Bulletin of the American Physical Society
69th Annual Meeting of the APS Division of Fluid Dynamics
Volume 61, Number 20
Sunday–Tuesday, November 20–22, 2016; Portland, Oregon
Session E9: Fluid Dynamics - Education, Outreach, and Diversity II |
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Chair: Frank Jacobitz, University of San Diego Room: B117 |
Sunday, November 20, 2016 5:37PM - 5:50PM |
E9.00001: Water Channel Facility for Fluid Dynamics Experiments Azar Eslam-Panah, Daniel Sabatino This study presents the design, assembly, and verification process of the circulating water channel constructed by undergraduate students at the Penn State University at Berks. This work was significantly inspired from the closed-loop free-surface water channel at Lafayette College (Sabatino and Maharjan, 2015) and employed for experiments in fluid dynamics. The channel has a 11 ft length, 2.5 ft width, and 2 ft height glass test section with a maximum velocity of 3.3 ft/s. First, the investigation justifies the needs of a water channel in an undergraduate institute and its potential applications in the whole field of engineering. Then, the design procedures applied to find the geometry and material of some elements of the channel, especially the contraction, the test section, the inlet and end tanks, and the pump system are described. The optimization of the contraction design, including the maintenance of uniform exit flow and avoidance of flow separation, is also included. Finally, the discussion concludes by identifying the problems with the undergraduate education through this capstone project and suggesting some new investigations to improve flow quality. [Preview Abstract] |
Sunday, November 20, 2016 5:50PM - 6:03PM |
E9.00002: A Geophysical Fluid Dynamics Lab Founded by Undergraduate Students Shiwei Sun, Hao Fu, Yunjiao Pu, Mingrui Liu, Zhiming Feng, Yilun Han, Ang Zhou, Jingyi Zhuo, Yue Hu, Ruoyu Wang, NaNa Wu, Zixuan Xiang, Jing Xi, Saltanat Jappar, Jingnan Yin, Congyuan Li, Jinjie Song, Bowen Zhou, Yuan Wang An atmospheric and oceanic fluid dynamics lab has been established by a group of undergraduate students in the School of Atmospheric Sciences at Nanjing University. A series of classical experiments have been conducted including Taylor column, topographic Rossby waves, and propagating density currents. With very limited funding, all instruments were designed and assembled by students. Their hands-on experimental abilities and understanding of the fundamental theories of geophysical fluid dynamics are greatly enhanced. The students work in groups on a dedicated experiment. A student project on rotating convection was even presented in APS DFD fall meeting last year. This year, we present some new laboratory demonstrative experiments of geophysical flow and introduce how they are incorporated in the undergraduate courseswork. [Preview Abstract] |
Sunday, November 20, 2016 6:03PM - 6:16PM |
E9.00003: SFO-Project: The New Generation of Sharable, Editable and Open-Access CFD Tutorials Teymour Javaherchi, Ardeshir Javaherchi, Alberto Aliseda One of the most common approaches to develop a Computational Fluid Dynamic (CFD) simulation for a new case study of interest is to search for the most similar, previously developed and validated CFD simulation among other works. A simple search would result into a pool of written/visual tutorials. However, users should spend significant amount of time and effort to find the most correct, compatible and valid tutorial in this pool and further modify it toward their simulation of interest. SFO is an open-source project with the core idea of saving the above-mentioned time and effort. This is done via documenting/sharing scientific and methodological approaches to develop CFD simulations for a wide spectrum of fundamental and industrial case studies in three different CFD solvers; STAR-CCM$+$, FLUENT and Open FOAM (SFO). All of the steps and required files of these tutorials are accessible and editable under the common roof of Github (a web-based Git repository hosting service). In this presentation we will present the current library of 20$+$ developed CFD tutorials, discuss the idea and benefit of using them, their educational values and explain how the next generation of open-access and live resource of CFD tutorials can be built further hand-in-hand within our community. [Preview Abstract] |
Sunday, November 20, 2016 6:16PM - 6:29PM |
E9.00004: Peer Learning in a MATLAB Programming Course Shanon Reckinger Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness. [Preview Abstract] |
Sunday, November 20, 2016 6:29PM - 6:42PM |
E9.00005: Motivating students to read the textbook before class Rachel E. Pepper Many faculty in STEM courses assign textbook reading in advance of lecture, yet evidence shows few students actually read the textbook. Those students that do read often do so only after the material has been presented in class. Preparing for class by reading the textbook beforehand improves student learning and is particularly critical for classes that employ active engagement strategies. Here I present strategies I have used to successfully motivate my students to read the textbook before class in physics classes ranging from introductory algebra-based physics to advanced courses for physics majors. In the introductory course, I used pre-class reading quizzes, a common strategy that has been shown effective in previous studies, but one that is somewhat time-consuming to implement. In my more advanced courses I used reading reflections, which required considerably less time. While it was typical for less than 25{\%} of students to read the textbook before I implemented reading quizzes or reflections, after implementing these strategies 70-90{\%} of students reported reading the textbook before class most of the time. Students also report finding both the readings themselves and the quizzes and reflections valuable for their learning. [Preview Abstract] |
Sunday, November 20, 2016 6:42PM - 6:55PM |
E9.00006: An oral exam model for teaching advanced "Batchelor-level" fluid mechanics in the US. Jonathan Freund A teaching model is developed to meet the challenge of teaching fluid mechanics at what might be considered a high level, at least by the current norms in the US. The initial goal was to avoid loss of concepts amidst the challenge of particular mathematical manipulations on particular assignments. However, it evolved toward fostering facile working knowledge of challenging material, such as in the books by Batchelor (e.g.\ streaming flow), Whitham (e.g.\ ship waves), and van Dyke (e.g.\ second-order boundary layer). To this end, the course model forgoes traditional assigned problems to focus on completion, augmentation, and in-depth understanding of the lecture material. The lectures are relatively traditional in structure, albeit with somewhat more interactive examples. The main unusual feature---again, by modern US standards---was assessment via multiple half-hour oral exams. This model has now been successful over 8 semesters for 3 different graduate courses in 2 departments. For all, students were assume to have already completed a full course at a ``Navier--Stokes level". The presentation will include specifics of the course and exam structure, impressions of positive outcomes from the instructor, and a summary of the overwhelmingly positive student feedback. [Preview Abstract] |
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