Implementation of a Remote Access Water Laboratory

Implementation of a Remote Access Water Laboratory   Introduction As information and communication technologies rapidly advance, so too does the spectrum of resource used in the field of education. One such resource is the use of online learning material and remote access laboratories for distance learning courses. One of the hallmarks of a distance learning course is the separation of teacher and learner in space and/or time, allowing the learner self-paced study at convenient times, and locations [1], [2]. Since its inception, distance learning has become a powerful tool for students in pursuit of education [4]. Context of Project The Centre for Renewable Energy Systems Technology (CREST) at Loughborough University is the largest and leading sustainable energy research centre in the UK, it has overseen the research and development of the most progressive renewable energy technologies [6]. The centre was the first in the UK to offer a postgraduate degree programme in the field of renewable energy systems technology, along with its innovative distance learning adaptation [6]. Laboratory exercises play a critical role in the education of science and engineering [11], it is important for effective distance learning courses to provide a hands-on laboratory experience [12]. Due to the influence of information, communication and computational technologies; remote labs are considered one of the five major shifts in engineering education over the past 100 years they have the capacity to provide a hands-on experience for distance learning students with significant advantages in accessibility, availability and safety [20], [21]. Problem Statement Figure 1-1 outlines the scope of the project. Water power has been exploited by human beings for many centuries; early water wheels driven by rivers or tides were used to grind wheat or drive machinery. As technologies matured and with the advent of electricity, water wheels had become water turbines designed to generate electricity from the energy stored within the water resource [8]. Over 70% of the earths surface is covered by water, with such a vast resource potential the importance of studying water turbines becomes apparent [9]. The current distance learning laboratory assessment for the Water Power module suggests the use of a simulation software to model a water turbine under different conditions; this is not sufficient for understanding the physical behaviour of the turbine as simulation labs can only produce preprogrammed results [4]. A remote lab utilises a software that allows students to gain experimental data using real instruments set in a lab on-campus using only a PC with the aid of the internet [7]. For distance learning students to gain a truer understanding of water turbine behaviour, it is proposed that the on-campus laboratory be modified for use as a remote lab. Aims and Objectives The aim of this project is to design a system that can be used in conjunction with the on-campus axial water turbine instrumentation, allowing remote access and control of the lab for distance learning students. The main objectives to facilitate this aim are outlined below: Identify the dynamic, controllable elements of the on-campus laboratory instrumentation. Design and build a system by which the dynamic elements can be controlled. Implement a method by which this system can be remotely accessed through the Learn server. Integrate the system with the current software used for the laboratory. Literature Review Remote Laboratories Introduction For 20 years remote access laboratories have been used in science and engineering education though they have since greatly impacted pedagogy in these fields, their potential in support of distance learning courses and the student autonomous learning experience has yet to be fully realised [10], [11], [15], [16]. Definition It can be difficult to assert what remote laboratories encompass as definitions provided in the literature are at times inconsistent [10]. A clear definition of remote laboratories will be established in the context of this project in order to avoid ambiguity. A remote laboratory is the framework that enables students to carry out a laboratory experiment, using real instruments, through the medium of the internet; eliminating the time and space constraints imposed by hands-on laboratories [14], [17]. Building Blocks There are four critical building blocks that form the foundations of a remote laboratory these must be well understood in order to achieve the desired aim [12]: Scheduling: Distance learning courses necessitate the flexibility of allowing students to decide when the can fit labs into their schedule. Remote-Access: It is necessary that the students can make a secure connection to the lab environment The Operating Environment: It is essential that the user interface of the system is easy to use and understand. Laboratory Assignment: The student must realise the aim of the lab and subsequently make the connection between theory and application. In Distance Learning Remote laboratories offer a very high level of flexibility, with access usually 24 hours a day, 7 days a week; meeting the needs of distance learning courses [10].   