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Challenges in Teaching Ideal Flows to ME Students Concurrently with Senior Design

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanics Division Technical Session 5

Tagged Division

Mechanics

Page Count

20

DOI

10.18260/1-2--32500

Permanent URL

https://peer.asee.org/32500

Download Count

141

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Paper Authors

biography

Amitabha Ghosh Rochester Institute of Technology

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Dr. Amitabha Ghosh is a licensed Professional Engineer with a Ph.D. in general engineering composite (Major: Aerospace Engineering) from Mississippi State University. He obtained his B.Tech. and M.Tech. degrees in Aeronautical Engineering from Indian Institute of Technology, Kanpur. He is a professor of Mechanical Engineering at Rochester Institute of Technology. His primary teaching responsibilities are in the areas of fluid mechanics and aerodynamics. He is also a significant contributor in teaching of the solid mechanics courses. For the past twelve years, he has been involved heavily in educational research at RIT and has also served as the coordinator of the Engineering Sciences Core Curriculum (ESCC) in Mechanical Engineering. He is also a member of the graduate advisory committee in Mechanical Engineering.

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Abstract

Students in mechanical engineering need to learn important analytical and mathematical concepts of computational fluid dynamics (CFD) if they wish to choose a career in fluid mechanics. However, these tools are challenging to learn and are not always interesting to most students attending group activities in a multidisciplinary senior design class. This paper presents implementation details of motivational strategies presented in three earlier papers together with a suggested approach to deliver them. The student performance data is from a well-acclaimed, ABET accredited, career oriented mechanical engineering curriculum. The paper clearly demonstrates both horizontal and vertical integration of engineering mechanics concepts in the curriculum beginning with freshman level and ending with the upper level elective classes. Mathematics is delivered in a meaningful way enhancing reinforcement and understanding. In addition, assessment adjustments are made to encourage increased mathematical rigor and practice of logical arguments. Overall the approach improves retention and recall of mathematical and physical concepts appropriate for analysis. Discussion of specific examples and performance data are presented from course topics of ideal flows in a class of advanced fluid mechanics. The paper lists relevant focal concepts and how conceptual links are further enhanced using follow-on applications.

Ghosh, A. (2019, June), Challenges in Teaching Ideal Flows to ME Students Concurrently with Senior Design Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32500

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