Bulletin of the American Physical Society
71st Annual Meeting of the APS Division of Fluid Dynamics
Volume 63, Number 13
Sunday–Tuesday, November 18–20, 2018; Atlanta, Georgia
Session L04: Fluid Dynamics - Education, Outreach, and Diversity |
Hide Abstracts |
Chair: Jean Hertzberg, University of Colorado Boulder Room: Georgia World Congress Center B206 |
Monday, November 19, 2018 4:05PM - 4:18PM |
L04.00001: Design and Testing of an Educational Water Tunnel Srinivas Kosaraju A new water tunnel is designed and tested for educational and research purposes at Northern Arizona University. The university currently owns an educational wind tunnel with a test section of 12in X 12in X 24in. However, due to limited size of test section and range of Reynolds numbers, its application is currently limited to very few experiments. In an effort to expand the educational and research capabilities, a student team is tasked to design, build and test a water tunnel as a Capstone Senior Design project. The water tunnel is designed to have a test section of 8in X 8in X 36in. and be able to test up to Re = 50E3. Multiple numerical models are used to optimize the flow field inside the test section before building the physical apparatus. The water tunnel is designed to accommodate multiple experiments for drag and lift studies. The built-in die system can deliver up to three different colors to study the streamlines and vortex shedding from the surfaces. During the first phase, a low discharge pump is used to achieve Re = 4E3 to test laminar flows. In the second phase, a high discharge pump will be used to achieve targeted Re = 50E3 to study turbulent flows. |
Monday, November 19, 2018 4:18PM - 4:31PM |
L04.00002: Flow Visualization for General Education Azar Eslam-Panah, Heidi Reuter A new experimental course on flow visualization is offered to Penn State University students as a General Education course (PHOTO 321N). This course is part of the new GenEd integrative studies requirement intended to make integration between two knowledge domains: Art and Physics of Fluids. The course is not math oriented and is designed for the students with minimal to no background in photography or fluid mechanics. Students explore a variety of aesthetic issues in the form of practical and creative assignments. The course consists of lectures on photography skills, fluid physics, visualization techniques, critique sessions, and a guest lecture. Assignments consist of images or videos paired with written technical reports, and self-reflection sessions to learn "effective communication" skills. Other course objectives evaluated through students’ projects are "creative thinking" and "integrative thinking". Some samples of student works are entered to the Gallery of Fluid Motion competition which enables students to network with the scientist in the field. This course proved to be very successful in attracting all students (male and female) in both engineering and non-engineering majors. |
Monday, November 19, 2018 4:31PM - 4:44PM |
L04.00003: The Best of Flow Vis 2018 Jean Hertzberg Students in a course on flow visualization at the University of Colorado Boulder regularly produce amazing flow visualization images and videos. This presentation will feature a selection of student work from the Spring and Fall 2018 semesters. For a preview of these works and details about the course, please visit https://flowvis.org |
Monday, November 19, 2018 4:44PM - 4:57PM |
L04.00004: The shape of flowing water: an exhibition integrating art and fluid dynamics Tomas Bohr, Anders Andersen, Alexis Duchesne, Erik Hansen An exhibition entitled “Wunderkammer I” is currently on display in Esbjerg Art Museum in Denmark (www.eskum.dk). The exhibition with focus on art and fluid dynamics is the first in a series of three where art and science are integrated. For the exhibition, we have created five interactive setups that should catch the attention and imagination of the lay spectator, allowing her/him to set parameters such as rotation speed and drop size. The setups are: 1. circular and polygonal hydraulic jumps, 2. bathtub vortex in a rotating container, 3. rotating polygons on a free surface, 4. drop-splashes, and 5. surface tension driven interactions of floating objects. We have taken care to make the setups “transparent”, so that the spectators can see all relevant details, and thus reflect on what they see and maybe even repeat it at home. The experiments are to run every day for six months with little maintenance and allow the spectators to interact safely with them. The art was chosen and curated by Inge Merete Kjeldgaard and Christiane M. Finsen (Esbjerg Art Museum) in dialogue with us. In the talk, we shall describe the setups and give examples of the art and of the reaction of the audience. |
Monday, November 19, 2018 4:57PM - 5:10PM |
L04.00005: Introduction to CFD at the University of Florida: Class Development and Outcomes Steven A E Miller The University of Florida Department of Mechanical and Aerospace Engineering recently created a new senior technical elective in the field of computational fluid dynamics (CFD). The class contains three main objectives: the process of CFD, skepticism, and a course project that uses a popular commercial solver. The course covers introductory material, history, grid generation, numerics, equations of motion, boundary conditions, solvers, turbulence models, visualization, and a number of special topics. Skepticism is enforced throughout the course and forces students to justify the validity of their approach and question numerically generated results. Students in the class undertake a course project to predict a fundamental flow-field and compare predictions with excellent measurements from the open literature. Students have integrated these lessons within student groups across the University of Florida. The emphasis of the course is on skepticism and increasing integration with the curriculum and student group activities. We present the class philosophy for teaching undergraduate CFD and the outcomes of the newly developed course. |
Monday, November 19, 2018 5:10PM - 5:23PM |
L04.00006: F*** Yeah Fluid Dynamics: Tips for Connecting with Broader Audiences Nicole Sharp In academic articles and presentations, we’re taught to focus on the science and exclude ourselves from the product. But that attitude can alienate general audiences, making science – and scientists – seem remote and uninteresting. In this talk, I will share suggestions for overcoming these obstacles when communicating science to broader audiences. In particular, I’ll focus on the power of storytelling and narrative in helping your science capture audiences’ attention. |
Monday, November 19, 2018 5:23PM - 5:36PM |
