Fluid Mechanics Course Research Articles

Moving tubes: the role of walls in a modified Bernoulli equation

Abstract In this paper, standard and introductory examples of fluid dynamics are analyzed from an unusual perspective, choosing reference frames in which the tube carrying the fluid is also moving. In such frames, Bernoulli's equation is not valid, and to analyze the energy balance one must account for the work exerted by the tube's wall. This example provides a useful pedagogical bridge between fluid dynamics and mechanics courses, allowing both instructors and curious students to (i) reinforce tools such as the work-energy theorem and (ii) appreciate the special nature of the tube's rest frame, a point rarely emphasized in textbooks. In addition, it is shown how elementary arguments may be used to construct, for a class of representative examples, a frame invariant expression for the pressure difference.

Exploring the synergy of problem‐based learning and computational fluid dynamics in university fluid mechanics instruction

AbstractRecently, the growing demand for computational fluid dynamics (CFD) skills in industry has highlighted the importance of their incorporation into university academic programs at both the undergraduate and graduate levels. However, many academic programs treat CFD tools as a “black box” in which users simply enter data without fully understanding the inner workings of the software or its application in real‐world situations. Therefore, in the context of a civil engineering program in Chile, a novel approach combining problem‐based learning (PBL) with CFD was introduced into the curriculum of a fluid mechanics course to foster crucial competencies. This comprehensive methodology allows students to acquire fundamental theoretical knowledge that is directly related to specific problems in the classroom. Subsequently, students measure relevant variables in the laboratory, ultimately using these data to build computational models for comparing and contrasting reality with simulations. To gauge the effectiveness and impact of this PBL strategy, both quantitative analysis of student performance and qualitative analysis through surveys were conducted. The results reveal a significant improvement in student performance with the implementation of the PBL methodology, alongside a positive perception among students regarding its implementation. This underscores its benefits for learning, motivation, and academic performance. Additionally, the implementation of PBL was found to enhance both theoretical and practical understanding of concepts related to fluid dynamics and CFD simulation.

Case Study: Flipped Classroom with Gamification in a Hybrid Fluid Mechanics Course

Case Study: Flipped Classroom with Gamification in a Hybrid Fluid Mechanics Course

Impact of Physical Model Projects and Multidisciplinary Teams in Fluid Mechanics Education

Fluid mechanics, a required course in many undergraduate engineering disciplines, is often described as a challenging subject as it weaves together advanced mathematics and physics to solve conventional engineering problems. This study examines the effect of incorporating a physical model project via multidisciplinary teams into two theory-based fluid mechanics courses to address two general questions: Does the design and construction of the physical model aid in understanding fluid mechanics concepts? Does working with students of different engineering disciplines improve student experience and comprehension? The study was conducted in Spring 2023 with a cohort of 49 mechanical and civil engineering students; each project team had a mix of both disciplines. At the end of the semester, all projects were presented at a common venue, followed by an anonymous paper-based survey. The results indicate that around 83.7% of students felt the project had an overall positive impact on their learning experience. Despite initial student apprehension about multidisciplinary teams, 72% of students appreciated the opportunity to work with engineers from other disciplines, with qualitative inputs describing the value added from varied skill sets. In conclusion, this project enabled students to apply their in-class training to a real-world model while working in multidisciplinary teams. The results provide insight into the implementation of similar projects and the value of multidisciplinary teams.

The case for metacognition support in a flipped STEM course

The metacognitive strategies of planning, monitoring, and evaluating can be promoted through systematic reflection to drive self-directed, lifelong learning. This article reports on a three-year study on systematic written reflection within an undergraduate Fluid Mechanics course to promote planning, monitoring, and evaluation. Students were prompted weekly to reflect on their in-class problem-solving, classroom and exam preparation, performance, behaviors, and learning in a flipped classroom at a large southeastern U.S. university. In addition, they received intentional instruction on how to plan, monitor, and evaluate their problem-solving during class. To enable a comparative assessment, a flipped classroom without these interventions was also implemented as a non-experimental cohort. The cohorts were compared using a final exam, concept inventory, and the Metacognitive Activities Inventory (MCAI). The MCAI indicated a significantly higher positive change (pre- to post-course) in self-regulatory behavior for the experimental cohort ( p = 0.037). The weekly reflections were studied using an inductive content analysis to assess students’ self-regulatory behaviors. They were also used to investigate statistical associations between reflection content and course outcomes. This revealed that academic self-discipline via planning, monitoring one's work, or being careful and diligent may be as aligned with course performance in STEM as is practice with the problem-solving itself. The effects for the final exam in the experimental cohort were positive overall as well as statistically or practically significant for various demographic strata. These results provided evidence for the potential enhancement of course performance with metacognition support. A positive shift in students’ perspectives regarding the value of the reflection questions was observed throughout the study. Therefore, as an implementation guide for other educators, the reflection questions and any changes made in posing them to students are discussed chronologically. Overall, the study points to the desirability of providing metacognition support in a STEM course.

