Low-cost heat exchanger benches for remote operation

The COVID-19 pandemic created significant challenges in operating the lab component of undergraduate courses and promoting active learning, with only a short time available to implement alternative teaching methods. In this work a low-cost platform for distance operation and assessment of replaceable bench-scale heat exchangers was developed to provide students an opportunity to observe the transient and steady-state behavior of heat exchangers while unable to access lab facilities. Each workbench had a new material cost of approximately C$5 000. Operation of physical equipment provided students the opportunity to observe non-ideal behavior and compare various heat transfer correlations which may not be seen in process simulators. The developed platform implemented an Arduino microcontroller for low-cost process control. Equipment was seamlessly slotted in to the existing course upon the return to on-campus learning and provided a more stable system when compared to previously existing lab experiments. Most learning outcomes were observed in remote and in-lab experiments and challenges faced in remote operation are highlighted. No statistically significant difference was observed in student performance between students completing lab experiments remotely and students completing experiments in-lab. © 2023 Institution of Chemical Engineers

Self-determined distance learning by virtual twins in undergraduate control systems labs

This paper reports on how traditional control systems labs for engineering students may be supplemented by distance learning that is based on digital copies of real experiments. These copies, which bear some similarity with digital twins, are termed virtual twins. Virtual twins offer the benefit of location-independent learning at a self-determined learning pace. Students can investigate the behaviour of control systems from any location days or even weeks before repeating the very same experiment as a hands-on lab.The concept is exemplified by the evaluation of a commercial lab experiment that became available only in the course of the Corona pandemic. A rotary servo motor serves as a typical electro-mechanical system for which students have to take the step response. Using the same Simulink model, the experiment is conducted first in the virtual and than being repeated in the real world.On-campus and off-campus learning situations are compared to each other. A preliminary assessment of the performance of the novel approach is given, based on individual student feedback.Currently, each participant must install a bundle of software on his or her own PC. This, however, can lead to a number of issues. To resolve these, we describe a to-be architecture where the infrastructure is hosted by the university's data center. © 2022 IEEE.

Comparing labs before, during, and after COVID in a Measurements and Analysis Course

Traditional lab courses were a source of stress for instructors during the COVID pandemic. Switching over to online or hybrid models of instruction, while not a huge difficulty for lecture classes, proves to be an enormous challenge for lab classes. In the Mechanical Engineering department at Northeastern University, the required junior level lab course in Measurements and Analysis was extensively reworked to maintain a highly hands on and open-ended lab experience. Starting in Fall 2020, the lab experiments were modified to use Arduino based sensors that allowed for experimentation either on campus or at home. The Arduino kits were the same for on- and off-campus students, and all lab groups contained students from both cohorts. Students shared data from on-campus and off-campus experiments to complete the lab reports. These hybrid labs were in place for Fall 2020 and Spring 2021. In Fall 2021 students returned to campus full time. Rather than reverting to the previous on campus labs, the Arduino based experiments were modified slightly for students working completely in the lab. Student reactions to the labs before, during, and after the COVID interruption were assessed using student surveys. These surveys probed whether students found the labs engaging, whether the labs helped them learn course materials, whether the labs were frustrating or confusing, and whether the lectures/lab handouts were clear and helpful. Data from previous studies was combined with data from the three most recent terms to gauge the effectiveness of the new lab experiments. Experiments during the initial hybrid lab term were rated as more confusing than previous terms. This was resolved and improved upon in subsequent terms. Despite the initial frustration with the hybrid labs, they were generally rated more interesting and engaging than the pre-COVID labs. Students also found that the new labs, both on and off campus, helped them learn the course concepts better than the pre-COVID labs. No correlations were found between any of the survey items and lab report grades. Only Fall 2020 showed any significant correlations between any of the survey items and whether the students were on or off campus when they performed the lab. However, there was a significant difference (P=0.0004) between the initial hybrid lab term and the subsequent terms when it came to equally engaging all students in the lab group. This can perhaps be attributed to the combination of improved lab handouts and, paradoxically, having less equipment set up for the students prior to lab. Overall, the new labs which built on skills learned earlier in the curriculum proved to be more successful at helping the students feel engaged while mastering the material. Additionally, lessons learned during the introduction of the new labs will be discussed. © American Society for Engineering Education, 2022.

Conducting an Electronics Remote Lab Experiment: A Case Study

A laboratory experiment in an undergraduate course on electronics was conducted remotely during the COVID-19 pandemic. The lab assignment was to construct and analyze a single-transistor NPN amplifier. In the conventional on-site lab experiment the students would construct the amplifier on a breadboard, carry out measurements of DC and small signal characteristics, and compare with both SPICE simulations and manual calculations. The pandemic prevented the attendance of students in the lab, and thus the experiment was redesigned and carried out online, using remotely controlled instruments through the internet. It was found that to some extent a remotely conducted experiment can substitute the on-site work, and there are some unique advantages of this approach. On the other hand, some aspects of the on-site laboratory experiment cannot be substituted by the remote experience, and this is discussed in the paper. © 2022 IEEE.

Experiential Learning Through Remote Electrical Engineering Labs During the COVID-19 Pandemic

Engineers learn best via experiential learning. With the COVID-19 pandemic, the safe-distancing measures have disrupted regular teaching activities across the world. While numerous engineering schools have resorted to e-learning, there is a risk that many would sacrifice the hands-on learning experience for the students. We adapted a freshmen electrical engineering module into mostly home-based learning mode, while retaining its experiential learning focus through remote lab activities with synchronous supervision. Our survey results and analyses showed that, although students felt face-to-face labs provided them with better hands-on training compared to online remote labs, they were still able to perform as well as previous cohorts in terms of their understanding of the principles taught. A key drawback of online remote labs is the difficulty to help students with debugging. This might be mitigated with the use of software tools that help students take a more active role in debugging on their own. © 2021 IEEE.

