The Pilot Design Studio-Classroom
Joseph Cataldo
The Cooper Union for the
Advancement of Science and Art
Studio Method
Used for Many decades in
Architectural and Art Schools
Origins
The concept of the studio-classroom was
originated at Rensselaer Polytechnic Institute
Physics Department
The studio-classroom model offers lectures
plus in-class demonstrations and experiments
Benefits
! Lab and classroom are combined. Add -- video,
computer projections, interactive software -- and
the classroom becomes dynamic, efficient, and
engaging, providing a bridge between abstraction
and application.
! Next level where the dynamic environment makes
the design process central to engineering
education.
Cooper Union Studio-Classroom
•Lectures
•Modules
•Videos
•Demonstrations
•Student Classroom Participation
Studio-Classroom Model
!A series of learning modules was developed
to provide access to the practical, theoretical
and experimental knowledge of fluids,
flows, fields and pertinent analogies.
The modules consist of a series of eleven selfcontained sets of material that include:
! Theory
! Design Examples
! Design homework problems
! Design homework projects
! Historical notes
! Experiments and demonstrations
! References
Theory
!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.
Design Examples
!The design examples, homework, and
projects are important because they show
the students how fluid mechanics is used in
engineering design.
!Homework problems / projects in the
modules stress the application of design.
III. Design Homework Problem
Design the square rod AB shown, σallowable = 20,000 psi, for the cofferdam shown.
The shape and the size of the cofferdam is a 10’ cube and is in 8 feet of
homogeneous mud media, S.G. = 1.5. Also find what the weight of the cofferdam
must be so that it stays in place.
A
B
8’
8’
Design Homework Project
"
11.25
#
2’
Piezometer
Height of Water (ft)
1
7.15
2
7.45
3
7.35
4
7
5
6.5
6
6.25
7
5.75
8
5.25
9
4.75
(a) Why can you use hydrostatics to determine the horizontal force on the gate?
(b) Plot the pressure on the gate.
(c) Determine the horizontal force on the gate.
(d) Plot the hydrostatic pressure on the gate and determine its force on the gate.
(e) Why is the force determined in (d) greater than the force determined in (c)?
7.15’
4.75’
You are asked to check the design for an 11.875’
wide gate, water temperature 57.50F. A series of
nine piezometers are drilled in the gate to determine
the horizontal force on the gate (number 1 and number
9 are shown). The first piezometer starts .5’ from the
bottom of the gate and the rest of the piezometers are
spaced .5’ apart. A table of the height of the water in each
piezometer is given (measured from the piezometer opening).
II. Design Example
An engineer must design the support system to hold the pipe junction shown.
Determine the reactions to design this system. Take the weight of the junction
and the water as 250 lb.
(PA)
5 fps
2 fps
45O
v
v
4 psi
1’
(PA)
WT
6 psi
6”
3 psi
v v
ΣFBODY + ΣFSURFACE = Σ ρvv (v
• a)
Ry
Horizontal Forces
 π  8 
 π  1 
Rx -    (3 × 144 )+    (6 × 144 )cos 45o
 4  12 
 4  2 
2
2

π
8 
 π  1  
o 
1.94 (10 )  (10 )  
  − 1.94 2 cos 45 (2 )   
 4   12  

  4  2  
∴ Rx = 97.5 lb.
2
=
(
)
Vertical Forces
π 1
π 2
(1) (4 × 144 )−     (6 × 144)sin45 o
 4
4 2
2
Ry – 250 -
  π  1  2 

π  2
1.94 (− 5)(− 5) (1)  + 1.94 2 sin 45o (2 )   
4


  4  2  
∴ Ry = 862.6 lb.
(
v
R
10x fps
8”
2
(PA)
)
=
III. Design Homework Problem
Determine the number of bolts necessary to hold the reducing section shown for
a flow of 4 cfs. Each bolt is designed to take a compression or tension force of 45
lb.
Open to the
air
1’
6”
Vacuum
2 psi
Design Homework Project
For the reducer shown, the total reaction must not exceed 4,000 lb. The pump is
places in the system to increase the head. The pump characteristics are given in
the table where h is the increase in head across the pump. Assume the water
temperature is 500F and the weight of the reducer is 1,000 lb. including the water.
Will this pump work in the system?
1’
Pump Characteristics
Head (feet)
100
80
60
40
20
Flow Rate (cfs)
0
18
25
30
34
Open to
the air
Vacuum
2in Hg
Pump
2’
1
R
1
II. Design Example
An engineer must design a cable system consisting of 100’ of 1” diameter
supporting rods. The structure that the cable is supporting is shown in the figure.
Determine the wind force on the system for a maximum wind of 50 mph. Take
the wind at 500F.
Rods
Rods
4’
10’
Drag = ΣC D
ρU 2
A
2
CD = 0.30 Rods (Turbulent) and 1.2 (Rectangle)
U = 1.4667(50) = 73.3 ft sec
ρAir = .002378 slug ν = 1.8 × 10 − 4 ft 2
sec
ft 3
;
Drag Force =
Drag Force = 323 lb.
0.3(.002378)
(73.3)2 
2
(73.3 )
1 
(4 × 10)
 100 ×  + 1.2(.002378)
12 
2

