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Design of Remote Laboratory Experiments Using LabVIEW Web Services

Conference Paper · November 2012

DOI: 10.1115/IMECE2012-86931

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 Proceedings of the ASME 2012 International Mechanical Engineering Congress & Exposition
IMECE2012
November 9-15, 2012, Houston, Texas, USA

IMECE2012-86931

DESIGN OF REMOTE LABORATORY EXPERIMENTS USING LABVIEW WEB SERVICES

Serdar Tumkor Sven K. Esche

Stevens Institute of Technology Stevens Institute of Technology
Hoboken, New Jersey, USA Hoboken, New Jersey, USA

Constantin Chassapis
Stevens Institute of Technology
Hoboken, New Jersey, USA

ABSTRACT
Laboratory experiments are an important and integral part
of the learning experience for undergraduate engineering
students. They help the students in getting hands-on experience
and in better understanding theoretical concepts. In recent
years, a significant number of remotely accessible experiments
have been developed and integrated into engineering laboratory
courses at many educational institutions worldwide. There exist
several approaches and technologies for making experimental
hardware accessible via the Internet.
This paper will discuss some of the available technologies
and a specific method for acquiring data from experimental
setups via LabVIEW Virtual Instruments over a network. As an
example, a remote experimental apparatus that was developed
by upgrading a commercially available air flow rig with remote
control and monitoring capabilities is presented. This system is
used in a junior-level mechanical engineering course on fluid
mechanics. It enables the students to access the experimental
setup via the Internet either in real-time or batch mode. For
real-time use of the experimental setup, remote panels are used.
These remote panels are exactly the same as those that would
be used on a local on-site server. They can be run under
LabVIEW’s Web server to be observed and controlled by the
client via any Internet browser. For the batch-mode use of the
experimental setup, on the other hand, simple HTML pages in
conjunction with forms are used to generate experimental
requests that are sent to the LabVIEW server. This server then
places these experimental requests in a queue and executes the
appropriate LabVIEW scripts on a first-come first-served basis.
This paper will discuss and compare both methods for
performing remote laboratory experiments.
1. INTRODUCTION
From the beginning of engineering education, laboratories
have played a central role in the education of engineers. The
importance of laboratories for engineering education has been
discussed extensively in the literature [1-5]. Over the years,
however, the nature of these laboratories has changed. Learning
objectives and suggestions for future engineering laboratory
implementations were also given in the literature [ 6 ].
Engineering laboratories are often used to give students the
‘look and feel’ of real-world problems [7] or to develop a ‘feel
for engineering’ [8]. With the advancement of computers and
communication systems along with the fast growth of Web-
based distance learning, laboratories have been made remotely
accessible. A remote laboratory is a software and hardware
system that enables students to access real experimental
equipment that is physically located at a remote location
through the Internet [9]. Although nothing can replace hands-
on laboratory experiences, Web-based remote laboratories can
provide opportunities to students at remote locations who might
otherwise miss a laboratory experience entirely. On the other
hand, virtual laboratories are simulation-based representations
of laboratory experiments. They offer more flexibility in
scheduling than remote laboratories. Nevertheless, the most
important benefit is the possibility of collaboration among
students.
Many educational instructors have implemented Web-
based virtual and remote laboratories [ 10 , 11 ]. Web-based
experiments have been available for more than a decade.
However, most of these laboratories were designed such that
only one person can control the experiment. More recently,
remote and virtual experiments have begun to be integrated into
collaborative learning environments, where the versatility of

1 Copyright © 2012 by ASME

possible interaction protocols and Internet technologies enable simulations with the representation of the data using graphs and
the remote experiments to be conducted collaboratively. realistic animations provide the feeling of actually performing
the experiment and thus make for an effective learning
Remote simulations and experiments in engineering environment. Simulations can also improve the learning
education began in 1998 with Web browsers and active content experience if they are used before the laboratory exercise in
of Web pages [ 12 - 14 ]. Many engineering programs today order to give the students some idea of what they will
employ remote and virtual laboratories in their curricula to save encounter in the actual experiment. Mostly, the output data are
money and leverage limited resources [15,16]. Remote and calculated using theoretical equations, but simulations can also
virtual laboratories are increasingly being developed by use prerecorded actual data from physical devices.
collaborating communities. From technological and
pedagogical point of view, the maintenance and sustainability
of such laboratories have been started to be discussed [17].
‘iLabs’ is a good example of such a collaborative effort [18].
‘Library of Labs’ (LiLa) is another pilot network of virtual
laboratories and remote experiments that will be available to
various universities across Europe [19]. A similar project with
the name ‘Labshare’ has been developed by Australian
researchers [ 21 ]. Their projects are intended to provide
academics with the resources, information and tools that they
need to get started with remote laboratories.