The usefulness of LabXChange virtual lab and PhyPhox real lab on pendulum student practicum during pandemic

Virtual Laboratory (virtual lab) is a series of virtual experiment laboratories that have been designed and programmed to be used by students for practicum, especially during the Covid-19 pandemic. The virtual lab is helpful for student to build content knowledge which usually they do in real practicum activities. The virtual lab is arranged systematically. Therefore, the result should be close to the real value. Here we report our study on pendulum whether the virtual lab experiment yield the same result as the real laboratory (real lab). We compare both results of experimental data using data analytics and also graphic analytics. The results from the study, shows that there is no significant difference between virtual lab and real lab. Thus, the virtual laboratory is a comparable pendulum experimental result for students doing a remote practicum in physics. © 2022 Institute of Physics Publishing. All rights reserved.

Mastery Learning for Undergraduates in Engineering

The paper gives examples on the importance of mastery learning, that is learning a profession to its perfection and even extending it to excellence, in engineering education and in engineering training, such as the CO-OPs, especially during the undergraduate years. In order to achieve it, only academic counselling is not enough;it needs a more intimate 'mentoring' for both incoming Freshmen and outgoing Senior undergraduates. During the present crisis of COVID-19 and in the post-COVID-19 scenario thereafter in engineering education, when online instructions are rapidly replacing in-presence lectures at the undergraduate level, mastery learning is even more important in order to avoid professional limitations, and in the long run of lifelong learning, professional obsolescence. © American Society for Engineering Education, 2021

Introduction to Engineering Virtual Labs - Challenges and Improvements

Labs are a vital component to learning;hands-on labs reinforce the theory that the students learned in lecture. Whether you are conducting experiments, evaluating results, or comparing data, access to the labs on campus is vital to learning. However, due to the COVID-19 pandemic, accessing the labs on campus has been a challenge. In Fall 2020 first-year students were invited back to campus. Introduction to Engineering is one of the first-year courses having lab components. How to conduct the lab experiment to meet the course requirements and provide a good experience for the first-year students are challenges for instructors. To provide necessary hands-on experience and at the same time to reduce the overall risk of COVID-19 exposure, the first-year students Mechanical engineering labs were carefully classified to virtual and in person labs. This paper describes the design, implementation, and challenges of the virtual/in person labs. Student's feedback was collected to reflect their overall lab experience in this special time. © American Society for Engineering Education, 2021

Operation and Student Perceptions of a Large-scale, In-person Unit Operations Laboratory Course During the Covid-19 Pandemic

In the fall semester of 2020, many universities moved to fully online learning due to the SARS-CoV-2 (COVID-19) pandemic. Even at universities where some in-person or hybrid instruction was permitted, many Chemical Engineering Unit Operations Laboratory courses moved online. At The Ohio State University, Unit Operations continued in-person throughout Fall 2020 and Spring 2021 semesters. The Unit Operations course at Ohio State is one of the largest in the country, with an average enrollment of 190 students every semester, making the logistics associated with lab density and physical distancing especially challenging. Several new strategies were implemented to make in-person lab possible, such as reducing lab density, scheduling lab experiments based on their physical proximity, strictly enforcing 6-foot distancing, working around student and TA absences due to illness or quarantine, and developing best practices related to requirements for personal protective equipment. Overall, in-person Unit Operations lab at Ohio State was successful, with students conducting a total of 1,820 person-hours of experiments in the lab under COVID-19-related safety protocols. No major problems were encountered related to compliance with COVID-19 policies or precautions, and there was no indication that any students, TAs, or instructors contracted an illness as a result of attending the lab. Results of a survey of student perceptions of the lab experience indicated that students felt safe attending lab in person and preferred it to potential virtual options. The purposes of this paper are: 1) to provide guidelines and best practices to Unit Operations courses which have not yet returned to in-person instruction, 2) to record experiences and strategies from the COVID-19 pandemic to inform future instructors and administrators in the event of another pandemic or similar event, and 3) to present and discuss student perceptions of the lab experience. © American Society for Engineering Education, 2021

Study of SARS-CoV-2 transmission in urban environment by questionnaire and modeling for sustainable risk control.

Caused by SARS-CoV-2, COVID-19 has become a severe threaten to society and human health, its epidemic control emerges as long-term issue. A sustainable epidemic and environmental transmission risk control (SEERC) in urban area is urgently needed. This work aims to conduct a new investigation on the transmission risk of SARS-COV-2 as virus/hazardous material through various environmental medias, routes and regions in the entirely urban area for guiding the SEERC. Specifically, 5 routes in 28 regions (totally 140 scenarios) are considered. For a new perspective, the risk evaluation is conducted by the quantification of frontline medicals staffs' valuable experience in this work. 207 specialists responsible for the treatment of over 9000 infected patients are involved. The result showed that degree of risk was in the order of breath>contact-to-object>contact-to-human>intake>unknown. The modeling suggested source control as the prior measure for epidemic control. The combination of source control & mask wearing showed high efficiency in SEERC. The homeworking policy needed to cooperate with activity limitation to perform its efficiency. Subsequently, a new plan for SEERC was discussed. This work delivered significant information to researchers and decision makers for the further development of sustainable control for SARS-COV-2 spreading and COVID-19 epidemic.