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ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
Jay Shah, Prachi Thareja (2021), Design Your Experiment (DYE) – Project-Based Learning in Fluid Mechanics Laboratory, ASEAN Journal of Engineering
Education, 5(1), 51-57.
51
Design Your Experiment (DYE) – Project-Based Learning in Fluid
Mechanics Laboratory
Jay Shah, Prachi Thareja*
Chemical Engineering, Indian Institute of Technology (IIT),
Gandhinagar, India, 382355
*prachi@iitgn.ac.in
Abstract
There is a need to implement an active and student-centered learning experience in the universities, which could help
students expand their vision and better understand its application and concepts outside the classroom learning. This article
discusses an approach of Design your experiment (DYE) project in the Fluid Mechanics laboratory to make the course more
interesting for the students. We discuss various components involved in the DYE project and its learning outcomes. The
reaction survey of 40 students collected through an online questionnaire shows that the DYE helps the students to enhance
their fundamentals, improve their communication, leadership and team management skills.
Keywords: Fluid Mechanics; laboratory; project-based learning.
Introduction
This article discusses an active learning
methodology in an engineering laboratory course for
undergraduate Fluid Mechanics (FM). FM is a core
subject in the engineering curriculum in several
institutions around the world. The theory course of FM
is generally taught in a more passive manner, where
the students learn through the lectures delivered by
the instructor. The assessment of the theoretical
concepts is carried out with weekly quizzes,
assignments and exams. However, engineers must
have a practical knowledge about the subject they are
studying. The theory course of FM is often considered
challenging due to many complicated equations, which
many students are not able to relate to its practical
applications. Therefore, an FM laboratory course is
included in the curriculum. FM laboratory courses
help the students improve their understanding of the
fundamentals studied in the classroom.
The goals of laboratory instruction in engineering
education is discussed in an excellent paper by Feisel
and Rosa (Feisel and Rosa, 2005). The authors claim
that the role of instructional laboratories is not limited
to instrumentation, lab scale models, data analysis, but
also encompasses design, learning from failures,
creativity, teamwork, communication and ethics in
laboratory. These skills are not just confined to
learnings in laboratories but are also valid in today’s
highly globalized employment scenarios. The
engineers are expected to be technically competent
along with their ability to apply the knowledge to the
complex problems. Therefore, there is a need to
include active learning modules where the students
play a more dominant role than the instructor in
laboratory courses.
Project based learning is a pedagogical approach of
active learning. The engineering education has largely
been taught with problem-based learning approach,
which has traditionally been widespread in instruction
in medicine (MILLS and JE, 2003). Mills and Treagust
provide a very thorough overview of problem based
and project-based learning in engineering education
(MILLS and JE, 2003). The problem-based approach is
centered on defining a problem and the students are
required to research and acquire knowledge about the
potential solutions to the problem. The project-based
learning approach is focused on application and using
the prior acquired knowledge. The two approaches are
very similar, however there are few distinguishing
features of project-based learning (1) projects typically
require a longer time duration and may be performed
in stages. (2) projects may be carried out along with
theory courses (3) emphasis on experimentation (4)
working in groups and collaboration (5)
communication (Palmer and Hall, 2011) (Chua, Yang,
and Leo, 2014).
Educators have implemented and reported the
project based learning approach in FM instructional
laboratories. Jack A Pulea, discuss a design-based FM
laboratory, which encourages the students to learn
beyond the traditional books and learn the concept of
buoyancy and stability (Puleo Jack A., 2020). The
method results in improving the hands-on experience
for the students and developing their communication
skills. A continuous project-based learning was
implemented for hydraulic engineering students. The
students were asked to start from develop a pipe
network, which was then integrated with other courses
during the whole duration of bachelors or masters
degrees (Pérez-Sánchez and López-Jiménez, 2020).
Another educator incorporated, creative assignment in
FM lab in the form of development of thought problem,
frugal lab, presentations and fun with fluids segment
(Mandavgane, 2020).
Article history
Received
14 October 2021
Received in revised form
11 November 2021
Accepted
15 November 2021
Published online
30 November 2021
ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
52
To incorporate active learning in the FM
laboratory course and motivate the students to study
FM, an open-ended project, titled “Design your Own
Experiment (DYE)” was introduced, where a group of
students worked together and designed an experiment
to understand the fundamental concepts of FM. In this
paper, we describe the FM laboratory course and how
the DYE project evolved over years of experience. DYE
helps the students explore the subject outside the
textbook and understand the real-life application of the
concepts learned in the classroom. It also builds social
skills, as students need to perform the experiments in
groups, which helps improve peer to peer learning.