DIY-PIV system for Poiseuille flow investigation in undergraduate fluid mechanics course

Fluid flow visualization techniques are becoming more widespread every year due to the availability of lasers, high-speed cameras, and the development of a large amount of image processing software. Nowadays, one of the most popular methods of flow optical visualization is particle image velocimetry (PIV). PIV is an innovative way to measure and analyze fluid characteristics, giving students a more in-depth understanding of how fluids move. This paper is focused on using low-cost components and free software to implement PIV for Poiseuille flow investigation in an undergraduate fluid mechanics course. The introduction discusses how PIV is being used as a complementary method in educational institutions, highlights the high cost of equipment to implement PIV, and gives examples of low-cost do-it-yourself (DIY)-PIV systems. The following sections present the theoretical background, descriptions of the DIY-PIV experimental setup, and plan of the investigation for the Poiseuille flow analysis. A brief overview of free image processing software for the PIV implementation is also provided. The last section presents the results of the Poiseuille flow study and analyzes the measurement quality using the created DIY-PIV system. The present experimental investigation covers topics and reinforces skills related to concepts: laminar flow, Poiseuille flow (velocity distribution, maximum and average velocity), Reynolds number, and measurement error.

Teaching Tips: Employing Critical Reflection in a Fluid Mechanics Course to Improve and Document Ethics Learning by Undergraduate Engineering Students

Teaching Tips: Employing Critical Reflection in a Fluid Mechanics Course to Improve and Document Ethics Learning by Undergraduate Engineering Students

Critical thinking activities in fluid mechanics – A case study for enhanced student learning and performance

We describe the implementation of Critical Thinking Activities (CTA) designed to encourage ‘critical thinking’ in an undergraduate engineering Fluid Mechanics course. Critical thinking can be a vague term both difficult to grasp and even more so to measure. Using a longitudinal case study we analyse quantitative and qualitative data collected over three years to explore the overarching question: “how do we know students have thought critically?”. We investigate and evaluate the quantitative data that emerged from students undertaking the CTA and the impact of this on their performance. The results indicate that students who performed well in the CTA achieved a final grade for the course of 5 or more (Credit, Distinction or High Distinction). Qualitative data from student feedback demonstrated that the CTA was a significant factor in reinforcing student learning, enabling us to identify areas of misconception and areas in which they could improve. While the study is situated in an engineering context at the University of Queensland, the paper is an exemplar of embedded and sustainable practice, is equally transferable to other disciplinary contexts.

Evaluation of teaching method for fluid mechanics course in engineering education

The professional technology training of student is the important objective of engineering education, which could present the specialized ability in the future. This task is conducted to evaluation of teaching methods for fluid mechanics course in the mechanical engineering. With the teaching practice, the advantage of teaching method is found, and the teaching quality can be revealed by the scores of integrated test. The improvement of teaching quality is contribute the development of social. According to the self-assessment, the effects of teaching method on the professional course is revealed.•The diversified teaching method is advantage to the understanding of theory and knowledge of application.•The practical training is suitable to develop the inner potential and innovation of different students.•The method allows the investigation of teaching method evaluation for the other courses with practicality.

Effectively integrating research argumentation in syllabus learning: A case study of reading journal articles in four fourth-year engineering fluid mechanics courses

In an emerging trend in engineering education students are engaged in the scientific discovery process through reading about research published in articles rather than textbooks. A research-based and curriculum-oriented intervention in an undergraduate course was designed to elucidate whether students can progressively gain reading skills when provided with selected articles explicitly related to fluid mechanics research. The aim was also to monitor student awareness of their own progress. A questionnaire was designed to evaluate how fourth-year fluid technology students perceived their reading skills during the teaching intervention. A progressive strategy was applied, including warm-up readings, in- and out-of-class assignments, and best practice lectures. Two parallel test exams and test readings were associated and quantitatively analyzed. Each cohort was randomly divided into two groups, and each group was assigned a different test reading before the lectures; the readings were then switched for the post-lecture assignment. The results demonstrate that the students acquired selective reading skills and awareness of accomplishment. The analyses indicated that learners gained an understanding of the core concepts and gave positive feedback on the teaching materials and schedule. These findings may serve as a guide for engineering educators to improve the preparation of undergraduate students.

