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Sivapragasam, C.
- Improving the Understanding of Epanet Software Via Case Studies
Abstract Views :265 |
PDF Views:8
Authors
Affiliations
1 Center for Water Technology, Department of Civil Engineering, Kalasalingam Academy of Research and Education (Deemed to be University) Anandnagar, Krishnankoil-626126, IN
1 Center for Water Technology, Department of Civil Engineering, Kalasalingam Academy of Research and Education (Deemed to be University) Anandnagar, Krishnankoil-626126, IN
Source
Journal of Engineering Education Transformations, Vol 32, No 4 (2019), Pagination: 12-19Abstract
EPANET is widely used for pipe network analysis. The EPANET manual, although very detailed, still lacks simple case study examples to help students to appreciate its application better. This study is designed to demonstrate the manual calculations and its verification through EPANET for simple pipe flow problems in fluid mechanics course of civil engineering curriculum. The case study examples are solved by involving the students themselves. This has not only created a deeper interest in the course but also helped the students to understand the advantages and limitations of using software.Keywords
Epanet, Pipe Flow, Civil Engineering, Fluid Mechanics, Case Studies.
References
- Ahn, J C., Lee, S W., Choy K Y., and Koo, J Y.(201 2) A ppli catio n of E PA NE T for determination of chlorine dose and predictions of THMs in a water distribution system, Sustainable Environmental Research, 22(1), 31-38.
- De Jong, T., Martin,E., Zamarro, J., Esquembre, F.,Swaak,J., Van Joolingen,W.(1999) The integration of computer simulation and learning support: An example from the physics domain of collisions. Journal of Research in Science Teaching 36 , 597–615.
- Friedler, y., Nachmia,R., and Linn, M., (1990) Learning scientific reasoning skills in microcomputer-based laboratories. Journal of Research in Science Teaching 27 173–191.
- Khan, K A., and Akhter, G.(2015) Computerbased experiments for learning seismic signal processing concept. International Journal of Computer Applications in Engineering Education 23, 959-966.
- Pitt, R., Clark, S., and Maestre A.(2004) A stepby-step guide to EPANET 2.0 simulations (2004).
- Rasooli, A., Kang,D.,(2016) Design of hydraulically balanced water distribution network based on GIS and EPANET, International Journal of Advanced Computer Science and Applications, 7(2), 118-125.
- Rossman, L A. (2000) EPANET2 User Manual. U.S. Environmental Protection Agency.
- Sivapragasam, C., Aishwarya,S., Uma, R., Karthik, G., and Kannabiran,K.(2015) Genetic programming based simple decision support system for pipe network operation. International Journal of Earth Science and Engineering, 8(1), 302-306.
- Sivaselvan, M.V (2014)Failure analysis of engineering structures in undergraduate courses using optimization. International Journal of Computer Applications in Engineering Education 22 , 297–308.
- Turker, H T., Coskun, H., and Mertayak, C.(2016) Innovative experimental model and simulation method for structural dynamics concept.International Journal of Computer Applications in Engineering Education 24, 421-427.
- Zhou, X-L., Wang. J-H.(2016) Interactive computer for teaching biot poroelasticity modeling in civil engineering. International Journal of Computer Applications in Engineering
- Project-based Learning-A Novel Approach to Teach Biosensors and Transducers Course for Engineering Students
Abstract Views :216 |
PDF Views:106
Authors
Affiliations
1 Department of Biomedical Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
2 Department of Electronics and Communication Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
3 Department of Civil Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
1 Department of Biomedical Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
2 Department of Electronics and Communication Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
3 Department of Civil Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, TN, IN
Source
Journal of Engineering Education Transformations, Vol 34, No 1 (2020), Pagination: 61-69Abstract
Bio Sensors and Transducers (BST) is a fundamental subject that provides principles of operations of sensors used in biomedical applications, and transducers are the devices that transmit the signals from the biosensors to the diagnosing equipment. BST is the introductory course in Bachelors of Biomedical Engineering (BME). BST interconnects biosensors and transducers in such a way that the signals are transmitted to the receiving equipment. Given the above, this paper describes the teaching and in-depth learning of BST in the classroom sessions which makes the students challenge and solve real-time problems practically, more effectively and efficiently. At the end of each unit, a practical assignment is given and executed by the students in the BST laboratories. These improve critical thinking, analyzing, interpreting, and solving techniques for students. The primary objective of this paper is to enhance the in-depth learning of the BST course by critical analysis, utilizing creative ideas, novel thinking of extension of existing technologies, and practicing laboratory experiments. The outcomes of this course are analyzed by internal assessment tests, periodical assignments, results of the laboratory experiments, seminars, and quiz programs. With the help of Bloom's taxonomy, the assessment test questions were ranked and the results are investigated for the improvement of intellectual thinking of students on the contents of the course.
