Extended AbstractE2005169HENASEE – SE - 2005
Role of and Changes in Laboratories
Jim Henry and Charles Knight
University of Tennessee at Chattanooga
From when we were in engineering school until now, much has changed. And, much stays the same. In engineering laboratories, there are different technologies available for experimentation and for conducting experiments and collecting and analyzing data.
The aspects of the changes involve technology and pedagogy
--Technology
At UTC in the past 15 years, we have adopted many new technological changes in or labs. Controls systems, chemical engineering and mechanical engineering labs are examples
In controls systems labs, we have 6 stations for students on which they can conduct system identification and controller design experiments. All of them have modern computer-based data acquisition and control hardware. The experiments can be conducted in the labs (face-to-equipment) or remotely via the web from anywhere at anytime. The stations are
Temperature control
Pressure control
Speed control
Voltage control
Level control
Flow control
In chemical engineering labs, we have 7 stationsfor students on which they can design and conduct experiments. All of them have modern computer-based data acquisition and control hardware. The experiments can be conducted in the labs (face-to-equipment) or some of them can be operated remotely.The stations are
Distillation
Drying
Absorber
Fuel Cell
Flow through porous media
Heat exchange
Cooling tower
In mechanical engineering labs, we have 9 stationsfor students on which they can design and conduct experiments. All of them have modern computer-based data acquisition and control hardware. The experiments can be conducted in the labs (face-to-equipment) or some of them can be operated remotely. The stations are
Journal bearing
Linear vibrations
Rotational vibrations
Machine linkage
Heat pump
Exhaust emissions testing
Stress-strain
Heat exchange
Transient heating
--Pedagogy
We are in a “high-tech, high-touch” society (Naisbett, 1982). This considerably changes the opportunities for faculty-student interaction as well as student-to-student interaction. These interactions are no longer constrained by place and time as they previously were. Student teams can work at a distance, just as happens in industry and business today.
Experiments can now examine the richness of transient system behavior as well as steady state behavior. There is much enhanced opportunity for learning with transient behavior.
There are three broad categories of what we term “engineering laboratories:” what I call “face-to-equipment,” simulation and modeling and remote experimentation. (We use the term “face-to-equipment” as a substitute for the commonly used phrase “hands-on.” “Hands on” is a 20th century term that suggests more than is true. We have aspects of our equipment in labs that the students can not put their hands on. Examples include the inside of rotating machinery or heat exchangers or our distillation column.) Our takes on the advantages and drawbacks to these three categories of engineering laboratories are as follows:
Face-to-equipment experiments
+ “Hands on”
+ Watchable in small groups
+ Multi sensory
± Control Panel UI
+ Known data rate
- Time Constrained
- Location Constrained
- Personnel Constrained
- Equipment, building & maintenance expenses
Simulation of experiments
+ Time Freedom
+ Location Freedom
± Computer mediated sensation
± MATLAB user interface
± Simulink user interface
± Control Station user interface
± Excel user interface
Remote experimentation
+ Time Freedom
+ Location Freedom
± Computer mediated sensation
± Simulink user interface
± Control Station-like user interface
+ Watchable in disperse groups
+ Known or stochastic data rate
- Coordination Constrained
The opportunities are rich for engineering education to re-look at engineering laboratories for the 21st century.