Bulletin of the American Physical Society
72nd Annual Meeting of the APS Division of Fluid Dynamics
Volume 64, Number 13
Saturday–Tuesday, November 23–26, 2019; Seattle, Washington
Session H29: Focus Session: Immersive Education Platforms for Fluid Dynamics/Education and Outreach |
Hide Abstracts |
Chair: Omar Matar Room: 611 |
Monday, November 25, 2019 8:00AM - 8:13AM |
H29.00001: 3D+time flow visualization in virtual reality Melissa Green, Zackary Boone By viewing fluid dynamic isosurfaces in virtual reality (VR), issues associated with the rendering of three-dimensional objects on a two-dimensional screen can be addressed. In addition, viewing a variety of unsteady 3D data sets in VR opens up novel opportunities for education and community outreach. In this work, the vortex wake of a bio-inspired pitching panel is visualized using a three-dimensional structural model of Q-criterion isosurfaces rendered in virtual reality using the HTC Vive. Utilizing the Unity cross-platform gaming engine, a program can be developed to allow the user to ``scroll'' forward and backward in time to analyze the formation and shedding of vortices in the wake. The user can also toggle between different quantities, while keeping the time step constant, to analyze flow parameter relationships at specific times during flow development. In the current status of the game, all of the isosurfaces are rendered as objects to import, and all the relevant isosurface objects do need to be generated externally. There exists a great potential, however, to create a dynamic platform for an interactive and immersive research and education experience using off the shelf gaming systems. As part of this talk, we hope to provide a live demonstration with an HTC Vive. [Preview Abstract] |
Monday, November 25, 2019 8:13AM - 8:26AM |
H29.00002: Towards Gamified Learning in Immersive Teaching of Fluid Mechanics Nitesh Bhatia, Kailyn Bryk, Evelyn Salazar, Charles Rigby, Omar Matar FluidsVR is designed as a Virtual Reality (VR) platform for the exploration of transient and three-dimensional (3D) phenomena to promote deeper understanding of fluid mechanics. The platform serves as a learning medium by providing accurate and interactive models to the students based on the 3D data assets generated in-house by computational fluid mechanics researchers in the Matar Fluids Group. Students can visualize and interact with these assets using an intuitive graphical-user-interface. For improving the students' affective domain, learning outcomes, and engagement levels, we are exploring the effectiveness of gamification in the context of teaching and learning. We have arranged the data assets in the increasing order of learning complexity and incorporated game mechanisms such as interactive questions, progress levels, scores and leader-boards to motivate students to further engagement and higher achievement. In this talk, we will cover this new gamification system for FluidsVR that was developed with the help of a group of undergraduate chemical engineering research students from Imperial and MIT. [Preview Abstract] |
Monday, November 25, 2019 8:26AM - 8:39AM |
H29.00003: Use of Multi-sensory Immersive Technologies in Fluid Dynamics Education Lorenzo Picinali, Lyes Kahouadji, Lachlan Mason, Mark Sutton, Nitesh Bhatia, Andrius Patapas, Omar Matar We present the recent virtual reality (VR) environment used in the Department of Chemical Engineering, Imperial College London, where both undergraduate and Masters-level students are able to `dive’ inside many classical examples of fluid mechanics (including Poiseuille flow, flow past a sphere [and associated vortex formation in the wake region], rising spherical-cap bubble, turbulent channel flow, and two-phase mixing in a stirred vessel) and explore the underlying physics. Three-dimensional CFD simulations are carried out to generate the flow field data for each flow, which are then imported into the VR. All physical fields from the CFD simulations, such us the magnitude of the velocity and stress components, as well as the pressure, are implemented in the VR environment via a sonification process where students are able to visualise {\it and} listen to chosen fields simultaneously. Our hypothesis is that this multi-sensory experience promotes a deeper understanding of the four-dimensional concepts underlying fluid dynamics. [Preview Abstract] |
Monday, November 25, 2019 8:39AM - 8:52AM |
H29.00004: Conveying principles of fluid mechanics... through dance Jesse Capecelatro Fluid mechanics is typically~introduced to undergraduate engineering/physics students in their junior year, relying on knowledge from core courses in calculus an physics. Topics are traditionally introduced through tedious derivations that sometimes lack a clear conceptual interpretation. However, fluid mechanics is extremely visual, and solutions to classic fluid mechanics problems are highly aesthetic (for example, an oscillating wake past an obstacle, the swirl of a vortex, the chaotic motion of turbulence). In this talk, I will present an attempt at using dance to demonstrate fundamental principles of fluid mechanics. The objective is to create a visual demonstration of flow around a cylinder through a physics-constrained dance improvisation. This project involves a collaboration between Prof Capecelatro from the University of Michigan (UM) and dancers from the UM School of Music, Theatre {\&} Dance. A series of dances were choreographed and filmed ranging from low Reynolds number (creeping) flow to high-Reynolds number turbulence and inviscid (potential) flow. Details on the process and outcome of this collaborative effort will be presented, in addition to efforts to assess impact on student learning. [Preview Abstract] |
