scholarly journals Fluid Mechanics Education Using Japanese Anime: Examples from “Castle in the Sky” by Hayao Miyazaki

2020 ◽  
Vol 58 (4) ◽  
pp. 230-233
Author(s):  
Sangjin Ryu ◽  
Haipeng Zhang ◽  
Markeya Peteranetz ◽  
Tareq Daher
1977 ◽  
Vol 99 (3) ◽  
pp. 446-451
Author(s):  
J. P. Lamb ◽  
W. B. Swim

Results are presented from a national survey of fluid mechanics courses taught in Mechanical Engineering Departments of U. S. institutions for the academic year 1975–1976. The respondent sample included 91 institutions of widely varying character. Data from five groups of fluids courses are discussed: required undergraduate courses including basic and advanced level; advanced level undergraduate elective courses; graduate level courses; and continuing education courses. Primary educational features reviewed include subject area, textbook used, relative emphasis between theory and applications, credit hours, relative use of multiple course sequence, and amount of laboratory instruction. Guidelines for future surveys are also included.


Author(s):  
H. Schade ◽  
H.-H. Fernholz

At the Technical University of Berlin, the usual Fluid Mechanics Course for engineering students has been offered since 1977 in two different ways simultaneously, between which the students may choose. One is the traditional scheme of lectures with additional example classes; students can obtain a typewritten summary of the course without the examples. As an alternative the students are provided with a complete text of the course arranged for self-study together with worked examples. This text has now been published as a book (H. Schade, E. Kunz: Strömungslehre. Berlin, New York: de Gruyter 1980). In the alternative course the students meet in groups of about five with a professor or a teaching assistant once a week to discuss the section of the text which they had been given as a reading assignment in the previous week. All students, whether they have attended the traditional or the alternative course, must pass the same written and oral examinations at the end of the one-year course. The advantages and disadvantages of both methods will be discussed and an evaluation will be given.


2009 ◽  
Author(s):  
Said Shakerin ◽  
Camilla Saviz

Many inexpensive and readily available toys can offer benefits in support of technical education in addition to their primary function as tools for fun and entertainment. These toys can help facilitate learning at all levels from K-12 to university. In this paper, a short review of the use of toys in physics and engineering education is provided, followed by an introduction to several categories of toys that use principles of fluid mechanics. Several examples of beautiful and fun toys that demonstrate properties of density and viscosity and their effects on fluid behavior and motion are described. Features of each toy are explained and the relevant engineering/scientific concepts demonstrated by the toy are discussed. Furthermore, suggestions are made as to how the toys could be used as part of a curriculum, and assignments based on these toys are suggested as challenges for students.


2018 ◽  
Author(s):  
Gregory Falkovich
Keyword(s):  

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