This study describes the development, implementation, and evaluation of an effective curriculum for students to learn computational fluid dynamics (CFD) in introductory and intermediate undergraduate and introductory graduate level courses/laboratories. The curriculum is designed for use at different universities with different courses/laboratories, learning objectives, applications, conditions, and exercise notes. The common objective is to teach students from novice to expert users who are well prepared for engineering practice. The study describes a CFD Educational Interface for hands‐on student experience, which mirrors actual engineering practice. The Educational Interface teaches CFD methodology and procedures through a step‐by‐step interactive implementation automating the CFD process. A hierarchical system of predefined active options facilitates use at introductory and intermediate levels, encouraging self‐learning, and eases transition to using industrial CFD codes. An independent evaluation documents successful learning outcomes and confirms the effectiveness of the interface for students in introductory and intermediate fluid mechanics courses.
ASEE Annual Conference, Nashville, TN, 22-25 June 2003 Division for Experimentation and Laboratory-Oriented Studies (DELOS)Simulation technology is integrated into undergraduate engineering courses and laboratories through the development of teaching modules (TM) for complementary computational fluid dynamics (CFD), experimental fluid dynamics (EFD), and uncertainty analysis (UA). TM include three parts: (1) lectures on CFD and EFD methodology and standard procedures and UA; (2) CFD templates for academic use of commercial industrial CFD software; and (3) exercise notes for use of CFD templates and complementary EFD and UA. The commercial industrial CFD software is FLUENT http://www.fluent.com/, which is widely used in many industries and universities and is a partner in the project. Initial TM are based on those developed as "proof of concept" at The University of Iowa from 1999 to present, as updated and currently being used (http://www.icaen.uiowa.edu/~fluids/). Recently, project expanded under sponsorship National Science Foundation Course, Curriculum and Laboratory Improvement -Educational Materials Development Program to include faculty partners from colleges of engineering at large public (Iowa and Iowa State) and private (Cornell) and historically minority private (Howard) universities for collaboration on further development TM, effective implementation, evaluation, dissemination, and pedagogy of simulation technology utilizing web-based techniques. The evaluation plan includes collaboration with
Today, the use of Computational Fluid Dynamics (CFD) software in academia occurs primarily in the context of student projects or research. The potential of CFD as a tool to enhance teaching is largely untapped, despite growing interest in computer tools to assist learning. FlowLab (http://flowlab.fluent.com) is a CFD-based educational software package that will allow students to solve fluid dynamics problems without the long learning curve required by today’s commercial CFD packages. We will provide an update of the FlowLab beta-testing program with over 30 universities worldwide. We outline a process for university collaboration and peer-review procedures in the development of FlowLab exercises for engineering classes in fluid dynamics and heat transfer.
Today, the use of Computational Fluid Dynamics (CFD) software in academia occurs primarily in the context of student projects or research. The potential of CFD as a tool to enhance teaching is largely untapped, despite growing interest in computer tools to assist learning. FlowLab (http://flowlab.fluent.com) is a CFD-based educational software package that will allow students to solve fluid dynamics problems without the long learning curve required by today's commercial CFD packages.
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