Design of a Small-Scale Hydrology Experiment
Publication: Journal of Civil Engineering Education
Volume 146, Issue 3
Abstract
This paper describes a laboratory experiment that was designed to improve engineering education in fluids and hydrology courses. The laboratory module is part of a broader effort to enhance the undergraduate engineering laboratory curriculum to incorporate modern pedagogical methods and to improve a defined set of student outcomes. The experimental module design is based on a theoretical framework for hydrology and tied to specific student outcomes. The new laboratory module uses a low-cost tank that has been modified to create a hydrology apparatus. Students are first asked to design their own experiment using available materials. They then conduct their experiment and plot hydrographs to evaluate the impact of soil type, land use, and so on on peak flow and time to peak. To assess the effectiveness of the new laboratory module, three methods were used: a student survey, course observation, and pretest and posttest. Results of the pretest and posttest indicate conceptual understanding improved as a result of the laboratory module, with average gains of 0.39. The students also completed a survey that included more traditional laboratory modules in the class. All assessment methods demonstrate the value of the new, more engaging laboratory module for engineering education to enhance professional skills in students.
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Acknowledgments
The authors would like to thank the student participants in this project and Dr. Karen Eifler for the classroom observation visit. Funding for this project was provided by the W.M. Keck Foundation.
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Published In
Journal of Civil Engineering Education
Volume 146 • Issue 3 • July 2020
Copyright
©2020 American Society of Civil Engineers.
History
Received: Jan 17, 2019
Accepted: Oct 15, 2019
Published online: Feb 28, 2020
Published in print: Jul 1, 2020
Discussion open until: Jul 28, 2020
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