Accomplishments Year 2 and Plans Year 3

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Accomplishments Year 2 and Plans Year 3

• Fred Stern, Marian Muste and Tao Xing
• IIHR-Hydroscience Engineering
• 100 Hydraulics Laboratory
• The University of Iowa
• http//www.iihr.uiowa.edu/istue
• http//css.engineering.uiowa.edu/fluids/

ISTUE Meeting 3 Iowa City, 11-12 May 2004
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Outline

• Accomplishments year 2
• Development of CFD educational interface
• Implementation of CFD educational interface
• Self-evaluations on CFD educational interface
• Proposed improvements for CFD educational
  interface, exercise Notes, and classroom lectures
• Development and implementation of hands-on EFD
  labs
• Self-evaluations on hands-on EFD labs
• Proposed improvements for hands-on EFD testing,
  exercise notes, and classroom lectures
• Plans year 3

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Accomplishments year 2

• Development of CFD educational interface for
  hands-on student experience for pipe, nozzle, and
  airfoil flows
• Design for teaching CFD methodology and
  procedures, implementation based on site testing
  at partner universities, and evaluation
• Further development, implementation and
  evaluation of hands-on student learning
  experience with modern facilities, measurement
  systems, and uncertainty analysis (Iowa only)
• Papers (two separate papers in ASEE 2004 annual
  conference, and one paper in ASME 2004) and
  posters

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Development of CFD educational interface

• Proof of concept (1999-2002) Use FLUENT
  directly, lengthy detailed instructions, not
  facilitate options for modeling, numerical
  methods, and VV.
• FlowLab 1.0 (2002) General purpose CFD
  templates, enabling students to solve predefined
  exercises, pipe and airfoil exercises focused.
• Findings (2002)
• 1. Different specialized CFD templates
  implied different CFD process and did not
  facilitate site testing.
• 2. Exercises lacked options and depth
• 3. Overly automated.
• 4. Non-user-friendly interface
• 5. Performance accuracy and flow
  visualization were substandard
• FlowLab 1.1 (2003) CFD templates were
  generalized with CFD Process (geometry, physics,
  mesh, solve, reports, and post-processing), which
  is automated following a step-by-step approach
  and seamlessly leads students through setup and
  solution of IBVP at hand.

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Development of CFD educational interface (design
specifications)

• CFD educational interface designed to teach
  students CFD methodology (modeling and numerical
  methods) and procedures through interactive
  implementation for engineering applications
• CFD Process is automated following a step-by-step
  approach, which seamlessly leads students through
  setup and solution of IBVP (Initial Boundary
  Value Problem) for application at hand.
• CFD Process mirrors actual engineering practice
• A dynamically updated sketch window monitoring
  progress and enabling input parameter
  specifications is planned for next FlowLab
  generation

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CFD educational interface (FlowLab 1.1)
CFD Process
Contour and vectors window
XY plots
Sketch window
Fig. 1. Screen dump for the pipe flow CFD template
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CFD educational interface, contd
Fig. 2 Flow chart for the pipe flow CFD template.
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CFD educational interface, contd
Clarky
NACA12
LS(1)0417
Import data
Fig. 3 Flow chart for the airfoil flow CFD
template.
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Implementation (goals for complementary EFD, CFD,
and UA labs)

• Educational goals for lectures, problems
  solving, and the EFD, CFD, and UA labs were
  developed and used as guidelines for course and
  laboratory development, implementation, and
  evaluation.

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TM used for introductory fluid mechanics course
(EFD/CFD lab materials)
Table 1 TM used for introductory fluid mechanics
course at Iowa (EFD/CFD lab materials)
http//css.engineering.uiowa.edu/fluids
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Self-Evaluation (CFD)

• Self-evaluation performed based on analysis of
  the data from students performance and comments
  from their CFD reports, college of engineering
  EASY survey, and Course Outcomes Assessments
  Administered by center for evaluation and
  Assessment.

