A Computer-Generated ‘Pseudo-Experiment’ in Fluid Mechanics

2003 ◽  
Vol 31 (2) ◽  
pp. 143-149 ◽  
Author(s):  
R. C. F. Dye
Keyword(s):  
Fluid Mechanics ◽  
Academic Staff ◽  
Individual Student ◽  
Random Errors ◽  
Additional Advantage ◽  
Significant Saving ◽  
Laboratory Class ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
Full Discussion

The paper presents experience in setting up and running a computer-based alternative to a traditional undergraduate laboratory class as part of an introductory course in fluid mechanics. The ‘pseudo-experiment’ is not a computer simulation but provides each individual student with a realistic set of experimental readings (including likely random errors) for a real set of apparatus on which they have earlier conducted a real ‘hands-on’ experiment, and which was available for them to inspect or operate in their own time. Students were expected to process the results supplied and then write the usual form of full report on the experiment, including of course a full discussion of the results obtained. The results the students obtained were very close to what would have been obtained by real measurement at the flow rate given, and the inclusion of a realistic level of random error ensured that these results varied slightly from student to student, thus inhibiting copying of work. The arrangement eased timetabling problems and provided a significant saving in academic resource while retaining many of the advantages of a real hands-on laboratory class, and enhanced the students' educational experience compared with earlier arrangements. An additional advantage of the system adopted was that each student's correct calculated output was exactly known so that marking could be undertaken by paid postgraduate assistants rather than academic staff.

A Remotely Accessed Flow Rig Student Laboratory

2008 ◽  
Author(s):  
Sumei Dai ◽  
El-Sayed Aziz ◽  
Sven K. Esche ◽  
Constantin Chassapis
Keyword(s):  
Fluid Mechanics ◽  
Theoretical Concepts ◽  
Practical Applications ◽  
Laboratory Courses ◽  
Laboratory Setup ◽  
Air Stream ◽  
Experimental Apparatus ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
Institute Of Technology

The movement of a fluid represents a fundamental phenomenon with many practical applications in a variety of engineering disciplines. The losses incurred in pipes, ducts and fittings and the characteristics of the corresponding fluid flow patterns are core subjects of undergraduate engineering courses in fluid mechanics. These courses are typically accompanied by laboratory components that aim to help the students in visualizing and understanding the complex theoretical concepts. Conducting hands-on experiments in undergraduate laboratory courses with large student enrollment imposes significant strains on the fiscal, spatial and personnel resources of the educational institutions. Therefore, virtual and remote laboratories are rapidly being adopted in engineering education across the globe as a compelling tool for enhancing the laboratory experience of students residing on campus as well as beyond the local campus. This paper will discuss some recent developments that were accomplished as part of a multi-disciplinary research project on online laboratories at Stevens Institute of Technology with funding from the National Science Foundation. Here, a remote laboratory setup is presented, which was developed by retrofitting a commercially available air flow rig with remote control and remote monitoring capabilities. The resulting system enables the students to access the experimental apparatus via the Internet in real time from anywhere at anytime and to conduct several laboratory exercises, including the calibration of a flow meter based on an orifice plate that is inserted into the air stream, the exploration of the flow development in a straight pipe and the determination of the free-flow velocity profile after the outlet. This remote experiment setup and/or a previously developed interactive virtual flow rig simulation module can be used in the laboratory part of the fluid mechanics course to complement hands-on experiments where the students are present in the actual laboratory facility.

An Introduction to Nonlinear Chemical Dynamics

1998 ◽  
Author(s):  
Irving R. Epstein ◽  
John A. Pojman
Keyword(s):  
Flow Reactor ◽  
Chemical Dynamics ◽  
Design Data ◽  
Chemical Oscillators ◽  
Starting Point ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
History Of ◽  
Mechanistic Basis ◽  
Nonlinear Chemical Dynamics

Just a few decades ago, chemical oscillations were thought to be exotic reactions of only theoretical interest. Now known to govern an array of physical and biological processes, including the regulation of the heart, these oscillations are being studied by a diverse group across the sciences. This book is the first introduction to nonlinear chemical dynamics written specifically for chemists. It covers oscillating reactions, chaos, and chemical pattern formation, and includes numerous practical suggestions on reactor design, data analysis, and computer simulations. Assuming only an undergraduate knowledge of chemistry, the book is an ideal starting point for research in the field. The book begins with a brief history of nonlinear chemical dynamics and a review of the basic mathematics and chemistry. The authors then provide an extensive overview of nonlinear dynamics, starting with the flow reactor and moving on to a detailed discussion of chemical oscillators. Throughout the authors emphasize the chemical mechanistic basis for self-organization. The overview is followed by a series of chapters on more advanced topics, including complex oscillations, biological systems, polymers, interactions between fields and waves, and Turing patterns. Underscoring the hands-on nature of the material, the book concludes with a series of classroom-tested demonstrations and experiments appropriate for an undergraduate laboratory.

