Bulletin of the American Physical Society
75th Annual Meeting of the Division of Fluid Dynamics
Volume 67, Number 19
Sunday–Tuesday, November 20–22, 2022; Indiana Convention Center, Indianapolis, Indiana.
Session Q27: Fluid Dynamics Outreach and Diversity |
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Chair: Gerald Wang, Carnegie Mellon Univ Room: 235 |
Monday, November 21, 2022 1:25PM - 1:38PM |
Q27.00001: Gender Perspectives: Women in Fluid Dynamics Mark Jabbal The purpose of this work is to summarise key responses and output data from women working in fluid dynamics, on barriers in the field and opportunities to improve equity and inclusion. These responses have been collected over a 4-year period as part of a wider social media initiative, '@AeroWomen' (https://twitter.com/AeroWomen), which to-date has featured 192 women, with the aim of highlighting their contributions in fluid dynamics through weekly published Q&As. In addition, responses have been obtained and anonymised on issues in the fluid dynamics field including: (1) 'what barriers/challenges have you faced/overcome in your career path?' (n=97, 51% response rate, initial 25 responses: tinyurl.com/y9tpa5sn); (2) 'what do you currently see as being the major obstacle to women entering your field?' (n=114, 59% response rate, initial 36 responses: tinyurl.com/y7t7ahp2); and (3) 'what would you like to see in order for women's career progression in your field to be sustained and better supported?' (n=107; 56% response rate, initial 33 responses: tinyurl.com/ya4eh2zx). The data obtained affords comparisons by sector (academia and industry), career stage (early, mid, and senior), and geography (Americas, Europe, and Asia & Africa). Initial data analysis for (3) for example shows that the issue of equality in academia is perceived to be more significant, i.e. less well addressed, than in industry where the need for mentorship takes on a more significant role for supporting career progression. Comparison by career stage shows equality is the key issue with the need for visible role models (early career) and mentorship (mid and senior) of secondary importance; the need for more flexible working is equally recognised across career stages. In addition to providing qualitative summaries on these and other key issues, further work to analyse responses and recommendations in-depth to provide quantitative summaries will be undertaken and presented as part of this work. |
Monday, November 21, 2022 1:38PM - 1:51PM |
Q27.00002: Improving participation of underrepresented minorities in STEM through fluid mechanics research Jared Fredette, David Welty, Banafsheh Aghazadeh, Shakhnoza Kayumova, Sayid Achilov, Akira Harper, Hadi Samsamkhayani Lack of diversity continues to persist in STEM fields, as Blacks, Hispanics, and women remain underrepresented. Participation in meaningful STEM activities as adolescents has been shown to be a predictor of STEM identity formation, which increases the likelihood of choosing STEM-related paths. This research reports on a partnership between the university fluid-dynamics lab and science teachers to engage middle and high-schoolers from underrepresented groups, whose geographical location provides access to concepts related to fluid mechanics and energy harvesting, which promotes thinking about future careers in the blue economy and renewable energy. The study included a visit to a fluid-dynamics lab where the interaction of structures with simulated currents within a water tunnel was used to generate electricity. The study describes two scaffolding methods used during the lab activities and analyzes the affordances and limitations of each method to cultivate engagement among middle and high-schoolers. The study contributes to the identification of instructional and conceptual scaffolds required to support youth in lab settings and how partnerships can be created to increase the broadening of participation in STEM among underrepresented youth. |
Monday, November 21, 2022 1:51PM - 2:04PM |
Q27.00003: Interweaving Justice, Equity, and Fluid Mechanics to Teach the Great Molasses Flood of 1919 Gerald J Wang On January 15, 1919, a storage tank in Boston filled with several million gallons of molasses burst, sending a current of molasses coursing through the North End neighborhood and beyond. In the aftermath, over 20 lives were lost, and the total damage — to property, civil infrastructure, and the environment — easily exceeded $100 million in 2022 dollars. In this talk, we briefly recount the events of that fateful day before discussing how this event can serve as a springboard for discussions of justice- and equity-centered engineering in the context of fluid mechanics. Although the molasses flood itself is most naturally studied using (surprisingly very high-Reynolds-number) hydrodynamics, this tragedy (and the local and federal government's subsequent slow response) was fueled by a mixture of failures in regulatory oversight, environmental racism, and anti-immigrant sentiment, all of which underscore the critical importance of incorporating equity principles in engineering education. |
Monday, November 21, 2022 2:04PM - 2:17PM |
Q27.00004: How Thick Can You Get? A Low-Cost Concentric Cylindrical Couette Flow Viscometer Lab Christopher G Nyborg, Thomas Hornberger, Bryan Lewis Every student of fluid dynamics must learn the meaning of fluid viscosity. Some fluids are intuitive to compare (like honey vs. water). Fluid categories, such as Newtonian, dilatant, and pseudoplastics are simple concepts, but require experiments to fully comprehend. While many viscometers are available on the market, their cost is prohibitive for many undergraduate fluid dynamics courses. Many undergraduate students of fluid dynamics never observe this kind of experiment, and conclude that viscosity of something you just look up in a property table. In this work, a simplified, cost-effective means to accurately measure the viscosity of fluids of a range of strain rates was developed. The viscometer created for this research was based on concentric cylinder Couette flow. This viscometer contains a variable speed rotating cylinder within a larger, stationary cylinder with a uniform gap distance. The shear forces are measured by a torque transducer attached to the stationary cylinder. Details of this simplified device are provided, enabling more professors to include a viscosity measurement experience in any introductory fluid dynamics course. The experience results in an increased intuitive understanding of the viscosity, shear stress, and shear strain relationship. |