Transforming Experimental Teaching of Fluid Mechanics and Heat Transfer Courses Due to the COVID-19 Pandemic

The academic situation due to the COVID-19 lockdown forced teachers to transform conventional lessons to a fully online mode. The experimental component of chemical engineering degrees is an essential part of the courses, wherein the students usually attend a pilot plant and develop practical skills in a hands-on way. The present study shows the different methodologies developed and implemented during three academic years in the experimental component of two courses: fluid mechanics and heat transfer. Therefore, the year 2018–2019 represents a conventional scenario, in which the lessons and evaluation were conducted in a traditional mode (face-to-face). Later, the cessation of on-site teaching in the middle of the year 2019–2020 compelled the teaching staff to adapt methodologies to a distance mode. This transformation was based on the creation of new learning material: explanatory videos, online seminars, solved exercises and online tests. Finally, the end of the lockdown in the year 2020–2021 allowed the return to a mixed mode (face-to-face lessons in addition to online lessons), which enabled the redesign of the experimental part of the courses. After the end of the courses, the usefulness of the implemented methodologies was evaluated by means of collecting academic marks and student surveys. The results show that, in general, the yields were similar during the three years studied, except in the lockdown period of the fluid mechanics course in which it was slightly higher than the others. With regard to the opinion of the students, their feedback about the transformations made was generally positive.

Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes

When students repeatedly reflect, it can enhance their metacognitive abilities, including self-regulatory skills of planning, monitoring, and evaluating. In a fluid mechanics course for undergraduates at a large southeastern U.S. university, in-class problem solving in a flipped classroom was coupled with intentional metacognitive skills instruction and repeated reflection to enhance metacognition. The weekly reflective responses were coded by two analysts to identify the recurring themes and uncover evidence of the development and/or reinforcement of self-regulating behaviors for academic management. To enable a comparison, a flipped classroom without the metacognitive instruction and repeated reflection was also implemented (i.e., non-intervention group). The two cohorts completed identical final exams. Based on our preliminary analysis with year one data, a statistically and practically-significant difference between the two cohorts was found with the free-response scores on the final exam in favor of the intervention cohort that had received the metacognitive support ( p < 0.0005; Cohen's d = 0.72). Also, the Metacognitive Activities Inventory (MCAI) indicated a significantly-higher positive change in self-regulatory behavior for the intervention cohort ( p = 0.001; d = 0.50). Focus groups were conducted to gather students’ perspectives on the reflective activity, with differences found by demographic group. In addition, a significantly higher proportion of females (versus males) viewed the reflections in a positive manner ( p = 0.05). Significant associations between themes in the weekly reflections and direct knowledge measures were also uncovered. This included a positive relationship between academic self-management (i.e., diligence and carefulness) and exam performance. Overall, our preliminary results point to a desirable impact of metacognitive instruction and repeated reflection on knowledge outcomes, metacognitive skills, and self-regulatory behaviors.

Effect of Online Distance Learning or Blended Learning Versus Face to Face for Fluid Mechanics Course

The change of learning approach due to Covid 19 from face to face to online distance or blended learning required knowing technology tools in the education. Distance learning is a technique of giving instruction using online tools and technology. Distance learning depends on information and communication technologies to distribute the course materials and engage with students. The main goal of remote delivery is to promote communication between students, allowing for interaction and knowledge sharing at any time. In that it can still support conventional learning tools, remote delivery is also compatible with other instructional strategies and technology of prior learning. However blended learning is the approach that combine face to face and online learning. Therefore, this paper aims to assess the effect of online distance learning or blended learning versus face-to-face learning for fluid mechanics’ course. The study shows that ODL or blended learning can be a useful teaching strategy for the Fluid Mechanics course because the cognitive domain can still be reached. Additionally, when comparing ODL or blended learning to face-to-face learning, PO attainments are not affected much for both teaching approach. The percentage of failure rate also decrease during ODL, or blended learning semester compared to face-to-face semester.