Monday, November 25, 2019 8:52AM - 9:05AM |
H29.00005: Improving Scientific Visuals Nicole Sharp There's truth to the old adage that a picture's worth a thousand words. A well-designed visual can summarize your work, encapsulate an argument, or even draw media attention. Whether your research lends itself to exciting supplementary videos or your papers are made up mostly of graphical figures, it's worth the effort to make your visuals as clean, understandable, and engaging as possible. This presentation focuses on what makes a good graphic and shares resources for improving your scientific visuals. [Preview Abstract] |
Monday, November 25, 2019 9:05AM - 9:18AM |
H29.00006: Design and Development of Escape Room Based Interventions for Fluid Mechanics Courses Vrishank Raghav, Michael Melnick A new educational interventional tool based on the concept of escape rooms was designed and developed at Auburn University for use in the fundamentals of aerodynamics course. The details of the design for both conceptual and quantitative parts of the syllabi are discussed. The interventions consist of group-based and collaborative activities that could lead to a deeper level of engagement and understanding of fluid mechanics at the undergraduate level. The pilot implementation of these new tools and the re-design for different levels of undergraduate education and high-school outreach will be discussed. [Preview Abstract] |
Monday, November 25, 2019 9:18AM - 9:31AM |
H29.00007: Using Coffee to Teach Fluid Dynamics William Ristenpart Fluid dynamics courses at the undergraduate level typically require a full year of calculus and physics as prerequisites. Accordingly, it is typically considered difficult to teach either first-year students or non-STEM (general education) students much about fluid dynamics. In this talk, we describe how brewing coffee serves as an engaging and hands-on introduction to fluid dynamics for students who have no calculus or physics background. Specifically, we use an AeroPress coffee brewer to introduce Darcy's law and the key concepts of pressure drop, flow rate, viscosity, and permeability. Students apply a pressure by hand to a brewer placed on a standard bathroom scale, while simultaneously measuring the average flow rate out of the brewer. Measuring the thickness $L$ of the spent moist grounds allows students to plot the flow rate versus the applied pressure drop $P/L$ for different applied pressures and/or coffee masses, typically yielding a nice linear trend. Experiments with different grind sizes allows the impact of permeability to be explored quantitatively by linear regression. Importantly, the students can also taste the impact of the flowrate on the sensory qualities of the resulting brew, providing a memorable and highly caffeinated learning experience. [Preview Abstract] |
Monday, November 25, 2019 9:31AM - 9:44AM |
H29.00008: Developing a New CFD Course Based on Open Source Tools: Design Experience and Student Outcomes Debanjan Mukherjee Computational fluid dynamics (CFD) education comprises a fundamental component in training modern engineering students. CFD educators commonly explore fundamental aspects of the underlying methodology in conjunction with hands-on experience in using CFD techniques via commercial packages and tools. In addition to the (often significant) associated costs and hardware/system requirements associated with these tools, striking the right level of exposure to the intricacies behind these packages becomes critical to avoid student perception of these tools as a black box. Harnessing the open source wave provides a suitable alternative, enabling greater exposure to the underlying methods while providing the valuable hands-on simulation experience. However, integration of open source tools into educational components requires careful design considerations. We recently developed a new CFD technical elective in the mechanical engineering curriculum at the University of Colorado Boulder. Our course was successfully developed entirely based on open-source software tools and components. The class was composed of graduate and senior undergraduate students. Here we will share our experience designing the course, examples of student projects, and student learning outcomes. [Preview Abstract] |
Monday, November 25, 2019 9:44AM - 9:57AM |
