AbstractCFD Educational InterfacePipe and Nozzle Flow Fig. 1 is a screen dump of the pipe floAirfoil Flow Fig. 2 is a flow chart for the airfoil flow CFDCFD Lecture Purpose of the CFD lecture is to prepare studentIowa The introductory level fluid dynamics course at Iowa isCFD/UA LabsLectureOther DocsLab 1: ViscosityIowa State Implementations conducted for aerodynamic sequencTable 3 Key results from AERO E. 243L surveyCornell The pipe flow template was used in a required seniorEvaluationFaculty and Teaching Assistant judgments of the quality of lStudent responses to independent, anonymous survey items askStudent responses to independent, anonymous survey items askTable 6: Percentages of lab reports providing evidence of sGoalsEvaluation Conclusions The evaluation results indicate that Conclusions and Future WorkProject is successful in development of CFD educational inteAcknowledgementsBibliographyLam & Bengo, “A comparison of three retrospective self-reporinstructional practice”, American Journal of Evaluation, 24Author Biographies1526 Development of Hands-On CFD Educational Interface for Undergraduate Engineering Courses and Laboratories Fred Stern, Tao Xing, Don Yarbrough, Alric Rothmayer, Ganesh Rajagopalan, Shourya Prakash Otta, David Caughey, Rajesh Bhaskaran, Sonya Smith, Barbara Hutchings, Shane Moeykens Iowa/Iowa State/Cornell/Howard/Fluent Abstract Development described of an educational interface for hands-on student experience with computational fluid dynamics (CFD) for undergraduate engineering courses and laboratories. Project part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project with faculty partners from colleges of engineering at Iowa, Iowa State, Cornell and Howard universities along with industrial (commercial CFD code) partner FLUENT Inc, including complementary experimental fluid dynamics and uncertainty analysis. The design of the educational interface teaches students CFD methodology (modeling and numerical methods) and procedures through interactive implementation that automates the CFD process following a step-by-step approach. The CFD process mirrors actual engineering practice: geometry, physics, mesh, solve, reports, and post processing. Predefined active options for students’ exercises use a hierarchical system both for introductory and advanced levels and encourages individual investigation and learning. Ideally, transition for students would be easy from advanced level to using FLUENT or other industrial CFD code directly. Generalizations of CFD templates for pipe, nozzle, and airfoil flows facilitate their use at different universities with different applications, conditions, and exercise notes. Implementation based on results from site testing at faculty partner universities for an introductory fluid mechanics course at Iowa, for aerodynamics and gas dynamics laboratory courses at Iowa State, for a required fluid mechanics sequence at Cornell, and for an aerodynamics course at Howard. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa) is described, which focuses on exact descriptions of the implementations of the new interface at partner sites, especially as experienced by the students, including preliminary data on immediate student outcomes as documented from site testing for Fall 2003. Also discussed are conclusions and future work. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationIntroduction As simulation based design and ultimately virtual reality become increasingly important in engineering practice, it becomes equally important to integrate simulation technology into the undergraduate engineering curriculum. Simulation technology covers a broad range from computerized systems to computerized solutions of engineering problem formulations using mathematical physics modeling, numerical methods, and high performance computing; all of which broadly influences all engineering disciplines. Pedagogy of integration of simulation technology into the undergraduate engineering curriculum and pedagogy of computer-assisted learning are related. The latter includes web-based teaching, CDROM, robotics, studio arts, remote experiments, and computer-based textbooks. Of present interest is integration of computational fluid dynamics (CFD) into undergraduate engineering courses and laboratories. CFD is a widely used tool in fluids engineering with many specialty and commercial CFD codes through out the world covering many application areas. One major obstacle to the greater use of CFD is lack of trained users. Fluid mechanics courses are included in the curricula of most engineering programs, with both program required and technical elective courses. Program required courses are at both the introductory and advanced levels, whereas technical elective courses are at advanced levels. More than one program often requires introductory level courses (e.g., mechanical, civil, and bio engineering departments) or combined with related subjects such as thermodynamics, heat transfer, and chemical and aerospace engineering. Most introductory courses are textbook based with emphasis on analytical fluid dynamics (AFD) and problem solving with or without experimental fluid dynamics (EFD). EFD used primarily to demonstrate physics with limited consideration of EFD methodology and uncertainty analysis (UA). CFD is seldom included. A notable exception is the multi-media classroom developed at Worcester Polytechnic University for demonstrating relationship between analytical, numerical, and experimental methods1 and the work of the authors2, as described later. Advanced level courses are usually AFD with or without EFD and/or CFD assignment or EFD including methodology and in some cases UA. Recent developments have focused on development of CFD courses using specialty3, 4 and commercial5-7 software, which are sometimes combined with EFD8, 9. Computer assisted learning has also impacted fluid dynamics courses, such as using multi-media in teaching fluid mechanics10, application of studio model11, and development of computer-based textbook12. These studies have shown enhancement of the curriculum, increased learning efficiency and understanding,
View Full Document
Unlocking...