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Over the past seven years, our team has disseminated low-cost hands-on learning hardware and associated worksheets in fluid mechanics and heat transfer to provide engineering students with an interactive learning experience. Previous studies have shown (1-5) the efficacy of teaching students with an active learning approach versus a more traditional lecture setup, with a number of approaches already available, such as simple active discussion, think-pair-share, flipped classrooms, etc. Our approach is differentiated by the inclusion of hardware to add both a visual aid and an opportunity for hands-on experimentation while keep the costs low enough for a classroom setting. Learning with a hands-on, interactive approach is supported by social cognitive theory (SCT) (6-7) and information processing theory (8). Unlike earlier views of learning theory, which simply posit that the key to learning is repetition, social cognitive theory considers the agency of the student and the social aspects of learning. The primary assumption of SCT is that students are active participants in the learning process, acquiring and displaying knowledge, skills, and behaviors that align with their goals through a process called triadic reciprocal causation, illustrated in figure 1.