A misinterpretation of Bernoulli's theorem

Bedford, D.; Lindsay, Raymond

doi:10.1088/0031-9120/12/5/008

Cited by 7 publications

(6 citation statements)

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“…In particular, its application on different current lines or unconfined flows can lead to incorrect predictions. This aspect has been discussed in numerous studies, for example [18][19][20][21][22][23][24].…”

Section: B Bernoulli's Equation In the Context Of Ideal Fluid Hydrody...mentioning

confidence: 99%

Students’ conceptual difficulties in hydrodynamics

Suárez¹,

Kahan

Zavala

et al. 2017

Phys. Rev. Phys. Educ. Res.

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We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams and oral interviews, which were held with first-year Engineering and Science university students. Their responses allowed us to identify a series of misconceptions unreported in the literature so far. The study findings demonstrate that the most important difficulties arise from the students' inability to establish a link between the kinematics and dynamics of moving fluids, and from a lack of understanding regarding how different regions of a system interact.

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Section: B Bernoulli's Equation In the Context Of Ideal Fluid Hydrody...mentioning

confidence: 99%

Students’ conceptual difficulties in hydrodynamics

Suárez¹,

Kahan

Zavala

et al. 2017

Phys. Rev. Phys. Educ. Res.

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show abstract

“…Quantitative agreement then results, as demonstrated here, and a Galilean-invariant expression for the pressure drop along a horizontal tapered pipe can be obtained. where equation (1) was used to eliminate υ 2 in favour of υ 1 . The right-hand side of equation (A.7) is integrated from r 2 to r 1 to get the work W taper done on the fluid by the taper.…”

Section: Discussionmentioning

confidence: 99%

“…However, pressure is a Galilean invariant and must therefore be the same in either frame of reference (since neither force nor area varies from one inertial frame to another). So we now have the paradoxical situation that the speed of the water is larger in the wide pipe where the pressure is higher [1]. How can that be?…”

Section: Introductionmentioning

confidence: 99%

The Bernoulli equation in a moving reference frame

Mungan¹

2011

Eur. J. Phys.

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Unlike other standard equations in introductory classical mechanics, the Bernoulli equation is not Galilean invariant. The explanation is that, in a reference frame moving with respect to constrictions or obstacles, those surfaces do work on the fluid, constituting an extra term that needs to be included in the work-energy calculation. A quantitative example is presented here for a horizontal tapered pipe. A frame-independent expression for the pressure drop in the pipe is obtained. The concepts discussed in this paper are accessible to introductory undergraduate physics majors.

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“…In fluid mechanics, literature on teaching, formative assessment, remedial instruction, and tools are expanding much more than excepted. It has been reported that concepts from pressure and fluid statics [57,[60][61][62][63][64][65], to Archimedes' principle [66], to Bernoulli's law often lead to misunderstandings [67][68][69][70][71][72]. To combat such misconceptions, various studies have developed approaches such as CFD instrumentation, e-learning, experimental hands-on implementation, interview analyses, student engagement, and interactive learning techniques, among others [73][74][75][76][77][78][79][80].…”

Section: Work In Progress In Learning and Teaching Fluid Mechanicsmentioning

confidence: 99%

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Huilier

2019

Fluids

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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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A misinterpretation of Bernoulli's theorem

Cited by 7 publications

References 0 publications

Students’ conceptual difficulties in hydrodynamics

Students’ conceptual difficulties in hydrodynamics

The Bernoulli equation in a moving reference frame

Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

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