A Preliminary Study on Integration of Ideological, Political Courses into Fluid Mechanics Course

It is important to take ideological and political course in current universities. An urgent problem exists among college teachers is how to impart professional knowledge to college students with guiding them to recognize the world and themselves in the right path. According to the characteristics of the basic courses and the characteristics of teaching methods in mechanical engineering, this paper takes fluid mechanics as an example to analyze how to excavate the ideological and political elements from the course. In order to improve students' interest in learning and master the professional knowledge, promote the affinity of ideological and political education, and help students recognize the world and themselves softly, this paper analyze the method of combining the professional knowledge of fluid mechanics with moral education skillfully.

Examination of Students’ Academic Performance in Selected Mechanical Engineering Courses Prior-to-and-During COVID-19 Era

Advances in Information and Communications Technology (ICT) as well as the present challenges of COVID-19 have led to a new paradigm causing an absolute or partial transition from in-person classroom teaching-learning to online. There is little information available on research efforts that investigated the impact of an online learning approach on the academic performance of students in mechanical engineering-based courses. Therefore, the objective of this paper is the impact study of online learning mode as compared to in-person on academic performance of students in selected mechanical engineering courses in one of the Universities in South Pacific Islands prior-to-and-during COVID-19 Era. Data on grades obtained for 178 students that offered Fluid Mechanics, Thermodynamics, Heat Transfer, and Advanced Thermofluids (FTHA) courses were subjected to descriptive and non-parametric (Mann-Whitney and Kruskal-Wallis) statistical tests. Although descriptive analysis showed that online mode of instruction might influence a better academic performance in FTHA courses in comparison with in-person mode of instruction, the outcome of Mann-Whitney U and Kruskal-Wallis tests at specific p-values and corresponding z-values generally exhibited p-values higher than of 0.05, implying insignificant difference in performance between the two modes of learning investigated. Though the non-parametric statistical test results showed there was no significant difference in academic performance of students when online and in-person modes of learning were used, this, however, does not imply that a difference does not exist at all. Although the difference may be very trivial, descriptive analysis has shown that the online learning mode has at least exhibited better students’ academic performance when compared to in-person. It can be inferred from the foregoing that the online learning mode does not yield a negative response in respect of the performance of students who offered all four mechanical engineering courses. Based on the findings of this study, online is considered a reliable alternative to in-person or at least a suitable complement to in-person in the in-person-online hybrid mode during the ongoing COVID-19 era and other inevitable constraints in the future. Doi: 10.28991/esj-2022-SPER-017 Full Text: PDF

Combining hands‐on and virtual experiments for enhancing fluid mechanics teaching: A design‐based research study

AbstractFluid Mechanics courses comprise both theoretical and laboratory modules. In developing nations, computer‐assisted techniques are not commonly applied in Fluid Mechanics instruction. Forced by the COVID‐19 pandemic, South American universities are, however, using them for online teaching. This contribution presents an 8‐semester (2016–2019) educational intervention over an undergraduate Fluid Mechanics course. It mainly blends physical (hands‐on) and virtual experiments (computer fluid dynamics‐based simulations) for the laboratory module, which are complemented by flipped classroom‐based prompts for the theoretical module. The intervention follows design‐based research as a research method and is guided via conjecture mapping and fidelity of implementation standards. Our results suggest that the intervention improves fluid mechanics laboratory instruction, although improvements depend upon the participation of other educational actors such as teaching assistants and laboratory technicians to some extent. Laboratory report grades (the assessment instrument) follow the Gompertz probability distribution. Following UNESCO standards, a portion of the intervention output is shared as open educational resources. This contribution encourages upscaling the educational intervention through the formation of cooperative clusters to build common‐pool Fluid Mechanics resources. Learning scientists have underlined the need to better understand laboratory instruction processes. They have been addressed in very few instances in developing countries. We believe that this study has the potential to provide valuable insights on the matter.

