University of Toledo
Department of Civil Engineering
CIVE 1170 Fluid Mechanics for Civil Engineers
3 Credits, Spring 2006
Professor:
Dr. Defne Apul, NI3030, Defne.Apul@utoledo.edu, (419) 530 8132
Lecture:
T, Th 11:00 a.m.-12:15 p.m. (PL 3110)
Office Hours: T, Th 1:00-2:00 p.m. Also by appointment. Use email for short questions.
TA:
Vivek Jain (jain_vivek1157@yahoo.com) and Faisal Fahd
(faisalcivil@yahoo.com)
Text:
Finnemore, E. John and Joseph B. Franzini., 2002, Fluid Mechanics with
Engineering Applications, 10th Edition, McGraw-Hill, New York,
ISBN: 0-07-243202-0
Resources:
The internet, Google, Google-Scholar, libraries, online scientific articles,
any textbook on fluid mechanics including the following:
Crowe, C.T., Elger, D.F., and Roberson, J.A,Engineering Fluid
Mechanics, 7th Edition;
Munson, B.R., Young, D.F. and Okiishi, T.H. (2002), Fundamentals of
Fluid Mechanics, (4th edition), John Wiley and Sons.
Cengel, Y.A. and Cimbala, J.M. (2004) Fluid Mechanics: Fundamentals
and Applications, 1st Edition, McGraw-Hill Science
Prerequisites: PHYS 2130 (Physics for Science and Engineering Majors I)
MATH 1890 or MATH 2890 (Linear Algebra)
Web address: Go to http://www.dl.utoledo.edu
Click Course(s) Login link
Your WebCT ID is your standard UTAD ID, which is the first letter of
your first name followed by the next six of your last name
The password is your birth date M/D/YYYY (e.g. 8/24/1966, 11/23/1965)
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‘Technical’ Course Objectives: Develop basic engineering skills related to various
aspects of fluid mechanics including fluid properties, fluid statics, continuity, momentum
and energy principles, dimensional analysis and similitude, and pipe and channel flow.
‘Real’ Course Objectives’: I want you to build on your analytical skills meaning you
learn how to analyze a problem not memorize how to solve it. I want to meet the ABET
objectives specified for this course. I also want you to be able to correctly solve at least
60 % of the fluids questions in the FE exam a few years down the road. Finally, I want
you to self motivate yourselves and take charge and enjoy the journey which may be the
only way for long-term (years and years!) retention of knowledge and skills.
RESPONSIBILITIES
Some of the recent advances in college teaching literature clearly acknowledge
that there is no teaching if there is no learning. Therefore, the roles of the instructors are
changing from being ‘teachers’ to being ‘facilitators’. In this class, I will follow this line
of thought and my job as the instructor will be to facilitate learning. While I will be
instructing and giving lectures, it will be your responsibility to use all the available tools
and opportunities to learn in a way that you retain the information and skills for years to
come.
You are responsible for attending and participating in class, being inquisitive
about the topic and sharing with other students your understanding of the topic to
facilitate their learning. In this class you are required to think, inquire, process and share
the information, which is the only way to learn. You will have an opportunity to observe
and evaluate your learning through classroom assessment techniques such as the oneminute paper, in-class examples, and group discussions. Time permitting; we might also
use other active learning techniques such as learning by discovery, student presentations,
and learning by writing.
You should remain academically honest on in-class work, exams, and
assignments. Academic honesty and dishonesty is a broad topic, but we might
summarize the rules here by saying “Don’t take credit for any work that is not your own.”
Among other things, this refers to cheating on exams, copying (plagiarizing) material
without stating where it came from, or not participating in group work (and yet taking
credit for it).
If you have any concerns or issues about these expectations you have to come see
me the first week of the class. Otherwise, I will assume that you accept this
responsibility.
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PURPOSEFUL LEARNING
In your progress through this course, there are certain things I will want you to
"know" or “be able to do” by the end of the semester. I will post or hand out lists of these
‘objectives” throughout the semester. Tests will cover only those objectives listed, and
no problems or questions will be given on examinations which are not implied by one of
those lists. The things that aren't on the objectives lists are not unimportant; they just
aren't as important as the things that are listed, in my opinion. You'll learn some of the
things that aren't listed anyhow, and that's a bonus. I want you to concentrate your study
time on the listed objectives, however, so that you'll be learning on purpose those
concepts and skills which I consider fundamental in the course. The lists of objectives
for a particular portion of the course are not set in stone, and I will consider input from
the class on modifications to the topical objectives. For example, if there is particular
interest in a given topic, it may be possible to spend a greater effort in studying that area,
with a concomitant revised set of objectives. I will accept written or oral suggestions for
objectives from students at any time during the semester.
I also encourage you to provide feedback on the class. Remember that you or
someone else is paying for your education and you are spending countless hours – let’s
make it worthwhile through a collective effort.
ABET
You should be aware that there is a national board (the Accreditation Board for
Engineering and Technology (ABET)) that accredits engineering programs. The
University of Toledo Civil Engineering degree program is ABET-accredited. It is
important to you that the engineering program from which you graduate is ABETaccredited because that is one of the requirements in the process of obtaining a
Professional Engineering (PE) license. ABET wants to be sure that graduates of its
accredited programs meet 11 educational objectives. Six of these objectives are
incorporated into sections of CIVE1170. These objectives are:





(a) an ability to apply knowledge of mathematics, science, and engineering
to (e) identify, formulate, and solve engineering problems,
(g) an ability to communicate effectively,
(h) an understanding of the impact of engineering solutions in a global and
societal context,
(i) a recognition of the need for, and an ability to engage in life-long
learning,
(j) a knowledge of contemporary issues.
