1. A Low Cost Approach for Rapidly Creating Demonstration Models for Hands-on Learning Kristoph-Dietrich Kinzli Florida Gulf Coast University Keywords: Demonstration models, hands-on learning

2. Why? “Numerous engineering courses lend themselves to teaching methods that utilize demonstration models. Demonstration models allow students to readily grasp theory and relate difficult concepts and equations to real life” Problem: – Demonstration models are costly to purchase from vendors – They take a significant amount of time to build – These two limiting factors pose a significant obstacle for adding demonstrations to the curriculum. Educational Objective: – Develop a low cost method to rapidly add hands-on demonstration models to any curriculum

3. When? Summer 2011 – observed demonstration models utilized at ASCE ExCEEd teaching workshop Summer 2012 – Saw “classroom demonstration storage room” at USMA at West Point during ASCE ExCEEd Fall 2012 - Demo Design Challenge Assignment issued to students at Florida Gulf Coast University

4. Where? FGCU – Presented to colleagues in Environmental and Civil Engineering Department (currently used in Mechanics of Materials, Fluids, Hydrology, Hydraulics, Water Resource Design, and River Mechanics) ASCE ExCEEd Teaching Workshop – (Summer 2014) Presented to 24 professors participating in workshop ASEE Southeast Conference 2015 – Presented paper and several demos at UF in Gainesville Adopted at – University of Alaska Fairbanks and University of South Alabama?

5. What? – Over 30 demos created Watershed modelOrifice apparatus Hydraulic rocket launcherHydraulic bridge Manning’s channel for roughness Curve Numbers (CN) plates Buoyancy demonstration tankMajor and minor headloss Stability boatsFire tornado Rainfall demonstration modelHydrostatic force demo Hydrostatic force calculationSurface tension Venturi effect in updraft carburetorFlow lines (laminar/turbulent flow) Viscosity of 6 fluid typesVortex cannon Hydrograph demoA cubic foot of water Centrifugal pumpsMultistage pumps Bernoulli equationPressure gages

6. Prognosis? Documenting impact: – Buoyancy – Watersheds Scale up: – Disseminate to ASCE ExCEEd Teaching Workshop – Publish in European Journal of Engineering Education Advice: How to reach a broader audience? How to adapt to other engineering courses or curriculums? Proficiency Levels Before Demo Proficiency Level 2011 After Demo Proficiency Level 2012 After Demo Proficiency Level 2014 > 85%21%48% 53% > 70%76%90% 89% > 65%76%90% 89% Proficiency Levels Before Demo Proficiency Level 2011 After Demo Proficiency Level 2013 After Demo Proficiency Level 2014 > 85%21%65% 92% > 70%49%87% 100% > 65%53%89% 100%