Synchronizing the Teaching Resources of Energy Conservation Principle in Mechanical Engineering Courses

The conservation of energy, the conservation of mass, and the conservation of momentum are three fundamental concepts (or laws) of physics that are regularly reviewed in several undergraduate engineering courses. Mechanical energies in the form of kinetic and potential forms are the most easily understood forms of energy in engineering dynamics courses. Fluid flow energies related to pressure, velocity, elevation, fluid friction, pump, and turbine are covered in a fluid mechanics course. In a thermodynamics course, the first law deals with heat transfer and work done that causes a change of internal energy in a system. Aerospace engineers normally simplify a thermodynamic analysis by using intensive variables also called specific variables. In all these courses, the conservation of energy states that the amount of energy remains constant, that means that energy is neither created nor destroyed but transferable from one form to another, keeping the total energy same within a fixed domain.
 In several instances, students are either misunderstood or unclear about energy and its conservation concepts, however those very concepts are reviewed over and over in multiple courses. Through an integrative teaching approach that maps the smooth flow of energy and its conservation concepts in several undergraduate mechanical engineering courses, we are relating our shared teaching resources of the energy conservation principle. In this session, we present our pilot study on the synchronization of resources teaching the energy conservation principle in a sequence of undergraduate courses and our mitigation plan to clear up students’ misunderstanding on the energy conservation.

Development of dynamic OBE model to quantify student performance

AbstractOutcome‐based education (OBE) is widely adopted in engineering programs worldwide. However, the conventional methods often involve arbitrary procedures requiring lecturers to assume initial values in defining the OBE matrices. This may lead to the mismatch between the students' program outcomes (PO) attainment with the stakeholders' expectations. Thus, a dynamic OBE model by explicitly incorporating the assessment marks into the OBE matrices is introduced and verified quantitatively and qualitatively. Network models were used to visualize the connections between the assessment tools with specific CO and PO to demonstrate how the OBE is measured and improved. The qualitative data from the surveys involved year one chemical engineering students aged between 20 and 22, who attended both Fluid Mechanics and Thermodynamic courses in the particular semester. These subjects measured PO, namely engineering knowledge and problem analysis, which are fundamental to an engineering program. The quantitative data were compared to verify the hypotheses with a reference scheme defined to measure the success rate. The results reveal a 67% success rate in matching the lecturer ratings on the same PO measured from student performance. The correlation comparisons showed that the dynamic OBE model attained higher accuracy, indicating that the PO scores aligned closely with actual student performances. The comparison on matching the respective PO scores between the two courses shows a poor success rate of 44%, indicating that the student performances on PO are not equally the same. The dynamic OBE model has effectively measured the PO from the hypotheses on stakeholders' perspectives.

A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course

This paper describes the implementation and the results of an online project-based learning (PBL) pedagogy in an advanced fluid mechanics course in a mechanical engineering technology program. This work is a close collaboration between engineering and education faculty and the engineering librarian, and aligns with the new research areas identified by the National Engineering Education Research Colloquies and the ABET Criteria for Accrediting Engineering Technology Programs Criterion 3 (student outcomes, SLO 1 to 5) and Criterion 5 (curriculum, discipline specific content C, D and E). Students were required to work in teams to design and dimension a heating, ventilation, and air-conditioning (HVAC) duct system, a real-world expression of engineering thinking. Students applied information literacy skills to identify relevant engineering codes and standards, such as ASHRAE, and used previously learned content knowledge from various courses to finalize the project. The PBL exercise was chosen as a culminating experience and in support of engineering competencies development. The results showed improvements in the flow of air in ducts content knowledge, professional communication skills, and the ability to collaborate as part of a team, including improving one's ability to work with other students on assignments, listening to the ideas of others, learning from the ideas of others, and evaluating the ideas of others. The students unanimously agreed that the project improved their heating, ventilation, and air-conditioning (HVAC) knowledge beyond the classroom as well as their information seeking skills. Based on the students end of semester course evaluation, this PBL exercise improved their readiness for the workforce.

Opinion: Building Diversity, Equity, and Inclusion into an Engineering Course

Engineering faculty have heard the call to incorporate diversity, equity, and inclusion (DEI) into their classrooms, but many have asked the question: What can I do to advance DEI in my courses? This commentary provides one answer. We summarize our process to engineer DEI into an undergraduate fluid mechanics course following a process that included (1) participation in formal programs, (2) a systematic review of course materials, and (3) a weekly series of conversations that examined DEI in the context of engineering education from academic, social, and personal perspectives. The formal programs deepened our awareness; the systematic review identified improvements in the syllabus, nomenclature, and videos; but most importantly the conversations illuminated how the same technical material can be associated with vastly different cultural perspectives—a key point from the theory of Culturally Relevant Pedagogy. We call for engineering faculty to seek opportunities to learn more of these perspectives, and then to reflect on how to improve their courses accordingly.