At the end of the semester, you will be asked to complete a survey evaluating the
extent to which these objectives were covered in CIVE1170.
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POLICIES AND PROCEDURES
 If you miss a test without either a certified medical excuse or prior instructor
approval, you will get zero for that exam.
 Late assignments will not be accepted.
 You are encouraged to work together on homework so you can discuss the problems
and learn more than you would if you worked on your own. While working with
others, don’t forget about academic dishonesty. The idea is to learn together not copy
from someone or let someone else do the thinking for you. If you copy your
homework, you’ll get zero for it.
 If you are not academically honest on the project or exams, you’ll fail the class.
 Grading
Highest score - 15 %
Second highest score – 15 %
Third highest score – 15 %
Lowest score – 5 %
25 %
15 %
8%
2%
100 %
Four exams (three midterm
and one final)
Homework
Research Project(s)
Class participation
Five minutes of fame
Total
Final grade will be assigned based on your weighted grade for the entire class.
Weighted grade
90 and above
87-89
84-86
80-83
77-79
74-76
70-73
67-69
64-66
60-63
<60
Course grade
A
AB+
B
BC+
C
CD+
D
F
Class participation will be graded both by me and by your peers. Pay attention to who is
in class and who is enhancing our learning environment by their participation. The more
you speak up and participate in activities, the greater will be your participation grade.
You can stop me when I lose you – this will also be considered participation.
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FIVE MINUTES OF FAME
In every class, we will have one or two students enjoy their five minutes (each) of fame
explaining to the class a concept/news/application/theory/personal experience related to
the topic of the week or earlier weeks. Use your imagination and resources. Your five
minutes can be on anything as long as you relate it to fluid mechanics somehow. We will
use these opportunities to break the routine of the class and to learn from each other. In
addition, this exercise will improve your public speaking skills. You will be graded out
of 2 for this activity. To get a full 2, you should clearly explain your topic, why you
picked it, and how it relates to fluids. In addition, the audience should be able to tell that
you have researched your topic at least a few hours prior to your five minutes of fame.
PowerPoint presentations are not necessary. You can go up to 10 minutes if you need to.
Other possible grades for this activity if you don’t get a 2 are 1.5, 1, 0.5, and 0.
GROUP RESEARCH PROJECTS
You can either pick a topic that is near and dear to you or you can pick one of the
following topics. There will be no more than three groups working on the same project
topic.
- Drag and lift (automobiles, golf, football, airplanes)
- Hydrostatics (Dams)
- Modeling (water distribution systems - EPANET2)
- Modeling (Computational fluid dynamics – FLUENT)
- Open channel flow experiment
Depending on which topic you pick, you may do modeling, lab experiments, teaching in
class, and/or research. We will collectively agree on the specific requirements for each
project topic once project groups are determined. Research project is your opportunity to
go more in depth on a topic and set of skills that interest you.
TOPICS (IN THE ORDER I PLANT TO ‘UN-COVER’)
I don’t believe in covering more material in the expense of going too fast (although I may
be tempted to go in this direction!). My overall goal in this class is to help you ‘un-cover’
the material. If as a class we feel we need to spend more time on some topics we should
do that even if it means we can’t cover all the topics. You should do your best to give me
feedback throughout the course so I know where you stand with respect to the style of the
course, the pace, and the topics we are collectively un-covering.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Fluid properties
Fluid statics
Fluid flow concepts, continuity
Energy considerations, Bernoulli
Cavitation
Energy and hydraulic gradelines
Momentum
Similitude and dimensional analysis
Frictional drag
Frictional losses in closed conduits
Minor losses, Hazen Williams equation
Laminar versus turbulent flow – velocity profile
Hydraulic machinery
Open channel flow
Fluid measurements
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ASSIGNMENT 1 – DUE Thursday January 12 2005
Go to WEBCT class website. Click on Study Aids. Download or print the Fluid
Mechanics section of the Reference Handbook for the EIT exam. Browse through to see
what you will learn in this class. You will need this reference for this class and for the
EIT exam when you take it. All exams will be open book and open FE sheet.
You don’t need to turn in anything for Assignment 1.
ASSIGNMENT 2 – DUE Tuesday January 17 2005
This assignment does not need to be turned in class. Instead, you will post your answers
online on the Discussion Forum to get credit for it.
Part A
- Go to WEBCT class website, click on Internet Sites on Fluids. Pick your favorite
link and write a couple paragraphs about what you learned RELATED TO THIS
CLASS – FLUID MECHANICS. Did you think the link was related to fluid
mechanics? Once you have written your paragraphs, post them on the discussion
board. Don’t forget to include the http address so your friends can find it easily if
your writeup interests them. You will get full credit worth 10 HW points for
posting your paragraphs online.
- You can not copy from the web page! If you wish, you can do additional online
research on the same topic so you can learn a little more and don’t feel like the
only way to write a couple paragraphs is to copy what is already there.
- If the links I posted on the Class website are not interesting to you, you are
welcome to find another link of your own and use that for this assignment.
- Come to class prepared to reflect on the link you picked.
Part B
Go to WEBCT class website. Click on ‘Study Aids’ and then ‘Videos’. Watch one of the
videos and reflect on what you saw on the Discussion Board. Once again, you will get
full 10 HW points credits for your online reflection.
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