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UI ME 5160 - Lecture Note

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ABSTRACTII. CFD EDUCATIONAL INTERFACEC. PrototypeThe gas-dynamics and aerodynamics laboratories at Iowa State University are 0.5-semester hour courses required in Aerodynamics Engineering. Traditionally, laboratories used EFD forThe senior-level fluid mechanics and heat transfer lab coursThe required, junior-level fluids mechanics course in the MeACKNOWLEDGMENTSREFERENCESAUTHORS’ BIOGRAPHIESProblem SolvingEFD/CFD and UA Labs GeneralEFD/UA LabsCFD/UA LabsCFD and UA Labs General1. Students will have “hands-on” experience with use of compCFD/UA LabsProvide students with “hands-on” experience with CFD methodoHelp students to run CFD software from novice to professionaStudents will be able to apply CFD process through use of EdProvide students with experience on setting up IBVP using EdStudents will be able to conduct detailed verification and vStudents will have experiences with internal flow (pipe), exStudents will be able to investigate more flow physics throuStudents will be able to analyze and relate CFD results to fHands-On CFD Educational Interface for Engineering Courses and Laboratories Frederick Stern IIHR-Hydroscience & Engineering The University of Iowa Tao Xing IIHR-Hydroscience & Engineering The University of Iowa Donald B. Yarbrough Center for Evaluation and Assessment The University of Iowa Alric Rothmayer Aerospace Engineering Iowa State University Ganesh Rajagopalan Aerospace Engineering Iowa State University 1Shourya Prakash Otta Aerospace Engineering Iowa State University David Caughey Mechanical and Aerospace Engineering Cornell University Rajesh Bhaskaran Mechanical and Aerospace Engineering Cornell University Sonya Smith Mechanical Engineering Howard University Barbara Hutchings Fluent Inc. Shane Moeykens Fluent Inc. Accepted for publication to Journal of Engineering Education, Jan., 2006 2ABSTRACT This study describes the development, implementation, and evaluation of an effective curriculum for students to learn computational fluid dynamics (CFD) in introductory and intermediate undergraduate and introductory graduate level courses/laboratories. The curriculum is designed for use at different universities with different courses/laboratories, learning objectives, applications, conditions, and exercise notes. The common objective is to teach students from novice to expert users who are well prepared for engineering practice. The study describes a CFD Educational Interface for hands-on student experience, which mirrors actual engineering practice. The Educational Interface teaches CFD methodology and procedures through a step-by-step interactive implementation automating the CFD process. A hierarchical system of predefined active options facilitates use at introductory and intermediate levels, encouraging self-learning, and eases transition to using industrial CFD codes. An independent evaluation documents successful learning outcomes and confirms the effectiveness of the interface for students in introductory and intermediate fluid mechanics courses. Keywords: Hands-on CFD Educational Interface, computer-assisted learning, simulation technology I. INTRODUCTION There is no question of the need and importance of integrating computer-assisted learning and simulation technology into undergraduate engineering courses and laboratories, as simulation based design, and ultimately virtual reality, become increasingly important in engineering practice. The scope of simulation technology is broad, and covers: computerized systems; 3computerized solutions of engineering problem formulations using mathematical physics modeling; numerical methods; and high performance computing; all of which broadly influence all engineering disciplines. Recent research has shown the effectiveness of computer-assisted learning for accounting tutorials [1], food process design projects [2], electrical machines laboratories [3], the use of multi-media courseware for bicycle dissection [4] and scrapers [5], and an on-line internal combustion engine research facility using both computations and experiments [6]. Systems-based simulation technology has also been shown to be effective for chemical plant design [7], electronics laboratories [8], and chemical processes [9], including the use of commercial software for chemical processes [10] and educational computer programs for mechanical systems [11] and neural networks [12]. Methods for assessing the effectiveness of using simulation technology in engineering education include student presentations, surveys, and interviews; student performance, including pre- and post-tests both with and without intervention; statistical analysis; and faculty perception. With respect to employing simulation technology in the curriculum, consideration must be given to issues of: learning vs. research objectives; usability vs. predetermined objectives; and student demographics. Previous studies focusing on use of simulation technology in education have shown enhancement of the curriculum [1-12]; increased learning efficiency and understanding [6,7,8,10]; effectiveness of novel and hands-on learning methods [4,12]; efficacy of combined physical and simulation laboratories [8]; importance of user-friendly interfaces [5,11]; and positive student responses [6]. Curricula must be developed for physics-based simulation technology, such as computational fluid dynamics (CFD), which is of present interest, but diverse learning objectives and limited research both are complicating factors for successfully 4incorporating CFD into the curriculum. CFD is a widely used tool in fluids engineering, with many specialty and commercial CFD codes in use through out the world, covering many application areas. The lack of trained users is a major obstacle to the greater use of CFD. In parallel with the use of CFD for research and development activities over the past 35 years, graduate student level CFD courses have become well developed and common in most engineering discipline graduate programs. Intermediate and advanced level CFD courses teach modeling and numerical methods using textbooks, computer-programming assignments, and specialty [13-15] or commercial software [16-18]. These courses have a common objective of learning CFD for code development and applications in support of M.S. and Ph.D. thesis research. More recently, as CFD becomes pervasive in engineering practice and is expected to be used by engineers without post-graduate education,


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UI ME 5160 - Lecture Note

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