Sven K. Esche

Constructing reality: A study of remote, hands-on, and simulated laboratories

Laboratories play a crucial role in the education of future scientists and engineers, yet there is disagreement among science and engineering educators about whether and which types of technology-enabled labs should be used. This debate could be advanced by large-scale randomized studies addressing the critical issue of whether remotely operated or simulation-based labs are as effective as the traditional hands-on lab format. The present article describes the results of a large-scale (N = 306) study comparing learning outcomes and student preferences for several different lab formats in an undergraduate engineering course. The lab formats that were evaluated included traditional hands-on labs, remotely operated labs, and simulations. Learning outcomes were assessed by a test of the specific concepts taught in each lab. These knowledge scores were as high or higher (depending on topic) after performing remote and simulated laboratories versus performing hands-on laboratories. In their responses to survey items, many students saw advantages to technology-enabled lab formats in terms of such attributes as convenience and reliability, but still expressed preference for hands-on labs. Also, differences in lab formats led to changes in group functions across the plan-experiment-analyze process: For example, students did less face-to-face work when engaged in remote or simulated laboratories, as opposed to hands-on laboratories.

Remote versus hands-on labs: a comparative study

Advocates of hands-on laboratories and advocates of simulation have debated for years. Proponents of hands-on laboratories argue that student engineers need to be exposed to the physical experiences-and the uncertainties-of real environments. Advocates of simulation argue that physical labs are wasteful-they tie up badly needed space, and consume students time in menial set-up and tear-down procedures. Now remote laboratories have appeared as a third option. These laboratories are similar to simulation techniques in that they require minimal space and time, because the experiments can be rapidly configured and run over the Internet. But unlike simulations, they provide real data. It is unknown what the relative effectiveness of hands-on, simulated, and remote laboratories is. This paper presents a model for testing this relative effectiveness, and discusses the results of a preliminary assessment study comparing versions of remote labs versus hands-on labs in a junior-level mechanical engineering course on machine dynamics and mechanisms.

Process and die design for multi-step forming of round parts from sheet metal

Abstract Designing process sequences for deep drawing of round cups has traditionally been a trial and error process. This paper describes a Computer Aided Engineering (CAE) system for designing process sequences and the corresponding tooling that is currently being developed at the Engineering Research Center for Net Shape Manufacturing (ERC/NSM). This system will help designers in developing and evaluating process sequences and in predicting possible problems before the manufacturing of tools and the production of parts. This will lead to substantial savings in time and costs. The CAE system consists of a rule-based design module to generate the process sequences and an analysis module based on the Finite Element Method (FEM) to predict potential problems by simulating the forming processes. This paper discusses the implementation of the rules to design process sequences as well as some aspects of the numerical simulation of the forming processes.

A Monte Carlo algorithm for single phase normal grain growth with improved accuracy and efficiency

A modified two-dimensional Monte Carlo algorithm for single phase normal grain growth is proposed, which was inspired by physical grain growth mechanisms and was designed using object-oriented techniques. It leads to improved agreement of the simulation results with theoretical grain growth models, exhibits a significantly higher computational efficiency and reduces the influence of the seed on the simulation results. It was previously believed that the numerical finite size effects, which cause a lower grain growth exponent in the small grain size regime, are likely to dominate in the early stages of Monte Carlo simulations. In contrast to this conclusion, the modified algorithm proposed here correctly reproduces the theoretical predictions even in the small grain size regime and thus strongly supports the theoretical work on the relationship between self-similarity and grain growth kinetics. It can therefore be concluded that the grain boundary movement mechanism as modeled using the Monte Carlo technique inherently results in parabolic grain growth kinetics.

Three-dimensional grain growth modeling with a Monte Carlo algorithm

Abstract Power-law kinetics was obtained previously from grain growth simulations in isotropic, single-phase materials using three-dimensional (3D) Monte Carlo (MC) Potts models but the theoretically expected grain growth exponent was obtained only in the late simulation stages. This paper addresses the grain growth simulated by a modified 3D MC algorithm using 200×200×200 cubic lattices. The grain growth kinetics is analyzed both for the 3D domain and for two-dimensional (2D) cross-sections thereof. The 3D grain growth exponent obtained is found to be in agreement with theoretical predictions for the entire time domain. While the parabolic grain growth kinetics is also obtained for the cross-sections, the grain growth rates calculated for these cross-sections are smaller than that obtained for the 3D domain. A time-invariant grain size distribution is obtained both for the 3D domain and the cross-sections. The grain shape distribution obtained for the cross-sections is time-invariant but the distribution of grain facet numbers changes with time and appears to evolve toward a steady state in the later simulation stages.

