The Fluid Jetster: A Water-Powered Wheeled Vehicle

The fluid jetster is a water-powered, wheeled vehicle designed, constructed, and tested by students in a fluid mechanics course in the Civil Engineering (CE) curriculum at Oregon State University during the junior year. Students design and build a fluid jetster powered solely by water from a reservoir connected to a nozzle and mounted on a wheeled platform. The project includes both theoretical and experimental design requirements. This project provides a significant learning opportunity for students to apply the fundamental principles of fluid mechanics, to compare both Lagrangian and Eulerian dynamics, to work with peers, and to experience the connections between theory and design applications.     

Design and Evaluation of Problem Solving Courseware Modules for Mechanics of Materials

Problem solving courseware modules have been developed for students of mechanics of materials. The modules offer students: a better grasp of fundamental principles, an intuitive sense of the meaning of key quantities, and fluency in using relations to solve problems. Students use modules independently and submit electronic log files to instructors who can monitor their progress. Field‐testing of the modules was conducted over a two‐year period at three distinct educational institutions, with 318 students. Courseware users scored as well as or outperformed their non‐using peers on nearly all objective measures of learning, with differences being statistically significant in some cases. Eighty‐eight percent of users found the courseware helpful for learning. After completing one required module, 48 percent of students continued using the courseware, voluntarily, as a reference guide to theory, as a coach for mastering and reviewing basic skills, and as a self‐diagnostic tool, to help with regular homework assignments.     

Hands‐On CFD Educational Interface for Engineering Courses and Laboratories

This study describes the development, implementation, and evaluation of an effective curriculum for students to learn computational fluid dynamics (CFD) in introductory and intermediate undergraduate and introductory graduate level courses/laboratories. The curriculum is designed for use at different universities with different courses/laboratories, learning objectives, applications, conditions, and exercise notes. The common objective is to teach students from novice to expert users who are well prepared for engineering practice. The study describes a CFD Educational Interface for hands‐on student experience, which mirrors actual engineering practice. The Educational Interface teaches CFD methodology and procedures through a step‐by‐step interactive implementation automating the CFD process. A hierarchical system of predefined active options facilitates use at introductory and intermediate levels, encouraging self‐learning, and eases transition to using industrial CFD codes. An independent evaluation documents successful learning outcomes and confirms the effectiveness of the interface for students in introductory and intermediate fluid mechanics courses.     

Integrated Thermal‐Fluid Experiments in WPI's Discovery Classroom

An integrated experimental‐analytical‐numerical approach to engineering education has been developed in introductory thermal‐fluid courses at Worcester Polytechnic Institute (WPI). Central to these innovations is a facility at WPI known as the Discovery Classroom. In this facility the traditional lecture hall has been redefined to combine a multi‐media classroom, an adjoining experimental laboratory, and computational facilities. This approach was designated as the DIANE philosophy: Daily Integration of Analytical, Numerical, and Experimental methods into engineering classes. In this approach, experimental apparatus are demonstrated directly in class during an engineering lecture. Real‐time quantitative data are acquired from the apparatus, and the data are immediately analyzed and compared to concurrently developed theory by the students in class. One objective of this approach is to help students better understand relationships between the physical experiments and theory. Three undergraduate engineering classes were re‐designed: fluid mechanics, heat transfer, and aerodynamics. Student surveys indicate that nearly 90% of 390 students preferred the re‐designed courses to traditional lecture‐oriented courses, while also believing that they gained a better understanding of engineering fundamentals.     

Classes That Click: Fast,Rich Feedback to Enhance Student Learning and Satisfaction

Background Our goal is to improve student learning in foundation engineering courses. These courses are prerequisite to many higher‐level courses and are comprised of critically needed concepts and skills. Purpose (Hypothesis ) We hypothesize that learning is improved by providing rapid feedback to students on their understanding of key concepts and skills. Such feedback also provides students with insight into their strategies for learning. Design /Method In two consecutive years, we conducted this study in two sections of a lower‐level engineering mechanics course, Statics. One author taught both sections and a crossover design of experiment was used. In a crossover design, one section was randomly chosen to receive feedback with handheld computers (the “treatment” group) while the other received the “control,” which was either a feedback system using flashcards (in year 1) or no feedback (year 2). After a certain period, the two sections swapped the treatment and control. Student performance on a quiz at the end of each treatment period provided the data for comparison using an analysis of variance model with covariates. Results Findings from year 1 showed that there was no significant difference using either rapid‐feedback method. In year 2 we found a significant and positive effect when students received feedback. Conclusions This is a noteworthy finding, albeit within the constraints of the environment in which we conducted the study, that provides more evidence for the value of rapid feedback and the currently popular “clickers” that many professors are employing to promote classroom interaction and student engagement.     

