CEE ’06 International Workshop on Reforming Civil and ... › files › catbas ›...

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1 The Role of Virtual Laboratories in Integrating Analysis and Experiment Session on Pedagogical Challenges of Curriculum Delivery and Related Opportunities F. Necati Catbas, Ph.D. University of Central Florida CEE ’06 International Workshop on Reforming Civil and Environmental Engineering Education, October 4-7, 2006, Istanbul, Turkey

Transcript of CEE ’06 International Workshop on Reforming Civil and ... › files › catbas ›...

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The Role of Virtual Laboratories in Integrating Analysis and Experiment

Session on Pedagogical Challenges of Curriculum Delivery and Related Opportunities

F. Necati Catbas, Ph.D.University of Central Florida

CEE ’06 International Workshop on Reforming Civil and Environmental Engineering Education, October 4-7, 2006, Istanbul, Turkey

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Contents Some Considerations for Future Facility Planning

Examples of Remote/Virtual LabsNSF, NASA, Colleges, High schools

Case Study in FloridaDistance Learning (DL)

Virtual Labs as a Need for DL

A Case Study for Virtual Lab Implementation

Possible Future Directions

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Laboratory…

Laboratories are places where students learn the physical manipulation skills critical to their discipline*.

*Paul Vorndam, United States Air Force Academy, 1999

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Some Considerations for Future Facility Planning*

Blurred boundaries between disciplines and departments

New connections between classroom and lab, teaching and research

Flexibility in anticipation of future changes

Technologies are changing teaching and learning

* Project Kaleidoscope “A Kaleidoscope of Thoughts on the Future-2025”, (www.pkal.org) 2006

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Blurred boundaries between disciplines and departments

Interesting questions and new societal problems at the margins of the disciplines will strain the traditional organization of departments.

Facilities

Include interdisciplinary labs not connected with a particular department;

Can be used for truly interdisciplinary teaching and research.

Promote interdisciplinary interactions.

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New connections between classroom and lab, teaching and research

The amount of information becoming available In the field of genetics, the amount of new information doubles every 4.5 years! Does it mean that historical information is of little value relative to new?

Focus on helping students To understand better the nuances of the scientific process, To gain perspective on making judgments on scientific issues relative to what issues are pertinent to any given situation, and To learn how to use data and information acquisition systems effectively to gain access to pertinent details about a particular subject.

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Flexibility in anticipation of future changes

In the face of accelerating change it will be critical to realize that what students learn may be less important than how they learn.

Recently a physicist, just retired after a long career at Los Alamos National Laboratory, listed about 20 critical topics

None of these topics were in the curriculum when he graduated college several years ago and he had worked on all of them during his career.

Very few of these topics are in the undergraduate physics curriculum today!

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Technologies are changing teaching and learning

Due to demands from such as by Distance Learning students and industry, not all science/engineering classes at universities will offer laboratory work,

Experience of the practice in these fields will be carried out by students downloading data and providing analysis and design of future experiments based on that data.

What is needed? Rich and easily accessible databases, interactive computational experiments, virtual reality and nth generation computation available for the classroom and the laboratory.

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(Col)laboratory Ideas Exist for Sometime

The fusion of computers and electronic communications has the potential to dramatically enhance the output and productivity of U. S. researchers. To create integrated, tool-oriented computing and communication systems to support scientific collaboration. Such systems can be called "collaboratories."

"National Collaboratories - Applying Information Technology for Scientific Research," Committee on a National Collaboratory, National Research Council. National Academy Press, 1993.

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Some Considerations for a Virtual/Remote Lab

Experiments downloaded and performed individuallyRemote experiment monitoring and controlOn-line laboratory notebookTele-presenceSecurity for access control, safety, and data confidentially

Collaboration between multiple researchers at multiple sitesCross-platform compatibility (PC, Sun…)Maintainability

minimal software duplication

UsabilityAccess from industrial sites

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Laboratories“Recent software advances (such as Apple's QuickTime VR or Silicon Graphics VRML language) enable the production of virtual reality movies. With the cost and safety of laboratory classrooms an important consideration, virtual reality laboratories offer the opportunity for students to access experiments considered impractical. The teaching of biology with virtual reality frogs and humans has revolutionized that science, and we expect similar advances to be made in the teaching of chemistry.”Dr. K.N. Harrison, Oxford University, UK

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Virtual Microscope – A NASA-funded Project(Developed by Dr. Glenn Fried, Dr. Ben Grosser, and their colleagues at the Beckman Institute at the University of Illinois, Urbana-Champaign. A grant awarded to the University of Central Florida College of Education (2006) for the integration of Virtual Lab into instruction and assessment. This also funds teacher workshops for the development of teaching materials, led by Dr. Laura Blasi.)

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Virtual MicroscopeA method for exploring pre-captured SEM data as if using the real instrument in real-time.

Ability to

load/unload specimens,

to navigate to any point on that specimen,

to change magnification,

to adjust image parameters (contrast and brightness), and

to change focus.

interface allows experts and laypeople alike to annotate specimens and/or load previously-created annotations.

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Advantages, Outcomes…

High fidelity simulations of a suite of microscopes.Extremely expensive hardware directly into the classroom, downloadable from the Internet, easily accessible at no charge.Hands on experience – magnification, zoom, focus, panning, etc.

Very open architecture, open source. Defined in XML code, can be easily expanded by developer community.

Museums sharing rare samples (example, echinoderms)

“Who done it” books

Collaborative tool for scientists

Sharing of Information

Training vehicle Analysis Tool

Science and Math class use to demonstrate concepts on real specimens.