The academic transformation of students is measured by using both course outcomes and student feedback. This approach helped the students to improve their understanding of the subject.
Keywords
Academic Transformation, Bio Sensors And Transducers (BST), Bloom's Taxonomy, Course Outcomes, Program Outcomes And Intellectual Thinking.Full Text
References
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- Dontham et al., 2016, Educating IT Engineering Theory Courses Using BLOOMS Taxonomy (TC-BT) as a Tool and Practical Courses Using Magic of Making Mistakes (PCMoMM): An Innovative Pedagogy, Journal of Engineering Education Transformations, 29(3), 75-84.
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- Mukund V. Kavad et al., 2015, Assessment and attainment of Course Outcomes and Program Outcomes, Journal of Engineering Education Transformations, 28(2-3), 77-84.
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- Improving Student Outcome through Flexibility in Teaching and Evaluation Methods
Abstract Views :231 |
PDF Views:146
Authors
N. C. Brintha
1,
G. Ebenezer
2,
A. Francis Saviour Devaraj
1,
C. Sivapragasam
3,
J. T. Winowlin Jappes
2
Affiliations
1 Department of Computer Science and Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
2 Department of Mechanical Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
3 Department of Civil Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
1 Department of Computer Science and Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
2 Department of Mechanical Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
3 Department of Civil Engineering, Kalasalingam Academy of Research and Education, Tamilnadu, IN
Source
Journal of Engineering Education Transformations, Vol 34, No SP ICTIEE (2021), Pagination: 380-383Abstract
As engineering education is becoming easily accessible, many students from diversified background are getting enrolled i.e., from different regions/states where their educational policies adopted during their school education is different. Bringing these diversified students to cope up, build their higher order skills to analyse and inculcate creativity, flexibility in teaching and evaluation is required. Although many institutions are given autonomy to design their courses and curriculum, when it comes to implement in classroom teaching, still the conventional mode of teaching and evaluation dominates the educational system. The outcome of autonomous learning was evaluated through a detailed survey taken from 265 students for python programming course and its outcomes are compared with conventional practices. While using conventional practice, students were not able to analyse and devise solutions to problems independently. They were not able to transform and apply the learnt concepts for real time applications and their learning outcome was found to be 52%. This mode of teaching has enhanced the higher order thinking skills, creativity, imagination, problem solving and conceptual understanding of our students. This paper realizes the advantages of autonomous courses by evaluating the results received from various evaluation surveys for ‘Python Programming’ autonomous course with students and teachers.Keywords
Autonomy Education, Sustainability, Higher Order Skills, Student Outcomes, Assessment Methods.Full Text
- A Case Study on the Student Centric Course in Engineering Programme Leveraging PBL
Abstract Views :279 |
PDF Views:121
Authors
Affiliations
1 Computer Science and Engineering, Kalasalingam Academy of Research and Education, Tamil Nadu, IN
2 Civil Engineering, Kalasalingam Academy of Research and Education, Tamil Nadu, IN
1 Computer Science and Engineering, Kalasalingam Academy of Research and Education, Tamil Nadu, IN
2 Civil Engineering, Kalasalingam Academy of Research and Education, Tamil Nadu, IN
Source
Journal of Engineering Education Transformations, Vol 35, No 1 (2021), Pagination: 27-41Abstract
Quantification of the quality of Engineers is a significant parameter contributing to an Industry person in recruiting an Engineering student, a government organization in sponsoring/ funding an entrepreneurial aspect of the student and an esteemed University in granting scholarship for higher education of the student. There is a need to improve the students' technological, communication, entrepreneurial skills during the course of the Engineering education. One such pedagogical technique contributing to student's skills is the Project Based Learning (PBL). Through PBL, students learn the courses instead of merely studying it. The significance of PBL and the consequences of practicing PBL in Engineering education is portrayed in this paper. The approach of PBL practiced in Kalasalingam Academy of Research and Education is explained with a case study of one of the courses, that followed PBL pedagogy. The evaluation pattern, rubrics and the supremacy of PBL over traditional pedagogy methods is estimated.Keywords
Project Based Learning, Assessment Methodologies, Engineering Education, Student Centric Course.Full Text
References
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