The Rise of Simulations in a Junior-level Fluid Mechanics Course

Abstract

Simulation assignments were given to mechanical engineering students enrolled in two sections of an introductory fluid mechanics course. While some students were exposed to 3-4 simulations in a pre-requisite thermodynamics course, the majority had no prior simulation experience. The main goal of this study was to expand on implementation of simulations in undergraduate courses, and better understand the appropriate balance in student load. Considerations for student load brought on by the simulations include various attributes of the assignments such as, the selection, quantity, tasks associated with each simulation, grading criteria, credit assigned, and structure. All of these might influence student skill building, understanding of material, and problem-solving performance. This paper aims to address: (1) comparison of student load related to assignments, and (2) assessment of student understanding of select theoretical concepts. For the comparison of student load, highlighted differences in the course sections include: (a) number of simulation assignments (3 -10), (b) number of application assignments (none or 3), and (c) the credit given to these assignments (2.5% or 15%). Surveys were administered to assess students' confidence in the usefulness of each simulation assignment, and also to have students identify each course topic, that simulations helped them to learn. Also highlighted here is one topic common to fluid mechanics, heat transfer, and an associated laboratory course: external flow over bluff and streamlined bodies. Students simulate the flow past a cylinder and/or airfoil, and design an app to investigate how various parameters impact lift and/or drag experienced by an object. Finally, laboratory experiments allow comparison of simulation results with experimental data.