L04.00007: Adaptive testing using Maple TA is an effective and consistent method to employ algorithmically-graded, high fidelity student assessments of complex, higher-level problem solving Justin Des Yarrington, Russell Daines Adaptive testing using Maple TA has been carried out to create algorithmically-graded, high fidelity student assessments. While multiple-choice questioning can be used to quickly grade and give students immediate feedback upon completion of an assessment, it is not effective for testing complex problem-solving situations. Write-on problems are more effective for assessing higher-level problem solving, but these hand-graded questions can be time-consuming and inconsistent thereby delaying student feedback. In the present work adaptive testing at the question level, rather than the exam level, has been employed using Maple TA's sequential Adaptive Questions. If a question is answered incorrectly, the student is asked a series of sub-problems designed to identify the student's weak areas, and appropriate levels of partial credit are automatically applied. Results showed that these scores were comparable to hand-graded scoring, indicating the current application generally did not inaptly provide solution hints to the students during the assessment. Response-specific feedback, though not yet implemented, is also possible. This work builds on the use of adaptive assessments for homework using Adaptive Questions, a precursor to Maple TA's more powerful branching "Adaptive Assignments". |
Monday, November 19, 2018 5:36PM - 5:49PM |
L04.00008: Multi-sensory Fluid Mechanics: use of VR and haptic interfaces in education Andrius Patapas, Lachlan R Mason, Abrar Masud, Jack Ledingham, Maxim Bird, Indranil Pan, Aditya Karnik, Lorenzo Picinali, Omar K Matar Virtual reality tools are increasingly accessible in educational settings due to the proliferation of consumer-grade hardware and open-source rendering options. In this study, we develop a multimodal virtual environment for visualising rich fluid dynamic data, here generated from transient three-dimensional research simulations. We include haptic capabilities that allow for tangible interaction with the flow field: a user can change position, orientation and step through time, all while experiencing the associated force fields in a multi-sensory mode. The immersive environment is intended to accelerate student learning and improve retention, crucially fostering the development of expert thinking and intuition, which manifests itself via making judicious assumptions and approximations in order to simplify otherwise highly complex flow phenomena. |
Monday, November 19, 2018 5:49PM - 6:02PM |
L04.00009: Using tablets to enhance synchronous distance learning classes Kevin Haas One of the major challenges with teaching synchronous distance learning classes is engaging students at the remote locations. The difficulty lies in both transmission of high quality lecture content, as well as involving the remote students in problem solving exercises. This is particularly important for teaching courses such as fluid mechanics in which students greatly benefit from in-class problem solving. A possible solution is to use computer tablets in the classroom using software which allows the students to view the lecture material on their own devices. This has been used in several distance learning fluid mechanics classes. In-class problem solving is facilitated by the instructor providing the problem statement on the tablet screen and the students working on the solutions directly on the tablet. The instructor is able to view any student’s solution electronically and provide real time feedback to the class. To evaluate the effectiveness of the tablets in a distance learning classroom, two sections of a statistics class were taught: with and without tablets. Relative metrics for the student performances in the classroom will be provided. |
Monday, November 19, 2018 6:02PM - 6:15PM |
L04.00010: LIB LAB the Library Laboratory: Connecting with public institutions for education outreach Aaron Fillo, Kyle E Niemeyer Broader impacts are an important and growing part of academic research and proposals, but how can we maximize our outreach and have the best possible impact? What tools do we have as researchers and educators to reach our local communities more effectively? LIB LAB: The library laboratory, a YouTube based engineering education series, has had great success in partnering with local institutions such as public libraries, school districts, fire departments, and even the Oregon Coast Aquarium to reach a large and diverse audience both locally and across the internet. In this talk, we will share my experiences working with large public institutions and offer suggestions for how to establish lasting partnerships to optimize your broader impacts. Specifically, we will focus on crafting a collaborative mission statement, and building report with community leaders to facilitate constructive communication and achieve your projected outreach goals. |
Monday, November 19, 2018 6:15PM - 6:28PM |
L04.00011: Girls Talk Math - Engaging Girls through Math Media Francesca Bernardi, Katrina Morgan Girls Talk Math is a free two-week-long day camp for high-school students identifying as female or from an underrepresented gender. Founded in 2016 at the University of North Carolina at Chapel Hill, GTM ran for the third time last summer funded by the Mathematical Association of America Tensor Women and Mathematics Grant. In July of 2018, a sister camp at the University of Maryland at College Park had its first run. Campers complete challenging problem sets and research the life of female scientists who worked on similar problems. They report their work in blog posts and podcasts (media available online). The camp curriculum has been developed by Mathematics graduate students at UNC from an inquiry-based learning perspective. Problem sets topics include theoretical and applied mathematics, as well as physics-based material, such as fluid dynamics, special relativity, SIR modeling, and quantum mechanics (some include experiments). We received positive feedback from the local community and interest from other Universities. The program is evaluated through pre- and post-surveys measuring campers' confidence and interest in pursuing higher level courses in STEM. Results from the past three summers have been encouraging and curriculum is now available online with open access. |
Follow Us |
Engage
Become an APS Member |
My APS
Renew Membership |
Information for |
About APSThe American Physical Society (APS) is a non-profit membership organization working to advance the knowledge of physics. |
© 2024 American Physical Society
| All rights reserved | Terms of Use
| Contact Us
Headquarters
1 Physics Ellipse, College Park, MD 20740-3844
(301) 209-3200
Editorial Office
100 Motor Pkwy, Suite 110, Hauppauge, NY 11788
(631) 591-4000
Office of Public Affairs
529 14th St NW, Suite 1050, Washington, D.C. 20045-2001
(202) 662-8700