Abstract
Computational fluid dynamics is taught in many universities and is a trending elective option among engineering students. Although analyzing computational fluid dynamics simulations is exciting enough, the theory is equation intensive, sometimes very abstract and also difficult to visualize for the novice. A creative thinking based approach termed synectics, which involves analogies, was therefore applied in classroom teaching to increase student comfort with the equations. For this purpose six analogies encompassing basic computational fluid dynamics concepts were developed along with pictorial representations, and are presented in this work. These analogies were integrated into classroom teaching via synectics procedures. Student feedback was positive and reflected higher engagement with the course compared to when the metaphoric activity was not implemented. This work attempts to demonstrate the feasibility and value of applying creative techniques, even when teaching a highly structured and equation oriented course such as computational fluid dynamics.
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