Content-rich interactive online laboratory systems

Online learning environments are rapidly becoming viable options for offering students a bridge from theoretical concepts to practical engineering applications. They represent collections of integrated tools that provide a delivery mechanism for rich learning content, advanced assessment capabilities as well as affordable access to a wide range of educational resources. Such online learning environments have been used at Stevens Institute of Technology (SIT) for a number of years to provide undergraduate engineering students with a comprehensive laboratory experience based on content‐rich and flexible remote and virtual laboratory experiments. These Web‐based educational tools were developed using various open source programming languages and free software applications. As discussed in this article, these open source components form a powerful combination for the cost‐efficient development, implementation and sharing of Web‐based virtual experimentation systems. This article describes the delivery methods for online experiments and the corresponding software modules implemented, which were integrated into a comprehensive student laboratory experience currently being used at SIT in a sophomore‐level core undergraduate course on solid mechanics taken by all undergraduate engineering majors as well as in a junior‐level course on mechanisms and machine dynamics for mechanical engineering majors. Furthermore, some results of the learning outcomes assessment for online experiments conducted over several years at SIT are summarized.

A review of applications of computer games in education and training

Scientists, engineers and educators are increasingly using environments enabled by advanced cyberinfrastructure tools for their research, formal and informal education and training, career development and life-long learning. For instance, academic institutions as well as private training and education companies have recently started to explore the potential of commercially available multi-player computer game engines for the development of virtual environments for instructional purposes. Most of these developments are still in their early stages and are focused mainly on investigating the suitability of interactive games for remote user interaction, content distribution and collaborative activities. Some of the ongoing projects have additional research objectives, such as the analysis of patterns of human behavior and the study of the collaboration between users and their interaction with virtual environments. A few other developments are aimed at utilizing computer game technologies as a platform for personnel training and educational laboratory simulations. This paper provides a review of the current state of computer game applications, with a special focus on education and training implementations.

A scenario for collaborative learning in virtual engineering laboratories

The feasibility of developing interactive collaborative virtual environments for undergraduate student laboratory experiments is currently being explored at various institutions. Such environments can be implemented using commercial multiplayer game engines together with the associated software development kits. Such immersive environments are expected to provide students with an opportunity for exercising their problem solving skills by collaboratively interacting with each other and the virtual laboratory exercises. This paper discusses the requirements for designing game-based virtual laboratory environments from pedagogical as well as technical point of view. Also, the practical implementation of these design requirements in a prototype system is discussed and a sample scenario for a virtual laboratory based on an existing laboratory exercise from a junior- level mechanical engineering course on mechanisms and machine dynamics is presented. The described virtual laboratory environment represents an attempt to mimic important aspects of the learning experience gained through conventional hands-on experiments and even augment this experience by certain features that are not achievable in the traditional hands-on laboratory setting.

A scalable system architecture for remote experimentation

The emergence of new fields is forcing engineering educators to constantly reconsider both the content and means of delivery of modern curricula, which requires the conception, implementation and assessment of innovative pedagogical approaches and technical realizations. Many Internet-based tools are currently being introduced that promise to enhance the educational experience of on-campus students and expand the reach of unique educational offerings beyond the local campus. A laboratory approach based on remotely accessible experimental setups was developed and piloted at Stevens. This paper discusses the development of a scalable system architecture for remote experimentation, which enables the interaction Of many users with a network of spatially distributed experimental devices. The paper concludes with an outlook on possible directions for future remote laboratory developments based on an assessment of the main advantages and shortcomings of the current system.

Modeling of grain growth kinetics with Read–Shockley grain boundary energy by a modified Monte Carlo algorithm

Abstract Grain growth of a single-phase material with Read–Shockley anisotropic grain boundary energy was simulated using a modified Monte Carlo (MC) algorithm in which the local system energy is minimized in every step. The microstructure evolution in the presence of anisotropy is reproduced correctly. Providing that the initial grain orientations are distributed randomly, the parabolic growth law is not affected by the degree of anisotropy, which in turn affects the grain growth rate only. These findings are supported by three arguments rooted in previous theoretical and simulation results.