Open-Ended Curiosity-Driven Fluids Lab Project

2017 ◽  
Author(s):  
Thomas G. Shepard ◽  
Christopher Haas ◽  
Rajagopala Menon
Keyword(s):  
Fluid Mechanics ◽  
Undergraduate Curriculum ◽  
Self Determination Theory ◽  
Field Trips ◽  
Student Interest ◽  
Great Opportunity ◽  
Hands On ◽  
Design Build ◽  
Course Material ◽  
Positive Results

The lab component of a fluid mechanics course permits a great opportunity for students to engage with course material. These labs can take many forms including field trips, guided inquiry exercises, formulaic lab exercises, practical/hands-on skill development, CFD and design-build-test projects to name a few. Previous literature on self-determination theory suggests that many positive results can be gained by giving students a choice in their studies. Related literature on the importance of curiosity in students suggests similar benefits. This paper describes a multi-week lab experience where students were given the opportunity to study anything remotely related to fluid mechanics with very few restrictions on implementation. The project goals were proposed by a student, or a team of two students, and then refined with the assistance of the course instructor to ensure proper scope. Pre-project surveys were used to gage the importance students place on studying material which is of personal interest and to determine how other parts of the undergraduate curriculum match up with student interest. Post-project surveys were used to gather input on the student experience of completing the curiosity project. This paper details the results from the various assessments and discusses feedback from the course instructor, lab instructors and students relating to project implementation, opportunities for improvement and some of the advantages of such a lab experience.

Hands-On Laboratory Class for Biopharmaceutical pDNA Quality Control

2022 ◽  
Author(s):  
Ângela Sousa ◽  
Ana Margarida Almeida ◽  
Joana Valente ◽  
João Queiroz ◽  
Fani Sousa
Keyword(s):  
Quality Control ◽  
Laboratory Class ◽  
Hands On

FishBots: Bio-Inspired Marine Robots Give Students a Hands-On Introduction to Fluid Mechanics

2020 ◽  
Vol 54 (4) ◽  
pp. 6-15
Author(s):  
Thomas R. Consi ◽  
Dixia Fan ◽  
Gurvan Jodin
Keyword(s):  
Fluid Mechanics ◽  
Educational Experiences ◽  
Freshman Seminar ◽  
Marine Robotics ◽  
Straight Line ◽  
Hands On ◽  
Fertile Ground ◽  
Underwater Propulsion ◽  
New Ideas ◽  
Educational Paths

AbstractSimple bio-inspired marine robots were used as teaching tools to introduce students to concepts in fluid mechanics, marine robotics, and how biological swimming mechanisms can provide fertile ground for new ideas in underwater propulsion. These robots, termed FishBots, were used in two educational situations. The first was a project for two undergraduate summer interns at MIT Sea Grant. This experience proved that such robots could be developed by undergraduates under the time constraint of a 1-month internship. Building on that success, we used FishBots successfully in an undergraduate freshman seminar class at MIT. In one semester, 29 students built 13 FishBots, all were tested in the water and 11 successfully swam, meaning they moved in a roughly straight line. These educational experiences are described in this paper along with the design of several of the student-built FishBots. The paper concludes with future educational paths for the FishBot idea.

Integration of Computational Fluid Dynamics and Experimentation in Undergraduate Fluid Mechanics

2006 ◽  
Author(s):  
Amir Jokar
Keyword(s):  
Fluid Mechanics ◽  
Numerical Solutions ◽  
Fluid Dynamic ◽  
Deep Understanding ◽  
Systems Design ◽  
Teaching Model ◽  
Engineering Curriculum ◽  
General Terms ◽  
Fluid Systems ◽  
Hands On