FM Laboratory and Theory Course
Theory Course
FM theory course is offered to the Mechanical,
Chemical, Civil Engineering and Material Science
departments in the fourth semester of the B.Tech.
curriculum. The FM course covers the fundamental
concepts of the velocity field, fluid statics, law of
conservation of mass/ momentum/ energy,
incompressible inviscid flow, external incompressible
viscous flow, potential flow, dimensional analysis, flow
in pipes, boundary layer theory, Reynold- Transport
Theorem and Navier-Stokes Equation.
Structure of FM Laboratory
FM laboratory is a 2-credit course in which the
students have 3 hrs/week session. The course is
included in the same semester as the theory course for
the Chemical Engineering department. The students
are given the laboratory manual, short instructional
videos which have the brief background of the theory
behind the experiments. In addition, reference to
additional reading from the textbook of Fox and
McDonalds is also provided (Robert W. Fox, Alan T.
McDonald, and John W. Mitchell, 2020). Laboratory
experiments were conducted in groups of three to four
students.
The component of the FM laboratory consists of:
1. Pre- lab reports and viva-voce
2. Conducting experiments in the lab
3. Analysis of experimental data acquired in the
laboratory
4. Writing of in- lab reports
5. DYE project
The students are required to analyze the data
collected from experiments during laboratory hours.
The report writing is divided into two parts.
(a) Pre-lab reports (40 pts) - Students need to write
a pre-lab report, which helps understand the
experiment’s theory and concept before the actual
experiment. The pre-lab report includes, abstract
(5pts) and introduction (35 pts) of the experiment.
This report is to be submitted before the experiment.
(b) In-lab reports (60 pts) - This report needs to be
submitted at the end of the laboratory session, and it
consists of experimental procedure (20 pts),
experimental observations, calculations, results (total
30 pts), discussion and conclusion (10 pts)
Overall, both the reports help students
understand, analyze, and communicate the
experiments performed in the laboratory.
The course is evaluated based on the following
grading policy:
In-lab reports - 25%
Pre-lab reports - 20%
Pre-lab viva-voce - 15%
Mid semester exam - 20%
DYE Project -20%
Table 1 consists of the experiments that are
conducted in the FM laboratory course. The
experiments elucidate experimental hands-on working
of theoretical concepts of viscosity, flow meters,
friction in pipes and columns, and centrifugal pumps.
Table 1: List of the Experiments in FM lab
Serial
Number
Experiment
1
Viscosity by Stokes law
2
Viscosity by Efflux time
3
Reynolds Experiment
4
Bernoulli’s Theorem
5
Orifice meter/ Venturi meter
6
V-notch
7
Friction in a circular pipe
8
Friction in annulus/rectangular pipe
9
Equivalent length of pipe fittings
10
Friction in a packed column
11
Characteristics of the centrifugal pump
DYE project
The DYE project involves a group of students
designing and demonstrating the experiments related
to FM. The budget for each student group was fixed to
encourage students to implement the project frugally.
Students can design the experiment based on any peer-
reviewed research papers or design the experiments
based on the FM theory course’s concepts, write a
report, and present their work to the class. A team of
three to four students were formed to conduct their
project.
Timeline of DYE project
The DYE project was assigned to students at the
beginning of the semester; however, the students
started working on it after the mid-semester exams
ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
53
and were given six weeks to develop, design and
present their work. In the first year of the “DYE
project” execution, teams needed to submit the report
and presentation at the end of the semester. In the
subsequent years of its execution, the DYE project was
executed in two stages. In the first stage, the teams
prepared a project proposal, and they were given
feedback on the development and improvement of the
design. The second stage involved hands-on design
and execution of the experiment, report writing and
presentation.
Role of the instructor in DYE project
The instructor’s role is of a facilitator and a guide
at various stages of the exercise. The students are
required to present their initial proposal about the
project to the instructor. The instructor ensures that
the DYE is feasible in the laboratory with given
resources and the time frame. The instructor does not
provide the solution to the students, but instead points
them to the relevant articles, textbooks which provide
the technical background. The instructor also
interfaces with the laboratory staff in case supplies are
to be procured for the implementation of the DYE
project.
Evaluation of DYE project
The DYE project was evaluated based on the
presentation and report. The students were given the
following instructions for presentation:
1) A maximum of 12-minute presentation. Every
member must speak. Exceeding 12 minutes would
lead to a penalty of 10 points.
2) Presentation would be judged on the originality of
the experiment, introduction, analysis, and
discussion of results.
3) Presentation should have conclusions slide and a
slide highlighting the contributions of each
member.
DYE Projects completed in FM lab course
The students’ teams have worked on many
innovative ideas for the DYE project. The groups
worked on the fundamentals that were taught during
the laboratory sessions. The list of the projects and its
learning outcome is tabulated in Table 2.
Reaction Survey of DYE Project
After the completion of the FM laboratory course,
an online questionnaire was sent to students for
feedback on DYE projects. The students were asked to
submit their opinions and the learning impact they had
from the project.
