Integration of Computational Fluid Dynamics Into an Introductory Fluid Mechanics Course

Abstract

Traditional didactic collegiate thermal-fluid engineering courses, in particular those without a laboratory component, lack the opportunity for experiential learning, among other beneficial aspects of hands-on learning. The process of conducting experiments and comparing results to theoretical predictions provides invaluable educational experiences, of which include but are not limited to the introspective questioning of established paradigms, the conversion of short-term memories into long-term memory recall through practice, and the ability to be actively engaged in learning through partner or group activities. In an attempt to overcome this deficiency, the use of Computational Fluid Dynamics (CFD) software was integrated into a lecture-based junior-level introductory Fluid Mechanics course. The use of ANSYS CFX, a commercially available CFD software, was used to complement the presentation and instruction of the subject of differential description of fluid motion, namely the Navier-Stokes equations. Students used ANSYS CFX to not only generate visualizations of flow and pressure fields, but also to validate analytic solutions for potential and laminar viscous flows for various geometries, boundary conditions, and fluid properties, after a brief introduction to the theory of the Finite Volume Method. Student perceptions on the use of ANSYS CFX toward their learning and engagement were quantified through mixed-method open-and closed-ended survey questions, which were coded and analyzed to provide qualitative and quantitative feedback. The results of the survey are intended to guide the implementation of CFD into a junior-level mechanical engineering course, with an emphasis on increasing student engagement with the material and satisfaction.

Simulation Project to Promote Learner Autonomy in an Introductory Fluid Mechanics Course

“…Engineering students need simulation experience, and providing it as they simultaneously learn to apply the traditional core principles has multiple benefits. A first course in Fluid Mechanics covers a wide range of applied principles and CFD can be used to enhance the underlying concepts relating pressure and flow [1] . While modern engineering tools can add legitimacy to course content students may perceive as old-school approaches, a solid foundation in these are needed to knowledgably apply simulation software [2].…”

“…The project described in this paper asked the students to select a shape or body with a known drag coefficient and use CFD to attempt to match that drag coefficient plus "do something else" with their model (make some type of change) and discuss what they discover. This differs from other assignments found in CFD pedagogy literature in three ways: (1) students could choose the CFD software, (2) while provided with resources, students had to teach themselves the software, and (3) students were given the freedom to choose nearly all of the particulars of the project (object, fluid, and velocity) and asked to be creative in the "do something else" phase. By making this project assignment open-ended, a degree of autonomy and autodidacticism was hoped to be achieved and contribute to the goal of fostering life-long learning.…”