According to certain studies; remote labs have been as effective and had a comparable impact on students to hands-on labs [26]. Remote laboratories are not free of short comings; they require space, devices, and maintenance at times even greater than hands-on laboratories [13]. They are also designed as single-user applications; this removes the elements of interaction that hands-on laboratories offer. Other Laboratory Methods Simulated Laboratories Simulated laboratories; usually justified by their cost effectiveness and spatial advantages, have been shown to inspire cognitive thinking by allowing students greater freedom to explore and experiment [18], [19], [23], [24]. This however comes with its disadvantages; simulated laboratories are usually designed as single-user applications, subsequently isolating the students. Simulated laboratories are shown to not be equal in their standard across institutions [22]. Though they serve well in some cases; they are not an adequate substitute for hands-on laboratories, as they do not provide the range of possibilities produced when manipulating physical matter the results produced are preprogrammed [4]. Hands-on Laboratories Hands-on Laboratories have been shown to be a corner stone in engineering education as engineering students identify themselves as being essentially practical [25]. The results gathered from conducting a hands-on experiment provide natural results, and in this regard are far superior to those of simulated laboratories. Though the benefits of hands-on laboratory experiments are clear; disadvantages are also present. Laboratory management can be expensive, equipment requires regular maintenance and qualified staff are needed to supervise experiments [13]. The constraints of accessibility and availability render hands-on laboratory sessions impractical for distance learning students [20]. Conclusions Remote laboratories utilise software allowing students to gain experimental data using real instruments set in a lab on-campus using only a PC with the aid of the internet [7]. This allows the students to gain practical results from experimentation, eliminating the disadvantages of simulated labs while retaining its advantages. Proposed Methodology Figure 3-1 represents the overall approach that will be taken for this project. Figure 3-1 Overview of Methodology for Project Proposed Deliverables The final deliverable will be in the form of a completed system having integrated both hardware and software and having met the following requirements as shown in Table 4-1. Table 4-1 Requirements for System # Requirements Explanation 1 Easy to Use The system must be easy to access through the Learn server with an intuitive, and simplistic user interface. This allows the student to interact with the software without any great difficulty. 2 Easy to Maintain The system should have easy access points in case of failure parts should be replaceable. 3 Durable The system should have a high finish with sufficient build quality to last several years. 4 Reliable The system should have minimal components and moving parts, this reduces the chance of failure of the system as a whole. Projected Resource Requirements The projected resource requirements are shown in Table 5-1 below. Table 5-1 Projected Resource Requirements Hardware Requirements Software Requirements Technical Expertise MyRIO Hardware Package LabVIEW Electronics Understanding Electric Motors AutoCAD LabVIEW Competency Exterior Machined Parts Engineering Workshop Cost: The maximum cost of the hardware is expected to be in the region of  £600. Software should incur not cost. The maximum cost of machining of parts is expected to be in the region of  £400 Total maximum cost will approximate  £1000. References Perraton H. A theory for distance education. Prospects. 1981 Mar;11(1):13-24. Perreault H, Waldman L, Alexander M, Zhao J. Overcoming barriers to successful delivery of distance-learning courses. Journal of Education for Business. 2002 Jul;77(6):313-8. Cropley AJ, Kahl TN. Distance education and distance learning: Some psychological considerations. Distance Education. 1983 Mar;4(1):27-39. Hamza MK, Alhalabi B, Hsu S, Larrondo-Petrie MM, Marcovitz DM. Remote labs. Computers in the Schools. 2002 Dec;19(3-4):171-90. Feisel, L.D. and Rosa, A.J. (2005) The role of the laboratory in undergraduate engineering education, Journal of Engineering Education, 94(1), pp. 121-130. doi: 10.1002/j.2168-9830.2005.tb00833.x. Loughborough. Loughborough University. [place unknown: publisher unknown]. Centre for Renewable Energy Systems Technology [cited 2017 Feb 21]. Available from:. Sancristobal E, Castro M, Martin S, Tawkif M. Remote Labs as Learning Services in the Educational Arena. Global Engineering Education Conference (EDUCON). 2011. Duckers L, Watson S. Water Power 1. 