InformalProfessionalCollegeK-12

*Laura Blasi, Presentation for Microscopy, Imaging and Training in the Digital Age 2006

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Case Study

Virtual Labs as a Need for Distance Learning

Distance Learning in Florida, USAA Case Study for Virtual Lab Implementation

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Distant Learning in Florida - FEEDS

Florida Engineering Education Delivery System (FEEDS)

Statewide system in Florida

Access to university courses at corporate sites, government agencies and individuals

Deliver engineering and computer science programs to students any place and any time

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The Florida Engineering Education Delivery System (FEEDS) History

Established in 1983 by an Appropriations Act of the Florida Legislature .

Delivered over 5,000 courses to registered more than 50,000 students.

Nearing it’s 25th anniversary, FEEDS is a vital part of Florida’s higher education system.

UCF will continue to be a crucial hub for the FEEDS network.

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FEEDS - FutureNew era of distance learning (DL) technology & needs. FEEDS as the principal DL vehicle needs of industry and engineers in the State

Expand to serve needs of the global market place.Challenges

Scheduling, Quality, Distribution - Anytime delivery to homes and other sitesSecuring funds for new technologies and for maintenanceLaboratory Experience for Grad Students

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Laboratory…

What does “Science and Technology Literacy” mean without opportunity for the authentic lab experiences that simulations can provide? *

*Laura Blasi, Presentation for Microscopy, Imaging and Training in the Digital Age 2006

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A Simple Beam Test in a Laboratory

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Bridge Health Monitoring Problem

Two-span model located at the University of Central Florida

Sensors and data acquisition available for future experimental tests

Moment Connection Shear Clip Roller Support

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A Virtual Lab Development as Part of Collaborative Research Effort

When and how did it start??

During the International Association for Bridge Management and Safety (IABMAS) Conference in Kyoto, Japan (October 2004) the Bridge Health Monitoring (BHM) Committee identified three focus areas

1. Overview of current BHM applications

2. Synergies between bridge management and health monitoring

3. Research needs & development of a benchmark study for BHM

Coordinators and Leaders

Necati Catbas, University of Central Florida

Juan Caicedo, University of South Carolina

Shirley Dyke, Washington University, St. Louis

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BHM Benchmark Problem – First Phase

First Phase (Numerical Phase) UnderwayDeveloped by Necati Catbas, Juan Caicedo & Shirley Dyke http://people.cecs.ucf.edu/catbas/benchmark.htm

A MATLAB Based Virtual Bridge Health Monitoring Module (downloadable from the web site)

Participants can develop their own BHM plan to virtually monitor the same structure with desired approach

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Benchmark-Overview

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Benchmark-Overview

Displacement: LVDTs (Linear Variable Displacement Transducers ) are represented with a red pyramid. The direction of measurement is represented by the shape of the pyramid.

Acceleration: Accelerometers are represented with a green cone.The direction measured with the accelerometer is represented by the shape of the cone

Strain: The location of strain gauges are represented with a yellow square.

Force: Blue arrows are used to describe forces.The direction of the force shows the direction of the excitation force

Description of the Markers

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Benchmark-Data Generation using Virtual Lab

Open the Figure Select the Simulation Type

•Dynamic•Static

Select the Forcing Type

•Static•Hammer•Shaker (Random)•Shaker (Sine Sweep)•Traffic

Select the Damage Case

•Healthy•Connection•Boundary•Scour•All

Select the Location of the Sensors and Forcing

•SensorsAccelerometerStrain GaugesDisplacement Gauges

Run the Simulation and Obtain the

Data

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-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7Time, [sec]

Am

plitu

deImpact Hammer

Input ForceAccelerometers

Vibration OutputFRF Obtained

20 40 60 80 100 120

10-3

10-2

10-1

100

Instrumentation and Acquisition Example for Impact Testing

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Benchmark-ExamplesImpact Testing for Healthy Case

Input Definitions

F=200 N Duration=8.19 sec (4096 Data Points) Δt=0.002 sec

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VirtualTests

Real Tests

Raw Data from Real and Virtual Tests

Physical Model

FE Model Benchmark Program

Synthetic Data

Real Data

0 2 4 6 8 10-1.5

-1

-0.5

0

0.5

1

1.5Impact Test-Input Data

Time (sec)

Acc

eler

atio

n (g

)

0 2 4 6 8 10-1.5

-1

-0.5

0

0.5

1

1.5Impact Test-Response Data

Time (sec)

Acc

eler

atio

n (g

)

Can Create Representative Data Virtually….

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VirtualTests

Real Tests

Processed Data from Real and Virtual Tests

Physical Model

FE Model Benchmark Program

Synthetic Data

Real Data0 50 100 150

10-8

10-6

10-4

10-2

100

102Complex Mode Indicator Function Plot

Frequency (Hz.)

Mag

nitu

de o

f the

Sin

gula

r Val

ues

(Log

. Sca

le)

0 50 100 15010-8

10-6

10-4

10-2

100Complex Mode Indicator Function Plot

Frequency (Hz.)

Mag

nitu

de o

f the

Sin

gula

r Val

ues

(Log

. Sca

le)

Analysis Yields Reasonably Good Correlation….

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Possible Future Directions-Labs

Use of Computer Tech Small, connectedVirtual labs with real or simulated dataAccessible data, infoRemotely linked Augmented realityStimulating and diverseEnjoyable, social place24/7 Destination

Augmented world with 3-D data of sub-surface objects

WebCam

USB Microphone

Tablet

Screen Capture SoftwareMini-Studio

Internet, Downloads to Media e.g. iPod

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Thank you for your attention…