This paper examines remote interactive laboratory

environments and provides information about the available
technologies and methods for acquiring data from experimental
setups via LabVIEW Virtual Instruments over a collaborative
network, which allows multiple user access to the devices.
Figure 1: Simulation with calculated data [25]
2. REMOTE LABORATORY EXPERIMENTS

Web-based remote laboratories provide students with the

ability to control equipment or devices in real time from remote
locations or to passively observe ongoing experiments.
Students are able to change the input parameters on a webpage
to control the experiment. The parameter values are transmitted
to the physical instruments located in a real-world laboratory
via the Internet. The experiments are then conducted based on
the provided input parameters, and the results are Web-casted
back to the students through the Internet in real time. One of
the benefits of this approach is that the students can access real
experiments 24 hours a day, 7 days a week, even while the
laboratory facility is closed, from any location equipped with
access to the Internet. Consequently, the students can access
equipment with great flexibility in scheduling and instructors
can offer a wider range of possible assignments and educational Figure 2: Simulation with data from a physical instrument [25]
activities.
In some applications, the students only need to monitor the
Based on the type of data acquisition and operation of the experiment performed by others or monitor the data which are
instrumentation, online experiments can be classified as either collected after an event has been triggered [27]. Figure 3 shows
batch-mode or real-time experiments and as remote or virtual a simulation and the results of an experiment triggered by user
experiments (see Figure 1). More recently, hybrid input. In some cases, real-time controlling of an instrument is
implementations have started to appear where simulations are very critical. For example, a robotic device can be programmed
combined with data from physical instruments (see Figure 2) using a script and then it executes the commands in this script,
[25]. after it was triggered. On the other hand, if the robotic device is
needed to be controlled interactively in real time, then there is
The results of a study [26] showed that remote laboratories
no script to follow and commands are given manually. While
based on the batch mode of operation fail to provide the
the robot is running, it is continuously awaiting the next
students a feeling of actual presence. On the other hand,

2 Copyright © 2012 by ASME

command. Even if there is a script, commands can be changed physical devices into such virtual laboratory environments in
or new commands can be given by the user simultaneously. order to allow for collaborative remote experiments.

3. NETWORK COMMUNICATION FEATURES

AVAILABLE IN LABVIEW

The communication between multiple computers is

facilitated by establishing a network protocol. Most protocols
currently in use include HTTP and TCP/IP. The protocol is
typically selected depending on the specific application. Based
on those protocols, there are various network communication
features available in LabVIEW for different specific needs [30]
(see Table 1).

Table 1: LabVIEW communication features [31]

Networking Feature Multiple Transmission Transfer

Figure 3: Simulation and experimental results triggered by user
Writers / Delay Rate
input [27] Readers
Each of the access modes listed above has its own Network streams One-to-one Low High
advantages and limitations. Therefore, the best application
would be one that blends all the modes based on the Shared variable Many-to-many Low High
characteristics of the experiment.
DataSocket functions
with psp protocol
Many-to-many Low High
Currently, the online laboratory at Stevens Institute of
Technology (SIT) comprises a mix of remote batch-mode and DataSocket functions
with dstp protocol
Many-to-Many Medium High
real-time experiments, virtual experiments and a game-based
collaborative laboratory environment [28] (see Figure 4). (Windows)
DataSocket functions Many-to-many Low High
with opc protocol
OPC with DSC
module
Many-to-many Low High
Application control
VIs and functions
One-to-one Medium Medium
Remote front panels
on the LabVIEW
One-to-many Medium Low
Web services on
application Web
Many-to-many Medium Low

HTTP client VIs One-to-many Medium Low

SMTP e-mail VIs One-to-many High High

TCP VIs and
Figure 4: Online laboratory at SIT functions
One-to-one Medium High
UDP VIs and
LabVIEW has been used to develop platforms for remotely functions
One-to-many Low High
controlled physical instruments for more than a decade. (Mac OS X) Apple
LabVIEW can control traditional laboratory equipment events
One-to-one Low Low
remotely through a network using a data acquisition card or
(Linux) pipes VIs One-to-one Low Low
monitor a port in a PC with a camera. Most of the platforms
today are designed to be used by only one person at a time. IrDA functions One-to-one Medium Low
Multi-player game engines have the potential for implementing
collaborative laboratory environments that allow the students to Bluetooth VI and
functions
One-to-one Medium Low
interact with the experiment and with each other during the
laboratory experience [ 29 ]. In this setting, the students are
represented by avatars that usually perform virtual experiments.
It would be desirable to integrate access to multiple real

