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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 11:20am - 11:35am
| 1A | Collaborative learning approach to introduce computational fluid dynamics

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Due to the increasing demand for Computational Fluid Dynamics (CFD) in a range of industries (mining, oil and gas, automotive, manufacturing) combined with the availability of ‘user friendly’ commercial CFD packages, the demand for engineers trained in CFD has dramatically risen. More engineering companies are now using CFD in house and it is likely that engineering graduates will, at some stage of their career, be required to either perform modelling tasks or at least be able to interpret the results of a simulation. The demand for students to receive a higher level of exposure to CFD has been evidenced by employer expectations, engineering education literature (Adair & Jaeger, 2011; Barber & Timchenko, 2011; Stern, et al., 2006; Hung, Wang, Tai, & Hung, 2005) and even student feedback. CFD is a multi-disciplinary field which requires a large amount of fundamental knowledge in mathematics, fluid mechanics, fluid dynamics and thermodynamics. Due to this complexity, some questioning remains in regards to how avoid the student perception of CFD as a black box, and promote the understanding of detailed CFD methodology and procedures (Stern, et al., 2006). As suggested by Darmofal (Darmofal, 2006), the application of active learning will contribute to enhance the conceptual understanding in conjunction with the integration of theoretical, experimental and computational techniques. This project is implemented in the Fluid Mechanics unit of the Mechanical Engineering degree at the Queensland University of Technology to introduce students in a better engaging way with the concept, terminology and process of CFD.

Speakers

Monday December 7, 2015 11:20am - 11:35am
Rincon Room RACV Torquay map C3

Attendees (8)