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Teaching Experimental Design in a Fluid Mechanics Course

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Mechanical Engineering Division Technical Session 11

Tagged Division

Mechanical Engineering

Page Count

14

DOI

10.18260/1-2--31050

Permanent URL

https://peer.asee.org/31050

Download Count

204

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Paper Authors

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Seth Norberg U.S. Military Academy

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LTC Norberg is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy at West Point. He holds advanced degrees in Mechanical Engineering from the University of Michigan and The Ohio State University.

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Tim Ashcraft Department of Civil and Mechanical Engineering, United States Military Academy

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Matthew Miller United States Military Academy

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Michael J Benson U.S. Military Academy

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Michael Benson is a Colonel in the United States Army, and is currently an Associate Professor at the United States Military Academy at West Point, New York. He has his Bachelor of Science from the United States Military Academy (1994), and his Master of Science (2003), Degree of Engineer (2003), and Ph.D. (2011) from Stanford University all in Mechanical Engineering. He has authored/co-authored papers in Fluid Mechanics, Thermodynamics, and Heat Transfer, along with Engineering Education.

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Abstract

In this paper we discuss the development and implementation of a new Design of Experiment (DoE) experience in the junior-level Thermal-Fluid Systems course. The goal of the DoE is to teach students about dynamic similarity, uncertainty quantification, and technical communications through a hands-on experience with direct connections to real-world applications. In the newly-designed DoE, students must determine whether they can accurately predict pressure drop in real-world pipe systems---including an oil pipeline, a ventilation duct, a natural gas line, and a water supply line---using the equipment we provide. Although the equipment is prescribed, the procedure is not, which has the benefit of minimizing material requirements while allowing students the freedom to pursue a unique approach. The experience is divided into stages with a mixture of individual and group efforts. Students begin by deriving the relevant equations and crafting an experimental procedure as an individual. They then come together in groups of three or four to conduct the experiment and analyze the data, which includes uncertainty quantification. An instructor provides feedback on the data analysis portion before students communicate their results in a short lab report with extensive appendices. Throughout the experience students are required to communicate the limitations of their experiment by quantifying uncertainty and questioning the validity of their assumptions. Overall, the DoE is an exercise in critical thinking, data gathering, analysis, and interpretation of results. We present details of the DoE assignment, assessment of student learning, cadet feedback from course evaluations, and recommendations for instructors seeking to implement similar projects in their courses.

Norberg, S., & Ashcraft, T., & Miller, M., & Benson, M. J. (2018, June), Teaching Experimental Design in a Fluid Mechanics Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31050

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