1st ed. Centre for Renewable Energy Systems Technology: Loughborough University; [date unknown]. Oceanic N, Administration A. [place unknown: publisher unknown]. How much water is in the ocean?; 2013 Jun 1 [cited 2017 Feb 22]. Available from: http://oceanservice.noaa.gov/facts/oceanwater.html. Gomes L, Bogosyan S. Current trends in remote laboratories. IEEE Transactions on Industrial Electronics. 2009 Dec;56(12):4744-56. Cooper M, Ferreira JMM. Remote laboratories extending access to science and engineering curricular. IEEE Transactions on Learning Technologies. 2009 Oct;2(4):342-53. Rigby S, Dark M. Designing a Flexible, Multipurpose Remote Lab for the IT Curriculum. Proceeding SIGITE 06 Proceedings of the 7th conference on Information technology education. 2006 Oct 19:161-4. Bochicchio MA, Longo A. Hands-on remote labs: Collaborative web laboratories as a case study for IT engineering classes. IEEE Transactions on Learning Technologies. 2009 Oct;2(4):320-30. Hua J, Ganz A. Web enabled remote laboratory (r-lab) framework. InFRONTIERS IN EDUCATION CONFERENCE 2003 Nov 5 (Vol. 1, pp. T2C-8). STIPES. Gravier C, Fayolle J, Bayard B, Ates M, Lardon J. State of the art about remote laboratories paradigms-foundations of ongoing mutations. International Journal of Online Engineering. 2008 Feb 18;4(1):http-www. Trevelyan J. Lessons learned from 10 years experience with remote laboratories. InInternational Conference on Engineering Education and Research 2004 Jun 27 (Vol. 11, p. 2007). Garcà ­a-Zubà ­a J, Là ³pez-de-Ipià ±a D, Orduà ±a P. Evolving towards better architectures for remote laboratories: a practical case. International Journal of Online Engineering, Special Issue REV. 2005 Nov 8. Corter JE, Esche SK, Chassapis C, Ma J, Nickerson JV. Process and learning outcomes from remotely-operated, simulated, and hands-on student laboratories. Computers Education. 2011 Nov 30;57(3):2054-67. Balamuralithara B, Woods PC. Virtual laboratories in engineering education: The simulation lab and remote lab. Computer Applications in Engineering Education. 2009 Mar 1;17(1):108-18. Marques MA, Viegas MC, Costa-Lobo MC, Fidalgo AV, Alves GR, Rocha JS, Gustavsson I. How remote labs impact on course outcomes: Various practices using VISIR. IEEE Transactions on Education. 2014 Aug;57(3):151-9. Froyd JE, Wankat PC, Smith KA. Five major shifts in 100 years of engineering education. Proceedings of the IEEE. 2012 May;100(Special Centennial Issue):1344-60. Budhu M. Virtual laboratories for engineering education. InInternational Conference on Engineering Education 2002 Aug 18 (pp. 12-18). Manchester, UK. Pyatt K, Sims R. Learner performance and attitudes in traditional versus simulated laboratory experiences. ICT: Providing choices for learners and learning. Proceedings ascilite Singapore. 2007 Sep:870-9. Powell RM, Anderson H, Van der Spiegel J, Pope DP. Using webà ¢Ã¢â€š ¬Ã‚ based technology in laboratory instruction to reduce costs. Computer Applications in Engineering Education. 2002 Jan 1;10(4):204-14. Edward NS. The role of laboratory work in engineering education: student and staff perceptions. International Journal of Electrical Engineering Education. 2002 Jan;39(1):11-9. Corter JE, Nickerson JV, Esche SK, Chassapis C. Remote versus hands-on labs: A comparative study. InFrontiers in Education, 2004. FIE 2004. 34th Annual 2004 Oct 20 (pp. F1G-17). IEEE.

Students from Rural Areas Often Find It Difficult to Access University Education

The higher education in remote area has been limited by the geographic condition. An argument that has been raised is that the university education should be accessable for students who live in remote areas. This argument is justified in my view, as outlined in the following paragraphs. The first point in support this is that having an equal opportunity on education is the basic human right for a resident. That is to say, nobody should be deprived the right to study at university due to the geographic disadvantage. Examples of this include the Australia which there is an clear law principle states that every resident ought to have the equal right to gain education. Which means the government has the obligation to solve the problem for rural area residents. The second matter to raise is that the local economy in remote area could be promoted if the residents could accept university education in a easier way . higher education usually allow the resident to have better skills and more employment opportunities. Through this, the local economy can be improved . In remote areas of Australia, there are farms which need qualified workers, agriculture professionals and managers to assist with running the farms. Thus, those professionals who has higher education could offer more valuable services and promote the overall economy. In summary ,I believe that making it easier for rural resident to access university education is not only an equal right for education, it is also the way of residents in remote area to attain the knowledge and promote local economy. Thus the improvement should be made to the condition of rural college education.

