Transformative Engineering Education with Simulation and Visualization

1. Simulation and Visualization Enhanced Engineering Education Sushil K. Chaturvedi Professor, Mechanical Engineering, Old Dominion University This work is supported by the Division of Engineering Education Department, National Science Foundation, grant awards EEC - 0530365 and EEC - 0343136

2. Objectives • Develop web-based modules for student learning, using computer-based simulation and visualization. • Assess effectiveness of web-modules for student learning. • Dissemination of web-modules. • Develop collaborations and partnerships with regional, national and international institutions.

3. Engineering Education – Poised for a Change • Students are technology savvy – In future, learning will be increasingly in visual domain . • Changing student demographics – Part-time students demand for education in anytime / anywhere mode. • Industry increasingly seeks graduates who are adept at designing, analyzing, manufacturing on the Internet.

4. Engineering Education – Poised for a Change(continued) • Hands on experience in virtual domain versus physical domain. Physical hardware is expensive. Computer simulation of physical phenomenon is often more cost effective. • Distance learning networks – Engineering education for remote users. • Engineering education on a transnational scale - Cooperation among institutions on a global scale

5. Modes of Engineering Education Conventional Learning Technology Enhanced Learning Distance Learning TCL Teacher – Centric Learning TEL Technology – Enhanced Learning TESL Technology Enabled Self Learning (Student-Centric Learning) Conventional , Classroom Mixed Mode of TCL & SCL, Classroom and the Internet Distributed Learning on the Internet

6. Who is Involved In the NSF Project ?

7. Research Methodology • Web-based modules for classroom and laboratory instructions are being developed using the pedagogy of “Learning by Doing in the Virtual Environments” • Use Simulation and Visualization software tools to create a dynamic learning environment to enhance student learning of basic engineering principles and applications.

8. Research Methodology (continued) • Incorporate in the web-based modules five characteristics namely Interactivity, Interconnectivity, Practicality, Hierarchy, and Viscompana (Visualize, Compute, Analyze) • Development of tools to assess learning objectives and outcomes for modules developed and implemented.

9. Modular Characteristics

10. Modular Characteristics (continued) In order to maximize the impact of simulation and visualization, a module should include an optimal mix of following five characteristics that have been identified for the curricular transformation. These modular characteristics are • Interactivity It refers to students ability to interact with a web-based module. Figure shows a web-based supersonic nozzle visualization module designed to teach students about one-dimensional compressible flows.

11. Modular Characteristics (continued) Figure shows visualization of flow property variations by the clicking action of the mouse that acts like a measuring probe.

12. Modular Characteristics (continued) • Practicality This characteristic relates to a module’s emphasis on engineering context (real world aspects) of engineering principles and governing equations underlying the module. Figure shows a web-based supersonic nozzle visualization module designed to teach students about one-dimensional compressible flows. The supersonic nozzle visualization module helps students relate an observed phenomenon to operating parameters that govern it.

13. Modular Characteristics (continued) STUDENTS’ INPUT -Fuel -Oxidizer -Equivalence ratio -Enthalpy of formation -Variable specific heat data COMBUSTION PROCESS (calculations, Adiabatic flame temperature) MIXTURE PROPERTIES (calculations, specific heat ratio (K) and molecular mass(m)) STUDENT GENERATED DATA (T0, m, k) STUDENT INPUT Stagnation Pressure STUDENT INPUT Ambient Pressure GAS DYNAMICS SUB-MODULE (virtual supersonic nozzle) EXIT SECTION: FLOW PROPERTIES (P, T, velocity (V), mach number (M)) THRUST • Interconnectivity It describes a module’s capability of building on students knowledge and experience in preceding courses or subject materials and projecting that to future learning. Figure illustrates interconnectivity between the topical areas of mixtures, combustion and one-dimensional gas dynamics.

14. Modular Characteristics (continued) LEVEL 3: Hierarchy for introduction to air angles, velocity diagrams, and blade geometry LEVEL 2: Hierarchy for introducing concepts related to multi-staging, stage efficiency, and overall efficiency Nozzle Combustion Compr- essor Turbine Combustion LEVEL 1: Hierarchy incorporating energy analysis, cycle efficiency • Hierarchy • This refers to a module’s capability of guiding students from elementary considerations to more advanced learning through sub-modules that are embedded into one-another, with succeeding sub-modules providing a higher level of learning compared to the preceding one. Figure shows the hierarchy characteristics of the web-based jet propulsion module that will facilitate exploration by students of topics and aspects that are normally not covered in conventional classroom setting.

15. Modules for Demonstration • Steam Power Cycle – Junior / Senior – Lecture Courses http://www.mem.odu.edu/steampower • Jet Impact Force – Junior – Virtual Experiment for a Laboratory Course http://www.mem.odu.edu/jetforce

16. Conclusions From student feedback and assessment of student performance, we conclude that web-modules : • are excellent tools for supplementation of class-room instruction – modules provide detailed information and means to explore further • Can facilitate learning in anytime / anywhere mode – promote self-learning • Can also be excellent remedial tools • Student performance as measured by test scores has shown improvement

17. Thank You !