Work in Progress - Group Laboratory Experiment During Lecture in an Undergraduate Fluid Dynamics Class: Increasing Student Learning and Communication Skills (original) (raw)
Related papers
Improving Undergraduate Fluid Mechanics Across The Curriculum
2001 Annual Conference Proceedings
We initiated an NSF-sponsored workshop of Faculty and a few representatives from industry to investigate methods to increase student expectations and performance in the fundamentals of undergraduate fluid mechanics education. We originally planned to build a pool of fluid mechanics exam problems and a consortium to provide feedback on evaluation of these problems. We examined ways to initiate, maintain, and assess this process consistent with ABET. We report here our deliberations and findings from the workshop and subsequent feedback and effort. The participants, drawn primarily from the active research community in fluid dynamics, evolved a consensus "path forward" in which shared instructional resources were to be the primary outcome of an organized, new collaboration among university and industrial colleagues. The present communication details the issues considered by the participants and it presents the suggestions to enhance instruction in basic fluid mechanics.
International Journal of Multidisciplinary: Applied Business and Education Research
This review will give emphasis to the concept of demonstrative teaching to better improve the learning process of students in fluid mechanics. This paper is going to tackle the possible techniques students do to gain a better understanding of the concepts of fluid mechanics. With that, this review will also look at the impact of learning towards the students based on the number of demonstrations that they are making. This is where we will find out if there is a significant difference in the results with respect to the number of demonstrations performed. This paper will also discuss the most appropriate approach a beginner may take in handling a fluid mechanics class.
Strategies In Learning Fluid Mechanics: A literature Review
International Journal of Multidisciplinary: Applied Business and Education Research
One of the broad and intricate subfields of physics is fluid mechanics. Learning techniques for students are an essential component of learning fluid mechanics because they increase their motivation to learn, enhance learning outcomes, and encourage active participation in class. An overview of the prior research was highlighted in this publication, and several fluid mechanics learning methodologies were looked at in this review. The study found that the majority of students performed well in group settings, particularly when fluid mechanics principles are used in practical settings, which is the most successful teaching method. The studies that were reviewed in this literature review demonstrated that offering students team-based experiential learning is the best way to inspire them to learn fluid mechanics and to recognize the value of doing so. Therefore, by developing ideas and putting them into practice through active exploration, students learn more.
Journal of Technology and Science Education, 2015
Mechanics" and "Fluids" are familiar concepts for any newly-registered engineering student. However, when combined into the term "Fluid Mechanics", students are thrust into the great unknown. The present artcle demonstrates the process of adaptaton employed by the Fluid Mechanics course in the undergraduate engineering program, along with the teaching methodology, teaching materials and results obtained, evaluatng the fnal objectve in terms of student satsfacton and level of learning.
Implementing and assessing interactive physical models inthe fluid mechanics classroom
International Journal of Engineering Education, 2016
In this study miniaturized physical models were used that consist of a base unit and two fluid mechanics cartridges in ajunior-level chemical engineering classroom (N = 38). The implementation was structured using Bloom’s taxonomy tocharacterize modes in which concepts were presented and learned by the students and the learning evaluated from an ICAPhypothesis (Interactive, Constructive, Active, Passive) perspective, Anderson’s Information Processing Theory, andcognitive load theory. Pre-and post-tests in the form of quantitative assessments were administered after implementationwith a passive control group and an interactive group using physical models. Findings indicate the interactive groupachieved larger learning gains when paired with higher-level Bloom’s activities, with three assessment questions showingstatistical significance. These results indicate that interactive pedagogies linked with higher-level Bloom’s activities helpstudents store information in their long-term memo...
Using FlowLab, A Computational Fluid Dynamics Tool, to Facilitate the Teaching of Fluid Mechanics
Innovations in Engineering Education: Mechanical Engineering Education, Mechanical Engineering/Mechanical Engineering Technology Department Heads, 2004
Traditional fluid mechanics textbooks are generally written with problem sets comprised of closed, analytical solutions. However, it is recognized that complex flow fields are not easily represented in terms of a closed solution. A tool that allows the student to visualize complex flow phenomena in a virtual environment can significantly enhance the learning experience. Such a visualization tool allows the student to perform openended analyses and explore cause-effect relationships. Computational fluid dynamics (CFD) brings these benefits into the learning environment for fluid mechanics.
DEVELOPMENT AND VALIDATION OF A MODULE IN FLUID MECHANICS FOR PRE-SERVICE SCIENCE TEACHERS
Fluid mechanics is one of the major subjects for pre-service science teachers under CMO 75, series of 2017. A module was developed for this course since references for this subject are scarce for teacher education students. The purpose of this research was to develop and validate a module in fluid mechanics using a descriptive method according to the a) attainment of its objectives, b) accuracy of the contents, c) originality, d) clarity, and e) appeal. The Readability of the Material and the Student Engagement Index were likewise measured and identified. Results of the validation show an average rating of 4.44 (very high) for the attainment of objectives, 4.47 (very high) for accuracy of contents, 3.89 (high) for its originality, 4.27 (very high) for clarity, and 4.00 (high) for its appeal. The general average rating of 4.21 is interpreted as very high. The validation further reveals higher ratings as to the correctness of the concepts and ideas presented, the order and sequencing of ideas, and the doability of the activities. Design and arrangement, vividness and description of the illustrations however still need improvement as lesser ratings were given to these aspects. The Readability of the module was analyzed to be 70/170, ready for Grade 13 as read by the Fry Graph, while the student involvement index is 1.1 which falls within the recommended range of 0.4-1.5 by Romey.
2004 Annual Conference Proceedings
Development described of hands-on student experience with modern facilities, measurement systems, and uncertainty analysis in undergraduate fluids engineering laboratories. Classroom and pre-lab lectures and laboratories teach students experimental fluid dynamics (EFD) methodology and uncertainty analysis (UA) procedures following a step-by-step approach, which mirrors the "real-life" EFD process: setup facility; install model; setup equipment; setup data acquisition; perform calibrations; data acquisition, analysis and reduction; and UA, and comparison computational fluid dynamics (CFD) and/or analytical fluid dynamics (AFD) results. Students conduct fluids engineering experiments using tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (LabView) and data reduction. Students implement EFD UA for practical engineering experiments. Students analyze and relate EFD results to fluid physics and classroom lectures, including teamwork and presentation of results in written and graphical form. Implementation described based on results for an introductory level fluid mechanics course, which includes complementary CFD laboratories for the same geometries and conditions. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa) is described, which focuses on exact descriptions of the implementations, especially as experienced by the students, including preliminary data on immediate student outcomes as documented for Fall 2003. The project is part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement-Educational Materials Development project with faculty partners from colleges of engineering at
Interactive Multimedia Assisted Direct Learning to Improve Student's Understanding of Fluid Concepts
Physics Education Research Journal
The use of appropriate media is minimal in physics learning today, which impacts students' lack of motivation and indirectly affects their learning outcomes. A direct learning model with interactive multimedia is an alternative solution during the current pandemic. This study aims to improve students' understanding of physics concepts by applying a direct learning model with interactive multimedia. This is a quasi-experimental research with a pretest-posttest control group design using a purposive sampling technique. Forty-five respondents were divided into two groups, experimental and control. N-Gain was used to determine the high increase in both groups. The test was used to collect data on students' conceptual understanding in the form of a description with a total of 5 questions. In addition to the N-Gain, a t-test was also conducted to test the mean difference of the data. The findings revealed that the understanding of the concepts of the two groups had increased, ...