Contract Scenario

Recently, Danny Davidson sold a family home to his friends Paul and Priscilla Peterson whereby entering into a $250,000 verbal agreement for the purchase of new home. However, Danny neglected to tell Paul and Priscilla about Ned the neighbor and the emerging dispute pertaining to the boundaries of the south property. Once the purchase was final the Petersons proceeded to invest an estimate of $65,000 for landscaping as well as implementing a new Italian bathtub in the bathroom.As the Peterson’s proceed to upgrade their new home cracks developed in the new tile whereby causing the bathroom floor to sink because of a landscaping issue with the soil on the property. Subsequently, a breach of contract emerged whereby causing the Peterson’s to file a suit against their friend. Valid or Invalid Contract â€Å"According to Kubasek, et al, legally binding contract must include the necessary elements â€Å"such as,† legal object, capacity along with consideration (2012, p. 306).However, in the scenario the couple entered a verbal agreement with a friend for the purchase of the home â€Å"thereby,† contingent on the information provided by a friend. The consideration estimated $250,000 for the purchase of the home. Nevertheless, neither of the entities were minors or endured some form of mental illness or legally intoxicated whereby indicating that each party was in complete capacity entering the aspects of a verbal agreement. Consequently, the contract was legally binding because the instrument met the necessary elements of the legal object, consideration, and capacity renders the validity of the contract enforceable.Breach and Statue of Fraud Conversely, the agreement between Danny and the couple lacked the elements of genuine assent because of a failure to disclose pertinent information pertaining to the neighbor’s boundary dispute along with the existing issues with the soil. Danny misrepresented as well as withheld information â⠂¬Å"in order,† to sell the house to the Petersons. Although the contract was valid â€Å"yet,† the Peterson’s suit claiming breach of contract lacked the aspects of genuine assent. When entering a contractual agreement each entity should enter freely.â€Å"Sometimes,† to obtain acceptance the offeror will implement improper measures â€Å"such as,† misrepresenting or non-disclosure of pertinent information employing undue influence, fraud as well as duress. Under these circumstances the offeree can implement the enforceable agreement defense â€Å"especially,† if the agreement lacks genuine assent (Kubasek, et al, 2012, p. 306). â€Å"According to,† the Statues of Fraud implementing a verbal agreement serves as a violation whereby assuming that the contractual agreement was not in writing nor filed or recorded. Agreements pertaining to the sale of land must be in writing.The rationale is because without a paper trail the agreement is n on-existent (Kubasek, et al, 2012, p. 408). Although a written agreement does not incur specific requirements â€Å"however,† the individual’s names, address along with the object and terms of the contract, consideration, and signature of each entity are the necessary elements for developing a valid contract (Kubasek, et al, 2012, p. 411). Defenses and Remedies Assuming that the couple would order a property inspection Danny made the decision to withhold pertinent information pertaining to the issues with the soil.Even though an inspection was not performed â€Å"but,† this does not explicate rationale of Danny’s choice for non-disclosure of his dispute with Ned the neighbor’s boundary issues on the south side of the property. To rectify the situations pertaining to the soil and property dispute Danny could order a land surveyor along with providing a reimbursement to his friends for the incurring damages. Perhaps if Danny chooses these options cou ld mend a long- time relationship along with eliminating a possible legal battle.