### Abstract

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. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.

Original language | English (US) |
---|---|

Title of host publication | Innovations in Engineering Education 2004 |

Subtitle of host publication | Mechanical Engineering Education, Mechanical Engineering Technology Department Heads |

Pages | 17-27 |

Number of pages | 11 |

State | Published - Dec 1 2004 |

Event | 2004 ASME International Mechanical Engineering Congress and Exposition, IMECE 2004 - Anaheim, CA, United States Duration: Nov 13 2004 → Nov 19 2004 |

### Other

Other | 2004 ASME International Mechanical Engineering Congress and Exposition, IMECE 2004 |
---|---|

Country | United States |

City | Anaheim, CA |

Period | 11/13/04 → 11/19/04 |

### Fingerprint

### All Science Journal Classification (ASJC) codes

- Engineering(all)

### Cite this

*Innovations in Engineering Education 2004: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads*(pp. 17-27). [IMECE2004-59870]

}

*Innovations in Engineering Education 2004: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads.*, IMECE2004-59870, pp. 17-27, 2004 ASME International Mechanical Engineering Congress and Exposition, IMECE 2004, Anaheim, CA, United States, 11/13/04.

**Using flowlab, a computational fluid dynamics tool, to facilitate the teaching of fluid mechanics.** / Cimbala, John Michael; Moeykens, Shane; Kulkarni, Ashish; Parihar, Ajay.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

TY - GEN

T1 - Using flowlab, a computational fluid dynamics tool, to facilitate the teaching of fluid mechanics

AU - Cimbala, John Michael

AU - Moeykens, Shane

AU - Kulkarni, Ashish

AU - Parihar, Ajay

PY - 2004/12/1

Y1 - 2004/12/1

N2 - 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. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.

AB - 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. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.

UR - http://www.scopus.com/inward/record.url?scp=21244494817&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=21244494817&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:21244494817

SN - 0791847233

SN - 9780791847237

SP - 17

EP - 27

BT - Innovations in Engineering Education 2004

ER -