3 Copyright © 2012 by ASME

 Network streams are used to stream data continuously Web pages that use the client-server model where the server is
between two LabVIEW applications [31]. It is a lossless [32], active and performs all the processing (see Figure 6).
unidirectional, one-to-one communication channel that consists
of a writer and a reader endpoint. On the other hand, Network shared variables exchange live data with other
DataSocket is an Internet programming technology based on VIs running on a network. The use of the shared variables
TCP/IP that simplifies the data exchange between multiple introduced in LabVIEW 8 simplifies the programming of the
computers and applications. With the DataSocket functions, applications that communicate through the network and need to
data are read or written by specifying a uniform resource be used by multiple clients (see Figure 7).
locator (URL) in much the same way one specifies URLs in a
Web browser. URLs use communication protocols for
transferring data, such as OLE for Process Control (OPC), FTP
and HTTP on Windows, NI Publish-Subscribe Protocol (PSP),
DataSocket Transport Protocol (DSTP) and file input/output on
all LabVIEW-supported platforms. The protocol used in a URL
depends on the type of data to be written and how the network
is configured. In addition to these networking features, it is
possible to build Virtual Instruments (VIs) that communicate
with other applications and VIs through low-level protocols,
such as TCP, User Datagram Protocol (UDP) and Apple events.
The file input/output VIs and functions can also be used to
create files that contain data, other VIs and applications that can
write/read data to/from files in servers. ActiveX is also
Figure 5: LabVIEW Web server with one Web client
available to control Microsoft applications through VIs.

Real physical devices controlled by VIs can communicate

with other processes, including those that run on other
applications or on remote computers. LabVIEW provides
access to a wide variety of technologies for creating distributed
applications. In the system architecture of the collaborative
virtual learning environment developed at SIT, the tasks are
performed mostly by using the Web services and the shared
variable engine of the previously mentioned networking
features.

LabVIEW Web services publish VIs, front panel images

and VI documentation on the Web. Web services enable the
call of a method on a remote target using standard Web-based
protocols. They are based on the RESTful architecture, which
provides firewall-friendly, minimal programming markup and
are defined by URI, MIME data and standard HTTP. A client Figure 6: Web clients for LabVIEW Web service
sends a remote request to a server, which in turn processes the
request and provides a response, which is then interpreted and
displayed by the client application (see Figure 5).

There are several ways to develop a Web user interface

that displays content in a useful manner. LabVIEW Web
services can communicate with embedded LabVIEW
applications from any Web-enabled device and establish
machine-to-machine communication using standard HTTP
protocols.

LabVIEW Web services can also remotely monitor and

control LabVIEW applications using custom thin clients,
stream any standard MIME data types such as text, images and
videos, and deploy Web service VIs on a Windows or
LabVIEW real-time target. Thin clients are used to describe the Figure 7: LabVIEW Web server with multiple clients

