A Remote Laboratory for Frequency-response Analysis of Vibrating Mechanical Systems

Cazacu, D.

doi:10.1016/j.protcy.2013.12.548

Cited by 4 publications

(6 citation statements)

References 1 publication

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“…To support interactive experiments that require scheduling access, the iLab interactive architecture envisions scheduling servers and services that enable students, from different campuses, to reserve time periods to execute experiments. Since the user side and lab side require different scheduling functionalities, the USS and LSS components are introduced to the ISA architecture to manage reservation [5][6].…”

Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

“…Using the LSS, a student who wants to schedule time in a given lab must select from a set of available blocks of time. Additionally, the USS is responsible for notifying students if the reservation must be canceled and for considering course/lab requirements when distributing time blocks [5][6]. The LSS tool is responsible for defining the scheduling policy for a particular lab.…”

Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

“…The LSS defines the broad lab availability for individual USS/Service Brokers. In turn, a given USS/Service Broker will distribute experiment time to students based on lab requirements, instrument availability, and instructor policy [5][6]. PAPER MECHANICAL REMOTE LABORATORY DEVELOPMENT USING ILAB SHARED ARCHITECTURE B. ISSIG remote lab As described previously, our remote lab is based on the Interactive Shared Architecture to deploy and share the labs ( Figure 3).…”

Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

“…There are many software applications used for sharing online laboratories [5][6]. In our case, we have chosen the iLab Shared Architecture (ISA) of the Massachusetts Institute of Technology (MIT) that provides a framework for development and deployment [6].…”

Section: Introductionmentioning

confidence: 99%

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Mechanical Vibration Remote Laboratory Development using iLab Shared Architecture

Brahim¹,

Ennetta²,

Sofienne³

2015

Int. J. Onl. Eng.

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Abstract-This paper focuses on the implementation of the first remote laboratory in the mechanical field being used by the Higher Institute of Industrial Systems of Gabès (ISSIG)-Gabès University, Tunisia. The developed remote laboratory was achieved through the e-Sience Tempus project. The control system for this remote laboratory was implemented using LabVIEW software. The experiment studied a forced vibrations system. The students access the platform via the internet to determine the resonance frequency of damping forced vibration from the amplitude vs. excitation frequency and the phase angle vs. excitation curves. The students also determined the damping ration for the system via the phase angle vs. excitation frequency curve. All online experiments were deployed on an interactive version of the iLab Shared Architecture (ISA).

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Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

Section: A Ilab Shared Architecture (Isa)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mechanical Vibration Remote Laboratory Development using iLab Shared Architecture

Brahim¹,

Ennetta²,

Sofienne³

2015

Int. J. Onl. Eng.

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“…They can also observe the experiment processes, which may either be simulated by 2D/3D computer graphics [10] [11] or captured by web camera at a remote location [12] [13]. Finally, the experimental results are presented to them, usually in the form of data lists or plots [14] [15]. It is easy for students to get started with these remote laboratories since the operation of these laboratory systems is similar to web-surfing and thus the students do not need training to complete the laboratory tasks.…”

Section: Introductionmentioning

confidence: 99%

Usability Evaluation of a Virtual Educational Laboratory Platform

Chang¹,

Aziz²,

Zhang³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Taking advantage of videogame technology, game engine-based virtual laboratories are able to offer promising immersive and collaborative learning experiences. Research indicates that such virtual laboratories can be viable alternative forms for laboratory learning activities with special advantages in distance education applications. Various researchers also evaluated whether students learned target knowledge via virtual laboratory exercises. However, several questions emerged during these evaluations: Can students complete this new form of laboratory exercises, which they have not encountered before, in an effective way? Can they collaborate in the virtual world like in the real?This article tries to answer these questions by assessing the students' performances in two videogame-based virtual gear train laboratory exercises. Simple and planetary gear train scenarios were designed and implemented on the basis of Garry's Mod, a sand-box 3D game utilizing the Source game engine. 94 undergraduate students taking a course on machine dynamics and mechanisms were assessed right after completing the lecture and homework of the gear design chapter. Most of these students were randomly divided into laboratory groups of 2 while the remaining students conducted the laboratory experiments alone. In order to simulate a remote learning scenario, the students in each group were physically separated into two rooms so that they could not communicate directly with each other but could do so only by text-chatting within the virtual laboratory environment. A teaching assistant was present in each room to help the students.In order to evaluate the usability of this game engine-based laboratory, a data set containing the students' videogame playing background and a game log, which tracks the students' activities, were collected and analyzed. The result shows that all students were able to complete the laboratories regardless of their prior videogame playing experience. Also, it was discovered that from the students' laboratory operation perspective, most students made mistakes before completing all tasks. From a collaboration perspective, most students in a group did not evenly distribute the tasks amongst them.

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