â€Å"On the other hand,† the Petersons could take an alternate route by pursing legal recourse for breach of contract whereby making it necessary to terminate both the relationship as well as the verbal agreement without seeking any other damages Nevertheless, it would look as if the entities are leaving money on the table by ending the contractual relationship without pursuing further damages. Even though litigations are costly â€Å"however,† the parties perceive that termination serves as means of relational retaliation (Wilkerson-Roger & Hoffman, 2010, p. 1044). Trial or ADRSeveral measures can assist with resolving the Davidson and Peterson dispute involves implementing alternate dispute resolution measures â€Å"including,† litigation. Conversely, measures to resolve ongoing disputes emerge in various forms along with employing a third party to make decision in difficult situ ations through mediation and negotiations. Implementing these particular measures decreases the cost of legalities. Moreover, negotiations, and mediations are quick and fair whereby allowing each entity to part in the process of decision-making ultimately saving the relationship.Furthermore, relationships tend to deteriorate because of the cost and time spent in litigation. Contract Administration and Recommendations Clearly, the Petersons and Danny Davidson did not adhere to the principles of the contract creation. Even though the party’s main focus was on the contracts creation â€Å"however,† the parties did not secure the central functions, and definitions as well as compliance, and functional details of the agreement. Hence, the legalities of the agreement would not have been a concern for the Statues of Fraud if the parties were entering into a written contract.As a consultant, to remedy the situation between the Petersons and Danny Davidson would require the neg otiating of a new sales contract for the house. In addition to, creating new a legal contract that is valid and enforceable provides a future evidence of an existing agreement. Conclusion The aspects of verbal and oral contracts are not always recognized or enforceable even if the essential elements are visible. Nevertheless, entering a verbal contract should be put into words that indicated the agreements conditional terms along with the signatures of the parties involved provides visible evidence of an existing contract.

What Is an Iamb in Poetry

Have you heard a poet or English teacher talk about iambic meter? Its a reference to the rhythm of a poem. Once you learn what it is, you will be able to recognize it in poetry and use it when writing your own verse. What Isan Iamb? An iamb (pronounced  EYE-am)  is a type of metrical foot in poetry. A foot is the unit of stressed and unstressed syllables that determines what we call the meter, or rhythmic measure, in the lines of a poem.   An iambic foot consists of two  syllables, the first unstressed and the second stressed so that it sounds like â€Å"da-DUM.†Ã‚  One iambic  foot can be a single word or a combination of two words: away  is one foot: a  is  unstressed, and way  is stressedthe crow  is one foot: the  is unstressed, and crow  is stressed A perfect example of iambs is found in the last two lines from Shakespeare’s  Sonnet 18: So LONG / as MEN / can BREATHE / or EYES / can SEE,So LONG / lives THIS,/ and THIS / gives LIFE / to THEE. These lines from Shakespeares sonnet are in iambic pentameter.  Iambic meter also  is defined by the number of iambs per line, in this case, five. 5 Common Types of Iambic Meter Iambic pentameter might be the most recognizable type of iambic meter, as many famous poems use it. Iambs are all about pattern and rhythm, and you will quickly notice a pattern to the types of iambic meters: iambic dimeter: two  iambs per lineiambic trimeter: three iambs per lineiambic tetrameter: four iambs per lineiambic pentameter: five iambs per lineiambic hexameter: six iambs per line Study  Tip: Robert Frosts Dust of Snow and  The Road Not Taken are popular in iambic studies. A Little Iambic History The term iamb originated in classical Greek prosody as â€Å"iambos,†Ã‚  referring to a short syllable followed by a long syllable. The Latin word is iambus.  Greek poetry was measured in quantitative meter, determined by the length of the word-sounds, while English poetry, from the time of Chaucer through the 19th century, has been dominated by accentual-syllabic verse, which is measured by the stress or accent given to syllables when a line is spoken. Both forms of verse use the iambic meter. The biggest difference is that the Greeks concentrated not just on how the syllables sounded, but their actual length. Traditionally, sonnets are written in iambic pentameter  with a strict rhyming structure. You will also notice it in many of Shakespeares plays, particularly when a higher-class character speaks.   A style of poetry known as blank verse also uses iambic pentameter, yet in this case, rhyming is not required or encouraged. You can find this in the works of Shakespeare as well as those of Robert Frost, John Keats, Christopher Marlowe, John Milton, and Phillis Wheatley.