Simulated Practicals

The limitation of being able to make certain decisions about how to execute an experiment can be overcome by creating simulations of a physical system. For example, the provision of stock data eliminates the need to develop a data capture strategy by pre-selecting appropriate values of independent variables. A simulation could generate the dependent variable based on any input independent variable.

Simulations can be built with a range of sophistication. To generate numerical data, a well written spreadsheet can be produced. Deliberately introduced random errors can be programmed into the output of the spreadsheet in order to replicate data collected from real world equipment, providing the potential for students to rapidly repeat experiments multiple times to see a distribution in results.

The use of 3D computer aided design (CAD) models visible on screens or fully immersive VR experiences can replicate the ability to investigate and probe physical equipment. Within MEE many pieces of experimental apparatus are designed and built in-house, providing ready access to share CAD with students though the virtual learning environment.

Practical Engineering Education simulations can be built in-house or purchased from suppliers. In either case, with increasing level of sophistication comes increased cost, be it financial or staff time. One of MEE’s specialist facilities is a pharmaceutical pilot plant for the large scale manufacture of pills. A “digital twin” of the facility exists, replicating all systems in a simulated environment with identical control interfaces, allowing students remote access to the facility. In addition to the advantage of more flexible asynchronous access, the digital version of the equipment allows the exploration of non-physical or impractical (for example, dangerous) operation to determine outcomes that would not be permitted in the laboratory.

Simulated experiments have the significant drawback of lacking “realness” and the tactile enjoyment of playing with tangible artefacts. There are also limits on the amount of exploration available for students, given that they can only operate within the predetermined structure of the functions of the simulation. The “what if” scenarios are constrained by the imagination of the developer and the budget of their construction.