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MENTOR: Dr. James Tucci
Department of Physics, School of Science
Science and Engineering Laboratory Building, LD 156Q
Indiana University Indianapolis
A hands-on physics and service-learning project focused on measuring river flow using buoys and sensors while restoring the White State River’s banks through community cleanup.
Project: White State River Flow & Service
Presenter: Naman Gargayan
Faculty Mentor: Dr. James Tucci
Community Partner: Keep Indianapolis Beautiful (KIB)
Project Description
How can physics be used to serve both science and the community? That question guided our Fall 2024 project through the CEA program. Under the mentorship of Prof. James Tucci, I co-developed a field-based lab experience designed to help students learn about fluid dynamics by calculating the flow rate of the White River. But this wasn’t just about science—it was also about service.
The project combined two flow measurement methods. First, we used buoy drift timing, a simple yet powerful way to estimate surface velocity using the equation Vs = d / t. Then, we introduced a more advanced, sensor-driven approach using a custom-built paddle wheel apparatus equipped with Vernier photogate sensors. This instrument, which we assembled and tested in the lab, aimed to collect high-resolution velocity data—but field limitations like low riverbank current and hardware imbalance meant it couldn’t perform as planned. Still, the lesson in trial, error, and engineering was invaluable.
To tie the work to civic learning, we partnered with Keep Indianapolis Beautiful to host a cleanup at the measurement site. Students weren’t just applying physics equations—they were restoring the riverbank, seeing the environmental context their data lived in.
Through this hybrid experience, our team didn’t just explore flow rates—we explored how applied physics can intersect with environmental stewardship and public problem-solving. It was a moment where education flowed out of the classroom and into the real world.
Methods & Implementation
Methods & Implementation
Our approach focused on two complementary methods for measuring river flow rate: a buoy timing method for visual surface velocity estimation, and a custom sensor-based method using a Vernier photogate-equipped paddle wheel.
Buoy Drift Method
Buoy Drift Method
We guided students through the classic Vs = d / t calculation. Working in small groups, they dropped floating markers (buoys) from the Michigan and New York Street Bridges and timed their drift across a known span. Using those times and bridge measurements (via Google Maps), they estimated the river’s surface velocity, and then calculated flow rate by multiplying by the river’s cross-sectional area.
This method demonstrated real-world variability: wind, water debris, and human reaction times all introduced error, offering students a valuable lesson in measurement uncertainty and environmental factors.
Vernier Photogate Apparatus
Vernier Photogate Apparatus
We designed and assembled a custom paddle wheel attached to a Vernier photogate sensor. The goal was to measure rotational speed induced by river flow at the bank and convert that into velocity via angular motion equations (v = rω). Though the apparatus was fully functional in lab testing, it failed to collect meaningful data in the field due to low current strength and wheel imbalance.
Still, this hands-on design process taught students about experimental physics, sensor engineering, and the iterative nature of applied STEM work.
🌱 Community Engagement & Cleanup 🌱
🌱 Community Engagement & Cleanup 🌱
In addition to the field experimentation, this project incorporated a civic engagement component through a collaborative cleanup of the White River in partnership with Keep Indianapolis Beautiful. This effort aligned with the CEA program’s mission of connecting academic learning to meaningful service in the community.
In preparation, we coordinated with KIB to acquire supplies such as gloves, trash bags, and safety vests. Students were briefed on safety and environmental awareness, then took part in removing litter and debris from the riverbanks near the testing sites.
The cleanup allowed students to understand the environmental context of the data they were collecting. It wasn’t just about calculating flow rate — it was about caring for the space in which that science was happening. Picking up trash along the water’s edge made the velocity calculations more than numbers—it connected them to public well-being and the sustainability of local ecosystems.
This component gave students a direct sense of their impact, reinforcing the CEA values of reciprocity, community voice, and civic contribution.
Reflections & Learning Outcomes
Reflections & Learning Outcomes
This project was more than a physics lab—it was a multidisciplinary learning experience rooted in community responsibility. By designing and leading this initiative, I saw firsthand how science can extend beyond textbooks and into public spaces, where it supports civic awareness and problem-solving.
Through this experience, I developed skills in:
Project coordination and faculty collaboration
Sensor-based instrumentation and data design
Mentoring and teaching students in field-based labs
Managing communication with a community partner
Reflecting critically on scientific accuracy, public service, and civic ethics
Students learned to apply equations in unpredictable, real environments—navigating wind, timing delays, sensor setbacks, and even trash pickup—while also learning to ask why their work mattered and who it served. These moments helped shape their understanding of physics as a social tool, not just an academic one.
As a CEA, I came to see mentorship and public problem-solving not as side work, but as central to what higher education should look like: collaborative, civic-minded, and deeply connected to the communities we serve.
"We weren’t just collecting data — we were cleaning the space that made the data matter.”
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