A combination of computational and experimental analyses with the conventional lectures and problem-solving in a fundamental course such as fluid mechanics can enhance students' learning enormously. This teaching model has been examined within the mechanical engineering curriculum at WSU Vancouver, and successful results have been obtained thus far. The goal in this course was first to seed concepts and theorems of fluid mechanics in general terms, followed by numerical solutions and hands-on experimentation on selective subjects. This would allow the students to gain a deep understanding of the contents within the course timeframe. For selective fluid problems with more complications, such as the flow in the entrance region of a pipe, a computational fluid dynamic (CFD) software known as FlowLab was used to obtain numerical solutions. The assigned computational projects could open the eyes of students to the world of CFD analysis in thermal/fluid systems design. The results of the numerical analysis were then compared to the theoretical and experimental results. For experimentation, the students were divided into groups to design experimental procedures, conduct experiments, collect and interpret data, and report the results in an appropriate format. The selective experiments were relevant to the course topics including Burdon pressure gauges, manometers, flow-rate measurements, pipe flow, and flow around immersed bodies in a water tunnel. The present study addresses the details, results, and advantages of such a multi-dimensional and more interactive learning model.

Hands-On Student Experience With Complementary CFD Educational Interface and EFD and Uncertainty Analysis for Introductory Fluid Mechanics

Volume 1 ◽  
2004 ◽  
Author(s):  
Fred Stern ◽  
Marian Muste ◽  
Tao Xing ◽  
Donald Yarbrough
Keyword(s):  
Fluid Mechanics ◽  
Uncertainty Analysis ◽  
Real Life ◽  
Student Experience ◽  
Development Project ◽  
Third Party ◽  
University Of Iowa ◽  
Computer Data ◽  
Hands On ◽  
The University

Development, implementation, and evaluation are described of hands-on student experience with complementary CFD educational interface and EFD and uncertainty analysis (UA) for introductory fluid mechanics course and laboratory at The University of Iowa, as part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project. The CFD educational interface is developed in collaboration with faculty partners from Iowa State, Cornell and Howard universities along with industrial partner FLUENT Inc. and designed to teach CFD methodology and procedures through interactive implementation that automates the “CFD process” following a step-by-step approach. 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. Complementary EFD laboratories are also developed. Classroom and pre-lab lectures and laboratories teach students EFD methodology and UA procedures following a step-by-step approach, which mirrors the “real-life” EFD process. Students use tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (Labview) and data reduction. Students implement EFD UA and use EFD data for validation of CFD and AFD results. Students analyze and relate EFD results to fluid physics and classroom lectures. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD for the same geometries and conditions. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa), focuses on exact descriptions of the implementations, especially as experienced by the students. Also discussed are conclusions and future work.

An Undergraduate Laboratory: The Effect of Nanoparticle Self Assembly on the Electrical and Mechanical Properties of Nanocomposites

2006 ◽  
Author(s):  
T. S. Creasy ◽  
J. C. Grunlan ◽  
R. B. Griffin
Keyword(s):  
Electron Microscopy ◽  
Mechanical Properties ◽  
Undergraduate Education ◽  
Self Assembly ◽  
Nanocomposite Films ◽  
Polymer Emulsion ◽  
Random Microstructure ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
Scanning Electron

Recent research into the effect of nanoparticle organization on the electrical properties of nanocomposite films was used to create a hands-on laboratory for undergraduate education in nanomanufacturing. Students created two composites using solvent-based solution and polymer emulsion to show that a non-random microstructure can produce the required electrical conductivity with less added nanoparticles. Students evaluated the materials by 4-point probe and scanning electron microscopy.

A Computer-Based Undergraduate Course in Human Factors

1981 ◽  
Vol 25 (1) ◽  
pp. 243-244
Author(s):  
Richard Halstead-Nussloch
Keyword(s):  
Human Factors ◽  
National Science Foundation ◽  
Simulated Data ◽  
Design Criteria ◽  
Laboratory Course ◽  
Computer Tools ◽  
Hands On ◽  
National Science ◽  
Undergraduate Laboratory ◽  
Computer Based

A project, aiming to improve the undergraduate laboratory course in human factors, is ongoing at Stevens. It is funded by the National Science Foundation and Stevens. Six instructional modules are either developed or under development. The modules use computers to first give students a direct hands-on experience of critical concepts and phenomena, and then have them infer design criteria from simulated data. The computer tools appear to qualitatively change the course from one of passive absorbtion of human factors concepts and principles to active development of these concepts, principles and design criteria.

scholarly journals Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 199 ◽  
Author(s):  
Daniel G. F. Huilier
Keyword(s):  
Fluid Mechanics ◽  
Teaching Methods ◽  
Bologna Process ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Mechanical Field ◽  
Hands On ◽  
The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

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