Asee peer logo

Design Of A Wind Tunnel Facility For Hands On Use By Beginning Engineering Students

Download Paper |

Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Page Count

10

Page Numbers

7.372.1 - 7.372.10

DOI

10.18260/1-2--10533

Permanent URL

https://peer.asee.org/10533

Download Count

126

Request a correction

Paper Authors

author page

Ralph Budwig

author page

Beyerlein Steve

author page

Matthew Cunnington

author page

Levi Westra

author page

Donald Elger

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session 1526

Design of a Wind Tunnel Facility for Hands-on Use by Beginning Engineering Students

J. Matthew Cunnington, Levi J. Westra, Steven W. Beyerlein, Ralph S. Budwig, Donald F. Elger

University of Idaho Mechanical Engineering Moscow, ID 83844-0902

Abstract

The best way to learn engineering is by doing engineering. To foster appropriate types of experiential learning, we have created a unique project called a Design for Lifetime Learning (DL2) project. This paper addresses one element of this overall effort—the design and construction of a wind tunnel facility to support hands-on learning by beginning engineering students. The wind tunnel facility was designed so each student can operate the tunnel with less than ten minutes of training. The wind tunnel, powered by a 37 kW motor, can generate air velocities of 70 m/s in the 45-cm square test-section. A state-of-the-art electronic force balance provides lift, drag, and pitching moment data. The control and instrumentation systems are designed to promote ease of use. Assessment data from students participating in a pre-college summer camp indicated that the wind tunnel was easy to use and that the wind tunnel enhanced the students’ educational experience.

Introduction

Training leads to desired behaviors. When a professor teaches so a student can get the correct answer on an engineering problem, this is training. Meaningful learning leads to a change in the meaning of experience, which is a fundamental shift in the point-of-view of the learner 5. To promote meaningful learning, we have created a unique project called a Design for Lifetime Learning (DL 2) project 2. One element of this overall effort is the design and construction of a wind tunnel facility. In this context, meaningful learning involves typical skills such as engineering documentation in a lab notebook, use of math and scientific concepts, and creation of an appropriate procedure for acquiring data. Also, the learning is structured to foster teamwork, to help students realize the value of good experimental practice and to help students learn the distinctive features of good engineering practice. The key purpose of the wind tunnel and each associated project is to create an environment in which meaningful learning can occur.

Integrating wind tunnel experiments into engineering science or laboratory courses has been done for many years. Experiments can reinforce concepts taught in the classroom and provide experiences for future learning 3. To reinforce concepts taught in a first engineering science course, Foss developed a wind tunnel facility in which the students performed experiments

Main Menu

Budwig, R., & Steve, B., & Cunnington, M., & Westra, L., & Elger, D. (2002, June), Design Of A Wind Tunnel Facility For Hands On Use By Beginning Engineering Students Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10533

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015