Monday, November 21, 2022 2:17PM - 2:30PM |
Q27.00005: Immersive learning in fluid dynamics via an online community-based augmented reality platform Jungjin Park, Ryu Fattah, Larry K.B. Li We present the development of an online community-based augmented reality (AR) platform for immersive learning. The platform leverages free-to-use and open-source software to transform complex engineering data from computer-aided design models and computational fluid dynamics simulations into educational AR content, which students can interact with via a dedicated mobile app (VisionARi). We demonstrate the effectiveness of immersive learning through an AR-based wind tunnel laboratory featuring a digital twin of the Small Wind Tunnel at the Hong Kong University of Science and Technology. Students can choose among three interactive modules to (i) understand the technical anatomy of the wind tunnel, (ii) experience laboratory procedures, and (iii) visualize the flow field and pressure distribution around various objects. Beta-testing of the platform with undergraduate engineering students showed promising results in terms of both usability and learning effectiveness. Our findings suggest that a simple platform like VisionARi that unifies the process of creating, sharing and consuming immersive content could lead to improved learning outcomes for students. |
Monday, November 21, 2022 2:30PM - 2:43PM |
Q27.00006: Effective Engagement within the Hybrid Online & In-Person Teaching Modality: Practicing Diagrammatic Problem Solving Nicholas A Pohlman During the semesters of online teaching, instructional pedagogy was adjusted to provide the full outline of digital notes in advance of individual lectures with embedded practice problems. To maintain engagement, students were requested to provide additional annotation during the problem solving steps (i.e. draw control volumes, write full form of conservation equations). Online platforms of Blackboard Collaborate and Zoom did not allow measurement of participation. The effective elements from online engagement were attempted as integrated course content upon returning to in-person instruction in 2022 using the Top Hat personal response system (PRS). Examples of student submissions and declining rates of participation will foster an open forum discussion of finding the right prompts to solve three-dimensional fluid mechanics problems. Benefits and drawback of using the PRS for setting up real-time questions or assigned homework will be considered as the methodology affects student learning outcomes. The practice on incremental steps in problem solving are the foundation to the next generation of students solving the larger, integrated, and complex problems of the future. |
Monday, November 21, 2022 2:43PM - 2:56PM |
Q27.00007: Fluid mechanics for elementary school students via flow visualization using smartphones and tablets Colby N Putman, Jale Dursun, Matt Blair, Frances Buntain, Olanrewaju Bilikis Gbadamosi-Olatunde, Scout Senyk, Celestia Morgan, Jee K Suh, Hyun J Kim This study examined a promising approach to inspire elementary-level students to pursue a career in STEAM (science, technology, engineering, art, and mathematics) through a university-run afterschool program at Skyland Elementary School which is a majority-minority school. Student teachers taught basic fluid mechanic topics such as surface tension, viscosity, etc. while engineers (four female and one male) and artists would lead activities based on that day's lesson. Team members would then help students conduct the flow visualization with the classroom iPads during experiments, including high-speed imaging at up to 120 fps and 720p (e.g. popping of soap bubbles). We surveyed students at the beginning and end of the program to gauge their interest in STEAM and their understanding of fluid mechanic topics, and to examine the impact of a mostly female-led program on student perceptions of engineers and artists. Analysis showed that an increased percentage of students after our program drew a female when asked to draw a scientist, with pre-test n=29 & 34.48% and post-test n=23 & 43.48%. We also found a 9% increase in the representation of African American scientists at post-test. |
Monday, November 21, 2022 2:56PM - 3:09PM |
Q27.00008: Physics-Conforming Turbulent Flow Simulations Compression Approach Alberto Olmo Hernandez, Ryan King, Andrew Glaws, Ahmed Zamzam With the growing size of turbulent flow simulations, data compression approaches become an utmost importance to analyze, visualize, or restart the simulations. Recently, in-situ autoencoder-based compression approaches were proposed and shown to be effective in producing dimensionality-reduced representations of flow simulations. However, these approaches tend to focus solely on training the model based on sample quality losses while not taking advantage of the physical properties of turbulent flows. In this paper, we show that training autoencoders with additional physics-informed regularizations, e.g., incompressibility and preservation of enstrophy, improves a baseline model without such regularizations in three ways: i) upon inspection of the trained compression filters of the neural network, we identify changes in the convolutions due to the inclusion of the physics-informed terms ii) the compressions prove to be more physics-conforming to homogeneous isotropic turbulences of different Reynolds numbers given that these adhere to both the divergence free condition and preservation of enstrophy without trading off reconstruction quality, and iii) as a performance byproduct, training shows to converge 4 times faster than the baseline model. |
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