Table 3 shows the questions in the survey along
with the choice of responses. A score was attached to
each response to quantitatively analyze the reaction
survey. The questions reflect the learning outcomes
from the DYE project. In this online survey, we received
40 responses from the students who took the course
over the years.
Table 2: DYE Projects as part of FM lab course
Serial
Number
Project Title
Learning Outcomes
1
Calculation of power consumed by
centrifugal pump
Calculation of the head developed and power consumed by
the pump.
2
Steady and unsteady discharge of a v-
notch weir
Calculation of the coefficient of discharge V-notch for steady
open-channel flow maintained using a centrifugal pump and
calibrate flow rate with respect to Height
3
Verification of velocity profile for a
closed laminar flow
Observation of the radial velocity profile for a fluid flowing
through a circular pipe and verifying the relation with
Navier Stokes Equation
4
The validity of the creep flow
assumption
Investigate the creep flow of steel balls of different
diameters under the influence of the wake of the steel balls
of varying numbers dropped in the column of castor oil.
5
Determine the internal diameter of
the pipe in a turbulent flow regime
Comparison of the experimental result of calculating the
internal diameter of pipe using Colebrook’s equation
6
To measure the coefficient of surface
tension of a given fluid
Calculating the surface tension using a force balance
7
Rope coil effect
Experiments to study how the coils formed change as the
height of the point of efflux varies.
8
Accelerating fluid
Experimental verification of the formula tan θ=a/g, when
the fluid in the container has acceleration equal to ‘a’.
ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
54
9
Predictive capabilities of Bernoulli's
Equation using efflux time
To understand the assumptions in the Bernoulli equation.
10
Hydraulic lift
Experiment to verify the Pascal law and understand it
applications
11
Characteristics of centrifugal pump
To determine the performance characteristic of the pumps
connected in series and parallel.
12
Centre of pressure on a submerged
lane surface
Experimentally locate the center of pressure of a vertical,
submerged plane surface.
13
Jet impact on flat and curved surfaces
Experimentally determine the force acting on the flat and
curved surfaces with respect to the jet velocity.
14
Metacentric height of a floating body
Determining the metacentric height of a floating body and
establishing a relation between the metacentric height and
heel angle.
15
Head loss in circular pipe
Experiment to calculate minor head loss coefficient and
determine the variation with Reynold Number
16
Comparative study of friction factor in
annulus\rectangular\circular Pipe
Determine the relationship between Reynold’s Number and
Fanning’s friction factor.
17
Coefficient of Drag
Understand the variation of the coefficient of Drag with
respect to the Reynolds Number of different objects.
18
Finding velocity field using Open CV
Analysis of streakline through hydrogen bubble flow.
19
Determining viscosity of a solution
using Ostwald viscometer
To determine the viscosity of a polymer using Ostwald
viscometer
20
To study the impact of jet stream
Calculate the reaction force due to change in momentum of
the fluid flow when a jet of stream strikes a flat plate or
curved surface and compare with the computational result.
21
Comparing heat transfer in turbulent
and laminar Flow
Proposing an experiment for comparing heat transfer in
Turbulent and Laminar flow
22
Drag reduction in Newtonian Fluid
Verify the drag reduction phenomenon
Table 3: Questions in the reaction survey for DYE
Question
Number
Questions
Choice of responses
Score
1
In general, the end semester
project enhanced my learning in
the lab
1) poor, 2) fair 3) satisfactory,
4) very good, 5) excellent
poor = 1; fair = 2; satisfactory =
3; very good = 4; excellent = 5
2
The project motivated me to go a
step beyond the regular lab
exercises
1) poor, 2) fair 3) satisfactory,
4) very good, 5) excellent
poor = 1; fair = 2; satisfactory =3;
very good = 4; excellent = 5
3
Working on the project fostered
collaboration and team spirit
1) strongly disagree 2)
disagree 3) neutral 4) agree 5)
strongly agree
strongly disagree = 1; disagree =
2; neutral = 3; agree = 4; strongly
agree = 5
4
Report writing or presentation
helped improve my
communication skills and
increased my confidence
1) strongly disagree 2)
disagree 3) neutral 4) agree 5)
strongly agree
strongly disagree = 1; disagree =
2; neutral = 3; agree = 4; strongly
agree = 5
5
My favorite part of the project
N/A
N/A
ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
55
DYE project enhanced learning in the lab
According to the feedback from students, the DYE
project helps them brainstorm ideas on the topic they
learn during the course and understand the
applications in real life. The project serves as a bridge
between the concepts learned in the lab and the
industrial application. It encourages the student to
assimilate knowledge systematically by observation,
experimentation and logical reasoning. Over the years,
many students find the DYE project to be satisfactory,
which adds additional learning and knowledge of the
subject. As per Figure 1, more than 50% of the
students feel that the DYE project helps them enhance
their learning in the lab. The weighted average score as
per Table 3 for question 1 is 3.6 ± 0.6.