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Self-Evaluation (CFD)

• CFD positive comments
• Students appreciated the hands-on learning
  process by using a step-by-step method through
  the educational interface
• Potential improvments
• 1. FlowLab develop user-friendlier interface
  and
• increase the depth of CFD templates
• 2. Lab reports Combine CFD and EFD lab
  report and
• TAs grading is too liberal
• 3. Lab design more interactive and effective
  use of
• PreLab and lab time
• 4. Hands-on more access to FlowLab and
  one-person
• one-computer

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CFD lecture and exercise notes

• All faculty partners inputs can help develop a
  common CFD lecture that can be distributed and
  used by more than one school
• Exercise notes will be modified to be consistent
  with the advanced level CFD templates with
  improved educational interface

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Conclusions and future work (CFD)

• Project is successful in development of CFD
  educational interface for pipe, nozzle, and
  airfoil flows, including design for teaching CFD
  methodology and procedures, implementation and
  evaluation
• Future work (CFD)
• 1. Improved user interface
• 2. Extensions for additional active options
  and advanced
• level (next 2 slides)
• 3. Extensions for more general wider
  applications CFD
• templates for internal and external
  flows
• 4. Extensions for student individual
• investigation/discovery
• 5. Smaller lab groups with emphasis hands-on
  activities
• and remote access via college
  computer/internet
• 6. Improved implementation, site testing,
  and evaluation
• 7. FLUENT will disseminate current TM.

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Conclusions and future work, contd
Axial velocity profile
Total pressure drop
Point (x,y)
Axial velocity profile
Total pressure drop
Point (x,y)
Red color illustrates the options unavailable
in the introductory level template
Unsteady
Steady
Fig. 4. Flow chart for combined 2D axisymmetric
advanced internal flow template
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Conclusions and future work, contd
Lift coefficient
Drag coefficient
Wake velocity profile
Pressure coefficient
Point (x,y,z) in wake
Lift coefficient
Drag coefficient
Wake velocity profile
Pressure coefficient
Point (x,y,z) in wake
Unsteady
Unsteady or steady
Steady
Red color illustrates the options unavailable
in the introductory level template
Fig. 5. Flow chart for combined 2D advanced
external flow template
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EFD Progress Report
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Design of EFD labs
The objectives of this experiment are to
determine the kinematic viscosity of a fluid, the
uncertainty of the measurement, and to compare
the measured result with the manufacturers value.
Experiment 1 Viscosity
While most steps of the EFD process addressed,
the experiment emphasizes UA.
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Design of EFD labs (Experiment 2 Pipe flow)
The objectives of this experiment are to measure
friction factor and velocity distribution in
rough and smooth pipes and compare the results
with benchmark data.
All steps of the EFD process addressed with
special emphasis on the student introduction to
modern data acquisition systems (LabView).
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Design of EFD labs (Exp. 3 flow around an
airfoil)
The goals of the airfoil experiment is to measure
the surface pressure distribution and lift
coefficient for an airfoil at a specified Re and
various angles of attack and compare the results
with benchmark data.
All steps of the EFD Process addressed with
emphasis on hands-on activities (model
installation), calibration of modern equipment
(pressure transducer, load cell), and programming
of computer-based data acquisition systems.
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EFD implementation
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Self-Evaluation (EFD)
Data from students performance and comments from
their EFD reports, College of Engineering EASY
survey
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Self-Evaluation (EFD)

• EFD positive comments
• 1. Students appreciate hands-on EFD and UA
  labs, including
• use of modern facilities and MS that
  they could relate to
• real-life applications
• Potential improvements
• 1. use of smaller lab groups and more
  workstations to enhance direct involvement
• 2. effective use of the lab time
  (eliminating prelabs) to increase time for
  actually performing the experiments
• 3. improvements of EFD lecture and lab
  materials, especially UA better instruction and
  concise instructions for lab reports
• 4. TAs reports grading is to liberal and
  does not break the grades to different categories
  
• 5. improvements of the experiments to
  include more physical processes (e.g., pipe
  transitions and alternative external flow
  geometries), greater depth in certain steps of
  EFD process (e.g., use of LabView), and more
  advanced MS (laser based)

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Conclusions and future work (EFD)

• Project successful in developing, implementing
  and evaluating EFD and UA labs for hands-on
  student learning experience with modern
  facilities, measurement systems, and uncertainty
  analysis, including complementary CFD labs
• Future work (EFD)
• 1. Additional course sections and
• workstations for smaller lab groups
• 2. Use lab time more effectively
• 3. Improved and additional
• experiment

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Plans year 3

• Improvements of educational interface
• Complete, implement, and evaluate proposed
  improvements
• Development of advanced level CFD templates
• Complete plan, implement, and evaluate site
  testing
• Publications
• Initiate plans for ND proposal