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An Internet-based Educational Platform for Earthquake Engineering Laboratory Experiments

An Internet-based Educational Platform for Earthquake Engineering Laboratory Experiments. Chencheng Wu, Le Yu, Shirley J. Dyke, Christopher Beeler and Jian Ouyang Purdue University iCEER 2011 Belfast, Ireland. Earthquakes Worldwide. Eastern US Earthquake (August 24 th 2011). Introduction.

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An Internet-based Educational Platform for Earthquake Engineering Laboratory Experiments

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  1. An Internet-based Educational Platform for Earthquake Engineering Laboratory Experiments Chencheng Wu, Le Yu, Shirley J. Dyke, Christopher Beeler and Jian Ouyang Purdue University iCEER 2011 Belfast, Ireland

  2. Earthquakes Worldwide

  3. Eastern US Earthquake (August 24th 2011)

  4. Introduction • Earthquake simulator tables, or shake tables, are used for experimental research in earthquake engineering. • This equipment is capable of reproducing the motion of the ground during an earthquake, allowing for controlled testing of structures subjected to earthquakes. • New concepts and techniques are often tested on scaled structures using shake tables before implementation. • Bench-scale shake tables offer an ideal mechanism to provide students access to such “hands-on” experiments.

  5. NEES 3435 registered NEEShub users and thousands of NEES users of equipment sites and cyberinfrastructure at any point in time highlight the global reach of NEES. NEES Sites NEEScomm • Data Repository • Computational Simulation • Community Support Cornell University University of California, Davis Rensselaer Polytechnic Institute University of Texas University of California, Los Angeles University of Minnesota University of California, Berkeley University of Nevada, Reno University of Illinois Lehigh University Oregon State University UC Santa Barbara UC SanDiego University at Buffalo

  6. Introduction Existing state-of-the-art cyberinfrastructure tools developed by NEESit, the technical support and development component of NEES, have been developed recently for teleparticipation and teleoperation. We have been able to take advantage of these capabilities to educate the next generation of civil engineers!

  7. Outline • Objectives of the Collaboratory • Lab Station Components • Instructional Materials Available • Freshman Level Undergraduate Module • Senior Level Structural Dynamics Experiments • Evaluation of the Program • Closing

  8. Objectives of the Collaboratory • To provide engineering students • an understanding of structural dynamics • experience with modern laboratory equipment and instrumentation • exposure to NEES and the latest capabilities regarding remote testing teleparticipation tools • provide a mechanism for training students to perform experiments • broader access to such tools • opportunities for K-12 outreach

  9. Objectives of the Collaboratory • 2 Lead Institutions • develop 2 initial exercises • evaluation & adapt • 5 Deployment Sites • implement 2 exercise • develop new exercises • Available to users

  10. Lab Station: Overview

  11. System Architecture UCIST Shake Table UCIST PC (LabVIEW Machine) Port = 8090 RDV UCIST LabVEW Server TCP Server Teleoperation Control Panel CompactRIO Remote PC TCP Control Server DAQ Daemon NI- DAQ RBNB Server Port = 3333 Data Turbine PC Axis Web Camera

  12. UCIST Shake Table CompactRIO 9516

  13. Remote PC - Teleoperation Control Panel

  14. Remote PC - Teleoperation Control Panel

  15. UCIST PC Teleoperation Remote PC • TCP server • Listen on port 8090 • Receive commands from remote PC • Simulation pattern • Excitation parameters (eg. Amplitude & Frequency) • Simulation duration • Send commands to and receive feedbacks from Control Server • Control server • Receive commands from TCP Server • Generate excitations according to simulation pattern and parameters (eg. Sinusoidal ) • Move Shake Table with generated excitations Commands UCIST PC TCP Server Control Server UCIST Shake Table

  16. RBNB Server

  17. Introduction to Earthquake Engineering Freshman Engineering module developed at the University of Connecticut

  18. Instructional Materials • Students learn necessary mathematics to study the forced and free vibration of a single-degree-of-freedom structure • A 1-story seismically excited shear frame is used to apply their new knowledge

  19. Instructional Materials • Overview (Freshman Level 3 weeks) • Earthquake Engineering Introduction • SDOF Equations of Motion • Programming in Matlab • NEES Introduction • Teleparticipation & Teleoperation of Actual Experiment • Each student is required to submit weekly homeworks and a final lab report including a discussion of observations and results

  20. Two Experiments Developed for Structural Dynamics Senior/Grad Level Experiments developed at Purdue University

  21. Instructional Materials • EXPERIMENT 2: Design Vibration Absorber • Two DOF building model • Passive device to reduce responses • Design length of pendulum and additional mass • Verify control results using teleoperation

  22. University of California, Berkeley Model Shake--Aftermath Lab Station: Activities

  23. Evaluation Program • Evaluation & Feedback • On-line surveys conducted to obtain student and faculty input • Evaluation expert is part of the project • 12 undergraduate engineering courses at 5 universities over the course of four years; total of 505 students surveyed

  24. Evaluation Program • Goals • Describe classroom implementation of virtual laboratory • Estimate the impact of virtual experiments on student learning • Describe associations between gender and patterns in learning • Comments • “[It] Was very hands on, and many people learn better by doing and seeing than just calculations” • “It was a very interesting experience. The fact that you could manipulate a structure in another building across campus from you room is amazing.”

  25. Benefits to the Students • More flexible and complex experiments using multiple sites • Experience with cyberinfrastructure • Flexible scheduling of experiments • Access for students at a larger number of universities to participate in advanced experiments

  26. Implications for Engineering Educators • Provide opportunities for students worldwide to use tele-operated shake tables for learning • Review resources at NEES and UCIST • Think creatively about student experiences in your classroom, especially the extent to which men and women may perceive differences in their abilities that may contribute to differential rates of pursuit of further engineering education.

  27. Acknowledgments • NSF DUE 0618605 and 1058462 (CCLI) • NEESinc and NEESit • NSF funding for UCIST (1998-2002) • Support for UCIST from NSF Grant (DUE 9950340) • Mid-America Earthquake Center • Quanser Consulting

  28. 2020 Vision Report • January 26-27, 2010 • Identify the major strategic directions for the future of earthquake engineering research and education http://nees.org

  29. For more information see: http://engineering.purdue.edu/ucist andhttp://nees.org/

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