of setting up some simple network-based data acquisition systems for a multidisciplinary freshman level engineering course. The course as currently taught includes some sensor calibration and feedback/control projects using LabVIEW that are introduced in the last six weeks of the term. In groups of three or four students, they develop a basic understanding of interfacing to sensors and using LabVIEW through a series of guided exercises. The projects assigned are all team based, so it is always a concern that each student in the team develops a good understanding of sensor calibration, data acquisition and control fundamentals. Too often one student will operate the system and the other students just stand to the side watching. With the limited number of control experiments and data acquisition systems, there have been few options for improving the experience. This paper discusses the options and approaches currently in development for this rather difficult approach. We address how this might be integrated into the existing freshman course and how it might improve student learning.This approach may also have a role for many other courses by bringing more applied problems into the classroom through the network-based laboratory experience

Distribution Automation Laboratory Assignments for Students in Tampere University of Technology

Distribution automation is a fundamental part of distribution network operation. In Finland, the goal is to increase the number of automated functions in a distribution network, because of the constantly tightening requirements for decreasing the duration of outages. For students, who study power engineering, it is beneficial to understand the possibilities of distribution automation. In Tampere University of Technology, the course Distribution Automation ensures the understanding of the fundamentals of distribution automation and network operation for students. The course includes lecture subjects, written exercises and laboratory assignments. The main objective of this thesis is to improve and update laboratory environments of distribution automation for the course Distribution Automation. The laboratory environments should help students understand distribution network protection, the role of DMS and SCADA system, and smart metering. This thesis examines previous laboratory implementations on the course and distribution automation in general. The laboratory environments and students’ feedback from previous laboratory implementations are presented in this thesis. The chapter on distribution automation displays information about distribution network protection, SCADA and DMS systems, AMI system and protocols. The distribution network protection section presents basic needs and regulations for distribution network protection. SCADA and DMS section introduces functionalities of these systems whereas smart metering section describes AMI system naming and structure. Protocols and standards section describes IEC 104, IEC 61850, OPC, DLMS/COSEM, object oriented information models and OSI model communication structures. As a result of this thesis, implementations from two different laboratory environments are introduced. The first laboratory implementation includes distribution network protection and IEDs. The second laboratory implementation includes a smart meter, DMS and SCADA systems, and remote communication between the control center, the substation and the smart meter

Directory of Water Related Courses Offered at Colleges and Universities in Arkansas as of November 1998

This publication lists the water and water-related courses at several universities and colleges in Arkansas as reported during the Fall of 1 998. It is anticipated that users of this directory will extend beyond college students, and will include professionals seeking continuing education, and professors desiring to exchange Information on courses. This directory is not an absolute source of water and water-related courses because all of the higher learning Institutions In Arkansas are not listed, and, secondly, because the definition of water and water-related varies from institution to institution. None-the-less this directory provides a very valuable and impressive reference on water resources courses. Users must remember that course offerings, titles, and content change; therefore, one must contact the department to confirm details about each course. We are very grateful to the many people, too numerous to list, who have cooperated in gathering the Information In this second edition of the directory

A comprehensive fractal approach in determination of the effective thermal conductivity of gas diffusion layers in polymer electrolyte membrane fuel cells

The challenges in the fuel cell industry is to produce the efficient thermal and water management for accurate determination of the effectiveness thermal conductivity of gas diffusion layers (GDL) used in polymer electrolyte membrane fuel cells (PEMFC‟s). This is one of the factors affecting the durability of a fuel cell and need to get a solution to minimize costs and optimize the use of electrodes and cells. The main objectives of this research focus on the capability of the fractal approach for estimation the effectiveness of thermal conductivity of gas diffusion layer. Moreover, on this research also to propose modified fractal equations in determination of the effective thermal conductivity of GDL in PEMFCs based on previous study. Other objectives in this study are demonstrated the thermal conductivity of GDL treated with PTFE contents by using through-plane thermal conductivity experiment method. The through-plane measurement (experiment method) has been used in estimating through-plane thermal conductivity of the GDL. Thermal resistance for GDL also has been investigated under compression pressure 0.1 MPa until 1.0 MPa. In fractal equation, the determination of tortuous and pore fractal dimension can be done by using Scanning Electron Microscopy (SEM) method. Determination of effectiveness thermal conductivity using of fractal equation with slightly modified. In findings, it was found that fractal equation have been modified and measured on the GDL parameter characteristics. It was shown that the value of the effectiveness thermal conductivity of the sample using fractal approach is in good agreement with the experimental value. Finally, all the effective thermal conductivity measured by experimental and fractal approach have been determined with the variant temperature and compression pressure to show the validation result between of this two methods

Genuine lab experiences for students in resource constrained environments: The RealLab with integrated intelligent assessment.

Laboratory activities are indispensable for developing engineering skills. Computer Aided Learning (CAL) tools can be used to enhance laboratory learning in various ways, the latest approach being the virtual laboratory technique that emulates traditional laboratory processes. This new approach makes it possible to give students complete and genuine laboratory experiences in situations constrained by limited resources in the provision of laboratory facilities and infrastructure and/or where there is need for laboratory education, for large classes, with only one laboratory stand. This may especially be the case in countries in transition. Most existing virtual laboratories are not available for purchase. Where they are, they may not be cost friendly for resource constrained environments. Also, most do not integrate any form of assessment structure. In this paper, we present a very cost friendly virtual laboratory solution for genuine laboratory experiences in resource constrained environments, with integrated intelligent assessment

Remote laboratories in teaching and learning – issues impinging on widespread adoption in science and engineering education

This paper discusses the major issues that impinge on the widespread adoption of remote controlled laboratories in science and engineering education. This discussion largely emerges from the work of the PEARL project and is illustrated with examples and evaluation data from the project. Firstly the rationale for wanting to offer students remote experiments is outlined. The paper deliberately avoids discussion of technical implementation issues of remote experiments but instead focuses on issues that impinge on the specification and design of such facilities. This includes pedagogic, usability and accessibility issues. It compares remote experiments to software simulations. It also considers remote experiments in the wider context for educational institutions and outlines issues that will affect their decisions as to whether to adopt this approach. In conclusion it argues that there are significant challenges to be met if remote laboratories are to achieve a widespread presence in education but expresses the hope that this delineation of the issues is a contribution towards meeting these challenges

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes

Development of interactive and remote learning instruments for engineering education

Many educators have argued for and against the use of remote aids in support of student learning. Some proponents argue that only remote laboratories should be used whereas others argue for the requirement for hands on experience with associated tactical, visual and auditory learning experiences. In this paper we present the methodology for developing a middle ground Virtual Instruments that can be used as a complement learning aid to the hands on laboratory and also if necessary, with added features, can be used as a remote version of the laboratory