Fluid Mechanics Studio

A fluid mechanics studio classroom has been developed and is presently in use at The Cooper Union. Key (fluid mechanics) principles are demonstrated using design project assignments, demonstrations/experiments, videos and lectures. A series of eleven (11) modules has been developed.

The modules consist of self-contained sets of material that includes:

• Theory
• Design examples
• Design homework problems
• Design homework projects
• Historical notes
• Experiments and demonstrations
• References

The theory consists of a brief overview of topics that generally make up one chapter in a fluid mechanics text. It is given as a guide to students, not to replace a standard fluid mechanics textbook.

A set of short videotapes (approximately three (3) minutes each) keyed to the professor’s lectures allows for basic concepts to be presented by moving from the lecture mode to a video mode. There were an average of one and a half demonstrations for each of the 11 basic topics outlined in the fluid mechanics modules.

A series of bench scale experiment/demonstrations were also keyed to the modules. Experimental demonstrations will be effective at important points in the course and then are reinforced through assignment questions directly related to basic principles presented in the lecture. Thus the students see the most important ideas at least four times (lecture, video, homework, demonstration). As an example of the presentation of important principles using different media, the principle of pressure and velocity heads were presented first n the classroom, by lecturing on pipe flow from a reservoir into a series piping system. A video demonstrating the increase in the velocity head at the expense of pressure head through a Venturi meter (Equation of energy, turbulence, and pipe flow) was shown in class. A reservoir flowing into a series piping system was assigned to the students as a homework problem. The dimensions of the reservoir and pipes given in the assignment were the same dimensions as a bench scale model previously constructed. The class finally observed a demonstration of flow in the reservoir series pipe model showing the drop in the pressure head, as observed by the rapid decrease in head in the vertical manometers placed in the center of each pipe section. By changing the diameter of the pipe exiting into air, laminar and turbulent flow was also demonstrated by the use of dye streaks. By the use of this bench scale model a number of fluid mechanics principles (pressure headdrop, turbulent flow, and static head) were clearly demonstrated in a short period of time (less than 10 minutes).

In order to assess the new learning methodology used in the studio classroom, we developed a questionnaire with nine questions. The questionnaire contains questions on each teaching methodology; it also asks students to rate their own individual competence for a number of topics covered in the course, as well as their general satisfaction with their knowledge of fluid mechanics after taking the course.

Besides presenting the concepts of the studio-classroom, a demonstration of a module topic will be presented in the workshop. Before the demonstration each participant will be given a module.

These presentations will consist of:

• Lecture
• Video
• Experimental/demonstration
• Evaluation

The class will then be asked to discuss their evaluations.