Developing Criteria for an On‐Line Learning Environment: From the Student and Faculty Perspectives*

The research literature abounds with articles about distance learning from the perspectives of students, faculty, and administrators. Most of these articles discuss the details of transitioning to on‐line learning environments. Research is beginning to pay attention to quality issues in distance learning. This article discusses a three‐phase developmental study conducted in a graduate school. Students were asked to brainstorm and develop a set of quality indicators. These indicators were ranked by a second group of students. Then the indicators were given to a group of faculty for another ranking. In this study it was shown that there was a very great agreement on the relative importance of the various potential indicators of quality in courses delivered via an on‐line medium.     

Web‐Based Readiness Assessment Quizzes

Student readiness to fully participate in designed educational activities is often impeded by a lack of individual preparation through assigned readings or study. However, student preparation is rarely treated as an integral part of course design. Consequently, web‐based readiness assessment quizzes were developed for three courses in biological/biosystems engineering, at the freshman and junior levels. The overall goal was to improve student preparatory reading by assessing lower‐level knowledge just prior to the class period when that knowledge is needed for higher‐level learning activities. In this way, a web‐based educational tool was utilized as an integral, rather than just supplemental, part of the course design. The quizzes were designed to simultaneously ensure/assess student preparation and guide the students toward the highest priority topics within a given unit. The quizzes were graded automatically with the results reported electronically to the instructor. Student likelihood to read assigned materials was significantly improved (P < 0.0001), based on ratings from students in three different courses over four years of using these quizzes.     

Pre‐college Electrical Engineering Instruction: The Impact of Abstract vs. Contextualized Representation and Practice on Learning

Background While engineering instructional materials and practice problems for pre‐college students are often presented in the context of real‐life situations, college‐level texts are typically written in abstract form. Purpose (Hypothesis ) The goal of this study was to jointly examine the impact of contextualizing engineering instruction and varying the number of practice opportunities on pre‐college students' learning and learning perceptions. Design/ Method Using a 3 × 2 factorial design, students were randomly assigned to learn about electrical circuit analysis with an instructional program that represented problems in abstract, contextualized, or both forms, either with two practice problems or four practice problems. The abstract problems were devoid of any real‐life context and represented with standard abstract electrical circuit diagrams. The contextualized problems were anchored around real‐life scenarios and represented with life‐like images. The combined contextualized‐abstract condition added abstract circuit diagrams to the contextualized representation. To measure learning, students were given a problem‐solving near‐transfer post‐test. Learning perceptions were measured using a program‐rating survey where students had to rate the instructional program's diagrams, helpfulness, and difficulty. Results Students in the combined contextualized‐abstract condition scored higher on the post‐test, produced better problem representations, and rated the program's diagrams and helpfulness higher than their counterparts. Students who were given two practice problems gave higher program diagram and helpfulness ratings than those given four practice problems. Conclusions These findings suggest that pre‐college engineering instruction should consider anchoring learning in real‐life contexts and providing students with abstract problem representations that can be transferred to a variety of problems.     

A Multidisciplinary Engineering Laboratory Course

The Colorado School of Mines (CSM) curriculum was recently modified by replacing laboratory courses in electrical circuits, fluid mechanics and stress analysis with a sequence of Multidisciplinary Engineering Laboratory courses (MEL I, II, and III). The MEL sequence prepares students for their professional careers by integrating discipline-specific components into systems and building subject-matter depth through a vertical sequence. The experiments move beyond basic theory verification by requiring students to practice higher level thinking. In addition, the systems experiments encourage students to reorganize knowledge and discover the connections among concepts in several courses. The MEL sequence helps students understand relationships among science, engineering science, and engineering design. The MEL experiments develop life-long learning skills by encouraging higher levels of thinking on the Perry scale and requiring students to use a variety of Kolb's learning styles. This paper describes the educational objectives and experiments for the MEL I course. The paper gives assessment results for MEL I and compares it with traditional laboratories.     

Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions

Learning conceptual knowledge in engineering science is a critical element in the development of competence and expertise in engineering. To date, however, research on conceptual learning in engineering science has been limited. Therefore, this article draws heavily on fundamental research by cognitive psychologists and applied research by science educators to provide a background on fundamental issues in the field and methods for assessing conceptual knowledge. Some of the most common conceptual difficulties from three domains: mechanics, thermal science and direct current electricity, are discussed to provide concrete examples of what students find difficult to learn. The article concludes with a discussion of possible sources of these difficulties, implications for instruction, and suggestions for future research.     