2
III. Design Homework Problem
A cold water station is in the shape of a half sphere. Determine the force on this
0C.
station for a maximum velocity of 40 m sec
and take the temperature at 0
40 m/sec
4m
Design Homework Project
To determine the drag force on a vessel, boundary layer tests were conducted. A
pitot tube was used in the test shown. The results of these tests are given in the
table.
(a) Calculate and plot the boundary layer velocity profile.
(b) Estimate the boundary layer thickness.
y (in.)
h (in.)
.02
.3
.035
.7
.044
.8
.06
1.4
.093
1.8
.11
2.6
.138
2.9
h
v
y
vessel
.178
3.3
.23
3.9
.27
4.0
.322
4.0
VIDEO CLIPS
10 Different Topics
16 Clips - each about 3 min.
VIDEO –FLUID MECHANICS PRINCIPLES
DEMONSTRATED
(22) Characteristics of Laminar and Turbulent Flow
- Concept of viscosity due to shear flow.
(11) Flow Visualization
- Path Lines
- Stream Lines
- Time Lines
(10) Eulerian and Lagrangian Description in Fluid
Mechanics
- Pipe flow showing Eulerian and Lagrangian flow
(1) Pressure Fields and Fluid Acceleration
- Flow through a contracting conduit
(1) (1) Pressure Fields and Fluid Acceleration
- Use of Euler’s equation, showing rotating disc with
manometers
(2) (1) Pressure Fields and Fluid Acceleration
- Flow withdrawn along a pipe
- Stagnation and pitot tubes
- Venturi section showing a pressure drop
(3) (2) Turbulence
- Disorder, Mixing, Vorticity
- Momentum transfer
- Mixing across streamlines
(24) Effects of Fluid Compressibility
-Water waves with flow superimposed showing
Froude and Mach numbers
(22) Characteristics of Laminar and Turbulent flow
-Couette flow
-Poiseulle flow
(31) Vorticity
-Vortex meter near boundary layer showing vorticity
and a rotating tank showing zero rotation
(23) Form, Drag, Lift, and Propulsion
-Flow around a rotating cylinder and other shapes
(5) Fundamentals of Boundary Layer
- Turbulent and laminar boundary layer along a flat
plate
(7III) Fluid Mechanics of Drag
- Boundary layer velocity profile of a channel
(7I) Fluid Mechanics of Drag
-Flow of air past a sphere and bomb
-Sphere and bomb falling in a liquid
(23) Form, Drag, Lift, and Propulsion
-Flow around curved surfaces
-Flow around a disc, sphere
-Flow around a cylinder and a roof
(24) Effects of Fluid Compressibility
- Shock waves on solid bodies
RUNNING
TIME
MIN:SEC
MODULE TOPIC
Basic Principles
2:14
Kinematics
:35
:17
:58
Kinematics
2:09
Conservation of mass
1:26
Conservation of momentum
1:09
1:09
1:02
1:03
1:58
:38
:40
1:27
Equation of Energy, turbulence,
and pipe flow
Equation of Energy, turbulence,
and pipe flow
Dimensional Analysis and
Similitude
Navier Stokes Equations
:53
:56
Potential Flow
3:00
Potential Flow
3:36
Boundary layer theory
2:48
Boundary layer theory
1:59
Boundary layer theory
:48
1:58
Boundary layer theory
:17
2:23
:46
2:56
One-dimensional compressive
flow
DEMONSTRATIONS
•Capillarity
•Barometer
•Bent tubes manometers
•Fluid upthrust
•Hydrostatic Container
•Dye open channel
uniform & nonuniform flow
steady & nonsteady flow
•Pitot Tube
•Jet impact
•Reservoir into series pipes
•Laminar and turbulent flow
•Venturi meter
•Source, sink & doublet
BENCH SCALE EQUIPMENT
•Hydrostatic Bench
•2.5m Flow Channel
•Impact Jet
•Venturi Meter
•Hele Shaw
•Fluid Friction
•Hydrostatic Container
•Reservoir Pipes
STUDENT CLASS PARTICIPATION
•Recite homework 3-4 times a semester
weaker student more
•Solve a problem after demonstration
•Call student to answer questions in
class
!The students see the most important ideas at
least four times
$ lecture
$ video
$ homework
$ demonstration
Evaluation
!Allows the instructor to not lose touch with
her/his students' learning process.
!Allows students to participate in their own
learning process by providing feedback.
!Assessment works as a communication
tool between faculty and students.
Table 2. ASSESSMENT INSTRUMENT ESC 140 FALL 2000
This course has introduced a number of teaching and learning methods for fluid mechanics. We
would like to know your reactions to them. Your feedback is important and will help to improve
the course in the future. Please reply to this email. Your instructor will get compiled, not individual
results. Confidentiality is assured.
1. How effective were the following methods to understand the material covered in class?
Use this scale: not effective (1), effective to a limited extent (2) effective to a moderate extent (3),
effective to a great extent (4), effective to a very great extent (5), not applicable (N/A)
LECTURE
1
2
3
4
5
N/A
MODULE
1
2
3