Figure 1. Students’ feedback for enhanced
learning through DYE project
Motivation to learn beyond the books
41% and 33% of the students rate the DYE project
to be very good and satisfactory respectively as
indicators of motivation to learn beyond classroom
teaching as shown in Figure 2. The project encourages
the students to read research papers, articles from
journals and read chapters from the relevant books.
Reading the scientific paper is the first-time experience
for many of the students. The weighted average score
as per Table 3 for question 2 is 3.5 ± 0.8.
Figure 2. Students’ feedback for motivation to
learn beyond the regular lab
Collaboration and Team Spirit
Working on the DYE project in collaborative
groups develops team spirit and leadership qualities.
As per Figure 3, none of the students disagree that the
project fosters collaboration and team spirit, indicating
a positive impact of the DYE project on developing
interpersonal relationships among students in groups.
The weighted average score as per Table 3 for question
3 is 4.0 ± 0.6.
Figure 3. Students’ feedback on collaboration and
team work
Report writing and Presentation
The teams must submit a final project report,
which consists of the aim of the project, a literature
review, design and results of the experiment and its
application. According to the survey, 32.5% of students
strongly agree and 45% agree that the report writing,
and presentation improves their communication and
increases their confidence. However, 2.5% of students
also disagree that report writing and presentation has
contributed to their communication skills. The
weighted average score as per Table 3 for question 4 is
4.0 ± 0.7.
Figure 4. Student feedback for report writing and
presentation
My Favourite Part of the Project
Several students listed their favourite part of DYE
as tabulated in Table 4.
ASEAN Journal of Engineering Education, 5(1) Jay Shah et al. (2021)
56
Table 4: Students favourite part in the project*
Experiment learning
Trying to explore beyond the listed experiments
and think of something practical related to the
subject
Brainstorming on how to use the experimental set-
up to understand the validity of assumptions in the
experiment
This project exposed me to research methods and
scientific communication.
Presentation part
Designing a new experiment and preparing a
report on it
The project helped me to understand the
importance of the experiment.
Final presentation
To make the set-up and write the lab report.
Presentation and report
Searching for different parts
Carrying out the experiment and making the video.
To successfully experiment without external help
from TA.
Tackle the surprise problems encountered during
the experiment.
The presentation
The project required us to make improvisations in
case of unplanned circumstances.
Assembling the setup
Making the apparatus work
Working with the team
* Reproduced from the students’ reaction survey
The DYE project described here, is similar in
outlook to the approaches described by other
educators (Hrenya, 2011; Wicker and Quintana, 2000;
Kim and Panta, 2012; Wei and Ford, 2015). In general,
the DYE project in previous studies is conducted
throughout the semester as a stand-alone exercise. In
these studies, a particular problem statement or a set
of topics to choose is assigned in implementing active
learning in the FM courses. However, DYE project
discussed in this paper relies on students to find a
problem statement and the corresponding experiment
which they can work as part of this activity.
The performance of the students in DYE project
was independent of their scores in theory FM course.
This indicates that DYE project is a beneficial learning
tool for students who may not be able to grasp the
concepts in the class lecture-style mode of instruction.
Challenges
The integration of DYE project in the laboratory
courses can be challenging. According to the reaction
survey, some students feel that the time required (~ 6
weeks) to complete the DYE project is not enough
along with the regular experiments in the lab course.
More manpower in terms of teaching assistants along
with multiple instructors may be beneficial to help and
guide the students on a weekly basis and to monitor
their progress.
Conclusions and Future Directions
DYE is an effective tool which can be incorporated
in laboratory courses to engage students and help
them get over the monotonous setting of the course. It
also helps the students to forge inter-personal
relationships, coordination and teamwork.
However, during the hybrid or online offering of
the laboratory course, it would be beneficial to include
a simulation-based exercise ahead of the DYE project.
Another variation of DYE project can be based on
experiments in Journal of Visualized Experiments
(https://www.jove.com/) and National Committee of
Fluid Mechanics Films
(http://web.mit.edu/hml/ncfmf.html).
The students may be instructed to expand the
knowledge gained from the published experiments;
define and perform another experiment.
Acknowledgement
We are grateful to the anonymous reviewers for
their insightful comments. We thank the Discipline of
Chemical Engineering, IIT Gandhinagar for funding.
We also thank the staff and teaching assistants
associated with FM laboratory for their assistance. We
thank IIT Gandhinagar library for providing many
useful research articles on engineering education
pedagogy.
Disclosure Statement
The authors declare that they have no conflict of
interest.
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