COMPUTATIONAL FLUID DYNAMICS AND ITS INTEGRATION IN THE LEARNING OF FLUID MECHANICS FOR CIVIL ENGINEERS

2021 ◽  
Author(s):  
Daniel Mora-Melia ◽  
Marco Alsina ◽  
Pablo Ballesteros-Pérez ◽  
Gonzalo Pincheira-Orellana
Keyword(s):  
Fluid Dynamics ◽  
Computational Fluid Dynamics ◽  
Fluid Mechanics ◽  
Civil Engineers

Improvement in Learning on Fluid Mechanics and Heat Transfer Courses Using Computational Fluid Dynamics

2010 ◽  
Vol 38 (2) ◽  
pp. 147-166 ◽  
Author(s):  
Blas Zamora ◽  
Antonio S. Kaiser ◽  
Pedro G. Vicente
Keyword(s):  
Heat Transfer ◽  
Fluid Dynamics ◽  
Computational Fluid Dynamics ◽  
Fluid Mechanics ◽  
Engineering Education ◽  
Professional Training ◽  
Engineering Students ◽  
General Purpose ◽  
Project Based Learning ◽  
Computational Fluid Dynamics Cfd

This paper is concerned with the teaching of fluid mechanics and heat transfer on courses for the industrial engineer degree at the Polytechnic University of Cartagena (Spain). In order to improve the engineering education, a pedagogical method that involves project-based learning, using computational fluid dynamics (CFD), was applied. The project-based learning works well for mechanical engineering education, since it prepares students for their later professional training. The courses combined applied and advanced concepts of fluid mechanics with the basic numerical aspects of CFD, including validation of the results obtained. In this approach, the physical understanding of practical problems of fluid mechanics and heat transfer played an important role. Satisfactory numerical results were obtained by using both Phoenics and Fluent finite-volume codes. Some cases were solved using the well known Matlab software. Comparisons were made between the results obtained by analytical solutions (if any) with those reached by CFD general-purpose codes and with those obtained by Matlab. This system provides engineering students with a solid comprehension of several aspects of thermal and fluids engineering.

Enhancing the Teaching of Fluid Mechanics and Transport Phenomena via FlowLab: A Computational Fluid Dynamics Tool

Volume 1 ◽  
2004 ◽  
Author(s):  
Jennifer Sinclair Curtis ◽  
Kimberly Henthorn ◽  
Shane Moeykens ◽  
Murali Krishnan
Keyword(s):  
Fluid Dynamics ◽  
Computational Fluid Dynamics ◽  
Fluid Mechanics ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Transport Phenomena ◽  
Operating Conditions ◽  
Structured Learning ◽  
Post Processing ◽  
Engineering Problems

Introducing Computational Fluid Dynamics (CFD) to engineering students at the undergraduate level has become more common in recent years, although there are significant barriers for doing so using a generalized CFD solver. A common constraint is the quantity of material to be covered in a fixed amount of time in a given course, which leaves little time left for learning the use of a generalized CFD package. With this consideration in mind, FlowLab (www.flowlab.fluent.com) was introduced by Fluent Inc. FlowLab may be described as a virtual fluids laboratory—a computer based analysis and visualization package. Using FlowLab, students solve predefined CFD exercises. These predefined exercises facilitate teaching and provide students with hands-on CFD experience. Through the design of each FlowLab exercise, students are introduced to engineering problems and concepts as well as CFD via a structured learning process. In the fall 2003 semester at Purdue University, FlowLab was used in CHE 540, a transport phenomena course offered within the School of Chemical Engineering. This course is open to advanced undergraduate engineering students and graduate students. Students were exposed to eight separate FlowLab exercises in this course. This paper gives a detailed summary of one of these specific exercises, developing flow in a pipe with and without heat transfer. The paper emphasizes how the use of CFD via FlowLab enhanced the teaching of specific concepts in transport phenomena as well as concepts in CFD such as creating a parametric geometry, discretizing the geometry, specifying boundary conditions, material properties and operating conditions, numerical solution techniques and post-processing. Experiences from this course are that FlowLab is a positive force for creating student interest and excitement in the area of fluid mechanics and transport phenomena. Using FlowLab’s post-processing capabilities, students were able to visualize complex flow fields and make direct comparison to analytical theory and experimental correlation. In addition, FlowLab provided a structured learning experience which reinforced proper pedagogy for applying CFD to engineering problems. Upon completion of the course, a student survey was performed in CHE 540 focusing on FlowLab integration and usage, and survey responses are summarized in this paper.

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