Comparison of Student Learning in Physical and Simulated Unit Operations Experiments

Industries are tending toward computer‐based simulation, monitoring, and control of processes. This trend suggests an opportunity to modernize engineering laboratory pedagogy to include computer experiments as well as tactile experiments. However, few studies report the impact of simulations upon student learning in engineering laboratories. We evaluated the impact of computer‐simulated experiments upon student learning in a senior unit operations laboratory. We compared data on control and test groups from three sources: 1) a comprehensive exam over the course; 2) a questionnaire answered by students regarding how well the areas of ABET Engineering Criterion 3 (a‐k) were met; and 3) oral presentations given by the students. Our results indicate that student learning is not adversely affected by introducing computer‐based experiments. We therefore conclude that, while the tactile laboratory should remain in the engineering curriculum, the pedagogy can reflect the increasing use of information technology in the manufacturing industries without compromising student learning.     

Portfolio Assessment in Aerodynamics

A new way of assessing student learning in an aerodynamics course through the use of portfolios is presented. The approach is portable to any engineering course, with a few modifications depending on content. The main idea is to allow students more responsibility for their own learning. Instead of having everyone in the class perform identical activities (homework, experiments, projects, tests, etc.), a cadre of assignments is made available to them. Students choose and perform (within reason) the ones that suit them better in terms of their own strengths and learning styles. The ultimate goal is for each student to demonstrate a minimum level of competence in analytical, computational, experimental, design, communication, and team skills, while pursuing excellence in at least one from the first four categories. The paper describes the various assignments and options the students have for achieving the learning objectives of the course. It also discusses my observations on the effects of this approach to student learning, the impact on faculty time, and the response from the students. The results from the first two offerings of the course with portfolios show promise for improving student motivation and learning.     

计及减振器非线性阻尼的自行火炮车体振动试验及数值模拟

为了研究减振器的非线性阻尼特性对轮式自行火炮连发射击过程中车体振动的影响,基于流体力学和液压基本理论,通过建立减振器的非线性阻尼求解模型,得到减振器阻尼及刚度系数表达式。针对某轮式自行火炮的具体结构特点,推导由减振器引起的悬挂等效阻尼系数和等效刚度系数表达式。同时,对轮式自行火炮连发射击时车体振动进行试验测试。在理论研究和试验研究基础上,对减振器阻尼及刚度系数采用线性和非线性表达式两种状态进行了数值建模模拟。结果表明,考虑非线性阻尼及刚度系数仿真结果与试验结果吻合较好,而采用线性阻尼及刚度系数仿真结果与试验结果存在较大的误差。研究结果表明减振器非线性阻尼及刚度系数对轮式自行火炮车体振动具有较大影响。所述方法可以推广到其他火炮车体振动仿真研究中。     

Hands-on Demonstrations: An Alternative to Full Scale Lab Experiments

Short demonstrations of basic fluid mechanics principles were developed for use in 50 minute seminar sessions, led by graduate student TA's. These have provided structured training for our TA's, lightened the load on our undergraduate lab facilities, and provided our students with visual, active learning opportunities. The demonstrations and handouts were developed by an undergraduate student as a summer project, and expanded on by successive TA's. The response from the students is best illustrated by the increase in seminar attendance from 30% to over 80%.     

Design-build projects in architectural education

Design-build projects at the Welsh School of Architecture are described. Based in the ‘real world’ a design-build project differs significantly from the traditional studio-based design exercise. In particular it has the added ingredient of the tactile experience, which as defined here is more than just the direct physical contact with materials, but encompasses and emphasises the closeness of the students to the processes of decision making, designing, and building. The paper outlines what is learnt when the building site becomes the laboratory for learning, and identifies the difficulties encountered when students construct buildings and participate in projects with user/client groups within the community.     

Amoco Computer Simulation in Chemical Engineering Education

Computer simulation of a chemical plant can provide students with a different learning environment, where they can investigate and understand the plant by changing the values of variables and observing responses. The Amoco Computer Simulation Model is a computer‐based simulation of the Amoco Resid Hydrotreater that has been used as the final assignment for the chemical engineering design course taken by third year students at the University of Canterbury. This project allowed students to further develop their problem solving skills, implementing some of the techniques taught earlier in the course. Students investigated the chemical process by gathering data, performing data analysis and validating their results on the pilot plant. A control strategy was developed and tested to simulate the start up of a single reactor, controlling the operating conditions manually to reach steady state, and then ceasing control of the system, noting time elapsed before automatic shut down after 40 hours. Another important aspect of the project was that students worked together in groups of three, which the majority of students enjoyed. A questionnaire administered at the end of the course measured student responses to this learning experience. Tests, before and after using the simulation, assessed the learning outcome, and showed a significant improvement.     

