Synopsis
Historically only Analytical Fluid Dynamics (AFD) and Experimental Fluid Dynamics (EFD) have been taught at the undergraduate level but inclusion of Computational Fluid Dynamics (CFD), which is commonly used to refer to analysis of fluids, and Finite Element Methods (FEM), which is commonly used to refer to analysis of solid materials, are now possible and desirable with the advancing improvements of computer resources. CFD and FEM have now major components of professional life in engineering practice. In the areas of analysis and design, simulation based design is commonly used instead of the traditional “build and test”, as it is much more cost effective than EFD and a substantial database is provided for diagnosing the adjacent flow field. Simulations can readily be done of physical phenomena that are difficult to measure, for example, full scale situations, environmental effects and hazards. With the introduction of CFD and FEM into an engineering curriculum, it is possible to educate the young engineer as to the pros and cons of using the three areas, AFD, EFD, CFD and FEM, and to be in a position to know which area to use according to the problem or project confronting them. Importantly, the engineer should learn not be prejudiced against using any of the three areas. So there is an increasing need to integrate computer-assisted learning and simulation, in the guise of CFD and FEM, into undergraduate engineering courses, both as a learning tool and as initial professional training. One of the efficient teaching tools is projects. They introduce the students to engineering problem solving skills and increase the students' interest in the subject of the course. Project-based learning (PBL) is an instructional model based on having students confront real-world issues and problems that they find meaningful, determine how to address them, and then act in a collaborative fashion to create problem solutions. In order to improve the engineering education, a pedagogical method that involves PBL, using CFD and FEM, should applied. The PBL works well for engineering education, since it prepares students for their later professional training. This book is the result of incorporation of CFD and FEM in engineering education. Its chapters are based on a number of final year engineering students projects of a former or current students, successfully completed under the supervision of the author. The author would like to thank the students for providing the projects that were presented in this book. Thanks to all students for their hard work. The book is intended to be a professional development resource book in PBL to teach undergraduate engineering students the CFD and FEM packages in a technical elective senior level course. The book is also intended to serve as a reference resource for the final year engineering students, new graduate students, and faculty. CONTENTS OF VOLUME 1 Chapter 1: Introduction. Chapter 2: Three-Dimensional Computational Fluid Dynamics Model for Analysis and Design of PEM Fuel Cells. Chapter 3: CFD Analysis of the Clamping Pressure Distribution in Running PEM Fuel Cell. Chapter 4: CFD Study of Power Transistor Heat Sinks Using Different Patterns of Micro Pin Fins for Heat Transfer Enhancement. Chapter 5: Natural Vibration Analysis and Mode Shapes of a PEM Fuel Cell Stack. Chapter 6: CFD Study of a Power Transistor Heat Sink for Better Cooling. Chapter 7: CFD Modeling of Dust Transport and Dispersion through an Office.
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