4
5
N/A
VIDEOCLIPS
1
2
3
4
5
N/A
DEMONSTRATIONS
1
2
3
4
5
N/A
TEXTBOOK
2
3
4
5
N/A
1
2. Now please assess the effectiveness of the methods above for each of the topics covered:
LECTURE
MODULE
VIDEOCLIPS DEMOS
TEXTBOOK
TOPIC
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
Fluid phenomena and
continuum;stress
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
Fluid statics
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1 2 3 4 5 N/A
Kinematics of flow
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1 2 3 4 5 N/A
Basic laws;
mass;momentum;energy;t
hermodynamics laws
Dimensional analysis and 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A 1 2 3 4 5 N/A
similitude
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
Incompressible viscous
flow through pipes
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
Potential flow
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1 2 3 4 5 N/A
Boundary-layer theory
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1 2 3 4 5 N/A
Navier-Stokes
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1
2
3
4
5
N/A
1 2 3 4 5 N/A
One-dimensional
compressible flow
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
Tests
3. How effective were the following parts of the module to understand the material covered in
class?
from not effective (1), effective to a limited extent (2) effective to a moderate extent (3), effective to
a great extent (4), effective to a very great extent (5), not applicable (N/A)
THEORY
1
ILLUSTRATION
1
DESIGN HOMEWORK
DESIGN PROJECT 1
HISTORY
1
2
2
1 2
2
2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
N/A
N/A
N/A
N/A
N/A
4. Do you feel competent in the following areas covered in the course? Please rate according to the
following scale: not at all (1), to a limited extent (2) to a moderate extent (3) to a great extent (4),
to a very great extent (5)
Fluid phenomena and
continuum;stress
Fluid statics
Kinematics of flow
Basic laws;
mass;momentum;energy;th
ermodynamics laws
Dimensional analysis and
similitude
Incompressible viscous
flow through pipes
Potential flow
Boundary-layer theory
Navier-Stokes
One-dimensional
compressible flow
Tests
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
1 2 3 4 5 N/A
5. Lets focus now on the videoclips. Please explain how they helped you to understand the
material and
to learn fluid mechanics. Be as detailed and specific as you can.
6. Which of the videoclips was (were) more useful? Which was (were) least useful? Why?
7. Are you generally satisfied with your knowledge of fluid mechanics after taking this course?
Please explain.
8. In addition to learning fluid mechanics, have you developed any other skill or ability during this
course?
9.
What would you do to improve this course? Please feel free to make any suggestions
Effectiveness of teaching methods
LECTURE
MODULE
VIDEOCLIPS
DEMONSTRATIONS
TEXTBOOK
NEGATIVE
12.5
25
12.5
6.25
37.5
POSITIVE
87.5
75
87.5
93.75
62.5
ENTHUSIASTIC
75
37.5
37.5
68.75
25
Effectiveness of module parts
THEORY
ILLUSTRATIONS
DESIGN HOMEWORK
DESIGN PROJECT
HISTORY
NEGATIVE
31.25
18.75
18.75
18.75
62.5
POSITIVE
68.75
81.25
81.25
81.25
25
ENTHUSIASTIC
25
43.75
43.75
43.25
6.25
Student self-perception of competence
BELOW
COMPETENT COMPETENT
VERY
COMPETENT
Fluid phenomena and continuum stress
18.75
81.25
43.25
Fluid statics
6.25
93.75
62.5
Kinematics of flow
0
100
68.75
Basic laws; mass;momentum;
energy;thermodynamics laws
6.25
93.75
62.5
Dimensional analysis and similitude
0
100
56.25
Incompressible viscous flow through pipes 6.25
93.75
56.25
Potential flow
18.75
82.25
37.5
Boundary-layer theory
6.25
93.75
37.5
Navier-Stokes
43.75
56.25
18.75
One-dimensional compressible flow
0
87.75
37.5
Tests
0
93.75
62.5
88.75
49.42
AVERAGES 9.6
Conclusions
! The object of this studio classroom was to present fluid mechanics by lecture,
demonstrations, videos, design homework and projects, and student
participation.
! Almost the whole class felt that the videoclips and demonstrations were
effective (over 90%) with approximately an equal amount (87.5%) scoring the
lectures positive.
! The students felt confident in almost all the fluid mechanics topics (average of
approximately 90%).
! The students gave the module a positive response (75%).
! From the responses in the questionnaire, the studio-classroom was a success.
! From a professor's viewpoint, the new methods made me think more about
teaching. Time is spent more efficiently.
Equation of Energy, Turbulence
and Pipe Flow