4 Copyright © 2012 by ASME

 To maintain determinism, a real-time application requires
the use of a non-blocking, deterministic mechanism to transfer
data from deterministic sections of the code, such as higher-
priority timed loops and time-critical priority VIs, to
nondeterministic sections of the code. LabVIEW creates a
single, real-time first-in-first-out (FIFO) variable for each
single-process shared variable even if the shared variable has
multiple writers or readers. To ensure data integrity, multiple
writers and multiple readers block each other. However, a
reader does not block a writer and vice versa. Once network-
published shared variables are deployed to a shared variable
engine (SVE) that hosts the shared variable values on the
network, data can be written to a shared variable node, and
LabVIEW sends the new value to the SVE that deployed and
hosts the variable (see Figure 8).
Figure 8: Shared variable engine in LabVIEW
“The SVE is a software framework that enables a network-
published shared variable to send values through the network.
On Windows, LabVIEW configures the SVE as a service and
launches it upon system startup.” [34]. It is an installable
startup component that loads when the system boots. In order to
use network-published shared variables, an SVE must be
running on at least one of the nodes in the distributed system.
Any node on the network can read or write to shared variables
that the SVE publishes. LabVIEW front panel data binding and
programmatic access are both available for network shared
variables.
4. COLLABORATIVE SYSTEM ARCHITECTURE
The overall system architecture of the remote and virtual
online laboratories at SIT was designed to serve on a one-to-
5 Copyright © 2012 by ASME
one basis. The students perform the experiments through a Web
browser. The client side (i.e. the student) requests a connection
and after a series of interactions the connection between the
client and the server is closed [35]. This system proved to be
very efficient for both batch-mode and real-time operation of
remote experiments for one student at a time. However, it does
not allow students to collaborate. In contrast, the virtual
simulations in multi-user games allow for multiple-user access
because any number of virtual instances can be created and
simulated. Recently, the possible integration of multi-user
games with real devices has been investigated. The challenge
was the need to give multiple-user access to the same device at
the same time. The conventional centralized Web-based client-
server architecture does not allow multiple-user access. One
way to solve this problem is to use complicated queuing
systems, but they are slow and need complex programming.
LabVIEW Web services combined with networked shared
variables represent one approach for simplifying the
programming. Furthermore, since only variables are shared
over the network, this approach is characterized by a very low
transmission delay. Therefore, this data-centric distributed
approach was used to control the experimental setups (see ).
In this system, client access to the control parameters of
the devices was implemented using network-shared variables,
which are published by the SVE on a LabVIEW server.
Devices can be connected to a remote computer that handles
the user requests and provides the measurement results to the
clients through the SVE. The project described in this paper
explores Web services for the distributed experimental devices,
but the architecture is not limited to the use of Web browsers. It
is also possible to extend the Web services by adding client-
side applications and communicating them through dynamic-
link libraries (DLLs). Most CAD systems and multi-user game
applications permit the writing of codes or scripts, which
enables the implementation of immersive environments to
collaboratively control remote devices.
5. PILOT APPLICATION
The data-centric and event-based system described above has
been tested with a real-time interactive remote experiment on
the flow development that was previously described in detail
[36]. The equipment was designed for measuring the
characteristics of air distribution systems and for teaching the
basic principles of the flows in ducts and jets. A long smooth-
walled pipe was connected to the suction side of a centrifugal
fan and the discharge pipe terminates with a throttle plate with
a small aperture for jet dispersion measurements.
 Figure 9: System architecture of collaborative laboratory environment

Two sets of experiments for determining the air flow

characteristics with the depicted air flow rig housed in the Fluid
Mechanics Laboratory at SIT were designed (see Figure 10).
Those are the calibration of a flow meter based on an orifice
plate that is inserted into the air stream, and the exploration of
the flow development in a straight pipe. The experiment
involving the orifice plate flow meter is used to determine the
coefficient of discharge Cd for the orifice plate as a function of
the Reynolds number Re and to calculate its loss coefficient
Km.

The flow development experiment was designed to

investigate the flow in a straight pipe. The boundary layer
growth is explored by measuring the velocity profile at three
test sections along the pipe using a traversing Pitot tube.
Subsequently, the entrance length of the flow is calculated. A
fan is used to control the flow, and the fan motor speed is
controlled by frequency modulation. The pressure gradients are
determined using pressure tabs along the pipe. The apparatus
was converted from manual to remote control before. It consists
of several modules: power supply, lighting, motor speed
control, flow development Pitot tube and throttle plate
positioning, jet Pitot tube positioning and pressure
measurement. Figure 10: Flow development experiment [38]

6 Copyright © 2012 by ASME

 The jet Pitot tube positioning and pressure measurement
modules are independent and connect to the LabVIEW
software through the USB port of the computer (see Figure 11).
Every Pitot tube can be moved up and down by a non-captive
linear actuator.
Figure 11: Positioning and measurement modules
Two graphical user interfaces are available as control
interface, namely a thin client to be used with any Web browser
(see Figure 12) and a remote front panel that is deployed as a
RESTful Web service VI (see Figure 13).
Figure 12: Thin client Web interfaces
7 Copyright © 2012 by ASME
Figure 13: Front panel of deployed Web service VI
A web camera with pan, tilt and zoom functions allows the
students to observe the experiments and to monitor the
execution of the commands. The camera is networked and has
its own built-in server (Figure 14). The students can zoom in
and focus on different instruments or zoom out to observe the
entire laboratory. These camera features can give the students
the impression of being present in a real laboratory.
Figure 14: Network camera
6. CONCLUSIONS
A remotely controllable, real-time air flow student
laboratory has been modified to work as a part of a data-centric
and event-based network system. LabVIEW Web services and
network-shared variables were used to develop a collaborative
network system. In this paper, a Web-based application of the
system is reported. Remote applications have also been
developed for a multi-user game platform. It is also possible to
create applications integrated to the CAD and CAE systems
that can provide multi-user access to real physical devices.
7. ACKNOWLEDGMENTS
This multi-disciplinary research project is being carried out
at Stevens Institute of Technology with funding from a multi-
year grant by the National Science Foundation (Award
No. 0817463). This support is gratefully acknowledged.
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9 Copyright © 2012 by ASME

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