Journal article
Hands‐On CFD Educational Interface for Engineering Courses and Laboratories
Journal of engineering education (Washington, D.C.), Vol.95(1), pp.63-83
01/2006
DOI: 10.1002/j.2168-9830.2006.tb00878.x
Abstract
This study describes the development, implementation, and evaluation of an effective curriculum for students to learn computational fluid dynamics (CFD) in introductory and intermediate undergraduate and introductory graduate level courses/laboratories. The curriculum is designed for use at different universities with different courses/laboratories, learning objectives, applications, conditions, and exercise notes. The common objective is to teach students from novice to expert users who are well prepared for engineering practice. The study describes a CFD Educational Interface for hands‐on student experience, which mirrors actual engineering practice. The Educational Interface teaches CFD methodology and procedures through a step‐by‐step interactive implementation automating the CFD process. A hierarchical system of predefined active options facilitates use at introductory and intermediate levels, encouraging self‐learning, and eases transition to using industrial CFD codes. An independent evaluation documents successful learning outcomes and confirms the effectiveness of the interface for students in introductory and intermediate fluid mechanics courses.
Details
- Title: Subtitle
- Hands‐On CFD Educational Interface for Engineering Courses and Laboratories
- Creators
- Frederick SternTao XingDonald B YarbroughAlric RothmayerGanesh RajagopalanShourya PrakashottaDavid CaugheyRajesh BhaskaranSonya SmithBarbara HutchingsShane Moeykens
- Resource Type
- Journal article
- Publication Details
- Journal of engineering education (Washington, D.C.), Vol.95(1), pp.63-83
- Publisher
- Blackwell Publishing Ltd; Oxford, UK
- DOI
- 10.1002/j.2168-9830.2006.tb00878.x
- ISSN
- 1069-4730
- eISSN
- 2168-9830
- Number of pages
- 21
- Language
- English
- Date published
- 01/2006
- Academic Unit
- Mechanical Engineering; Educational Policy and Leadership Studies; Psychological and Quantitative Foundations
- Record Identifier
- 9984064100902771
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