Impacts of Teaching Approaches on Learning Approaches of Construction Engineering Students: A Comparative Study between Hong Kong and Mainland China

Teaching and learning contexts influence the learning process and determine the learning outcome or product. Teaching approaches may vary across different engineering and science courses and students. This study was aimed at understanding the differences in teaching approaches between two regions (Hong Kong and mainland China) and their relevant impacts on the learning process in construction engineering education. An exploratory survey was conducted on construction engineering students in China to investigate relationships between teaching approaches, learning approaches, and teaching satisfaction. Results indicate that the “transferring” and “shaping” teaching approaches are commonly used in the first and second class universities in the mainland, while the “transferring” and “traveling” approaches are commonly applied in Hong Kong. Teacher‐centered teaching is correlated to a “surface” learning approach among students at Hong Kong universities but it is correlated to a “deep” learning approach for students in the mainland. Students at universities in mainland China are satisfied with all four teaching approaches, “transferring,” “shaping,” “traveling,” and “growing;” while students in Hong Kong are only significantly satisfied with the “growing” teaching approach.     

The impact of coronavirus pandemic (COVID-19) on education: The role of virtual and remote laboratories in education

To avoid the spread of the COVID-19 crisis, many countries worldwide have temporarily shut down their academic organizations. National and international closures affect over 91% of the education community of the world. E-learning is the only effective manner for educational institutions to coordinate the learning process during the global lockdown and quarantine period. Many educational institutions have instructed their students through remote learning technologies to face the effect of local closures and promote the continuity of the education process. This study examines the expected benefits of e-learning during the COVID-19 pandemic by providing a new model to investigate this issue using a survey collected from the students at Imam Abdulrahman Bin Faisal University. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed on 179 useable responses. This study applied Push-Pull-Mooring theory and examined how push, pull, and mooring variables impact learners to switch to virtual and remote educational laboratories. The Protection Motivation theory was employed to explain how the potential health risk and environmental threat can influence the expected benefits from e-learning services. The findings revealed that the push factor (environmental threat) is significantly related to perceived benefits. The pull factors (e-learning motivation, perceived information sharing, and social distancing) significantly impact learners' benefits. The mooring factor, namely perceived security, significantly impacts learners’ benefits.     

First Steps in Understanding Engineering Students' Growth of Conceptual and Procedural Knowledge in an Interactive Learning Context

The development of procedural knowledge in students, i.e., the ability to effectively solve domain problems, is the goal of many instructional initiatives in engineering education. The present study examined learning in a rich learning environment in which students read text, listened to narrations, interacted with simulations, and solved problems using instructional software for thermodynamics. Twenty‐three engineering and science majors who had not taken a thermodynamics course provided verbal protocol data as they used this software. The data were analyzed for cognitive processes. There were three major findings: (1) students expressed significantly more cognitive activity on computer screens requiring interaction compared to text‐based screens; (2) there were striking individual differences in the extent to which students employed the materials; and (3) verbalizations revealed that students applied predominantly lower‐level cognitive processes when engaging these materials, and they failed to connect the conceptual and procedural knowledge in ways that would lead to deeper understanding. The results provide a baseline for additional studies of more advanced students in order to gain insight into how students develop skill in engineering.     

Numerical analysis of the impact of two droplets with a liquid film using an incompressible SPH method

In this study, a truly incompressible smoothed particle hydrodynamics (SPH) algorithm combined with an effective surface tension model is extended to simulate the dynamic process of multiple droplets impacting on a liquid film in 2D and 3D. This approach uses a pressure Poisson equation to satisfy the incompressibility constraints, and the Navier–Stokes equations are solved in a Lagrangian form using a fractional-step projection method. The mathematical model is first validated by the simulations of several fluid impact phenomena in comparison with those obtained by other numerical methods. Then the interesting phenomena of two 2D droplets impacting successively on a rigid solid/liquid film are numerically predicted and compared with the corresponding experimental results. Next, the fluid mechanics of two 2D droplets impinging simultaneously on a thin liquid film are numerically investigated. The effects of the impact velocity and the two droplets’ horizontal spacing on the collision behavior are discussed in detail. Lastly, the splashing phenomenon of a 3D droplet impacting on a thin liquid film is simulated. All numerical results obtained are in agreement with the available data.