H29.00009: Projects in Fluids Courses Made Easy (for You) Jean Hertzberg Projects can provide a number of significant benefits to students in fluids courses at both the graduate and undergraduate levels, but they can be difficult to implement, particularly in large class sections. A major problem is assessment of written project reports, which is very time consuming. Solutions include assigning projects to small teams, formed automatically by CATME.org based on student schedules. This also alleviates the {\#}1 student objection to team projects: scheduling. Other demographics can be used in team formation to ensure inclusiveness. Students are also fearful of the unknown time requirements of a project. A scaffolding approach, breaking the project into small pieces, due at intervals through the semester helps students gain confidence and avoid procrastination. A detailed rubric is essential; it clearly states your expectations and provides a guide to assessment, allowing peer evaluation, the other essential ingredient that saves your time. Peer evaluation must be supported by class time spent on teaching constructive criticism. Anonymous peer evaluation is supported in learning management systems such as Canvas. Automatic plagiarism detection (Turnitin.com) prevents re-use of previous reports, and can be used to teach proper citation behavior. Allowing students to select their own project topics (from a list at least) promotes improved attitudes towards fluid mechanics, including the relevance of fluid physics in their daily lives. [Preview Abstract] |
Monday, November 25, 2019 9:57AM - 10:10AM |
H29.00010: Teardowns: students' ability to identify components in actual systems Maria-Isabel Carnasciali The typical sequence of thermo-fluids related courses within mechanical engineering programs involves a thermodynamics, a fluid dynamics, and a heat transfer course. In most instances, these are accompanied by a lab component or supplemented with a separate lab. The intent of these hands-on courses (or supplements) is to broaden exposure to physical components and systems among several other learning outcomes. Students' ability to make connections between the concepts presented in the various thermo-fluid courses and the physical parts/components with which they interact are essential to their long-term ability to function as engineers. However, these physical examples of system implementation represent but a limited view into the large variations that are currently present and in-use in industry. A study was conducted using teardowns of common household appliances to investigate students' ability to identify individual components but also intended purpose of the component within the system. Participants were asked to draft concept maps and system diagrams for a selected item; then proceeded to teardown the item. Participants included those who had and had not completed the lab component. Results provide insight to gaps in students knowledge and reinforce the need to show real systems as opposed to relying on system schematics or sketches. [Preview Abstract] |
Monday, November 25, 2019 10:10AM - 10:23AM |
H29.00011: The secret life of fluid dynamics in the patent world Ismail Hameduddin A significant proportion of technical knowledge is only to be found in patent publications (80 percent of all technical knowledge, by some accounts). Fluid dynamics, often viewed as an abstruse discipline, has a surprisingly concrete life in the patent world, with an entire CPC subclass devoted to it. On the other hand, scientific journals are replete with examples of well-meaning academics giving away perfectly patentable ideas, often to be trivially commercialized by others for unseemly gains. The patent literature is complementary, rather than an alternative, to peer-reviewed publications and is a tremendous resource for 21st century academics; it can be instrumental for sparking creativity, generating ideas for proposals, and for an insider look into the industrial/commerical applications and relevance of fluid dynamics. It may also be useful in battling fatalistic resignation among aspiring academics, which is often inadvertently induced by the well-meaning Clay Math Institute. The expense of obtaining (or even filing) a patent generally ensures the expression of commercially useful ideas in patent publications, even if they may not be expressed in the most articulate and persuasive manner. [Preview Abstract] |
Monday, November 25, 2019 10:23AM - 10:36AM |
H29.00012: Science Communication and Community: Entry Points to the Physical Sciences Francesca Bernardi, Katrina Morgan Students from underrepresented groups face numerous barriers of entry in STEMM, especially in the hard sciences. Fostering a community of young people who are interested in science, but do not necessarily see themselves as possible scientists, can help them feel welcome in these fields and help build their confidence. Outreach events aligning science communication with scientific disciplines can be a point of entry for such students, who often find events with a communication aspect to be less intimidating than those focused exclusively on science activities. Incorporating communication aspects in science outreach serves several purposes: It encourages the participation of non-traditional STEMM students by building a community of young people passionate about science and communicating it to the public; it helps educate these students to become better scientists, teaching them communication skills as well as challenging STEMM topics; and it shows them the importance of focusing on both aspects. Experiences will be reported from Girls Talk Math, a free day camp for female and gender non-conforming high-schoolers focused on Mathematics, Physics, and media. [Preview Abstract] |
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