Course Assessment Report
Instructor:
Fred Stern
Course number:
57:020
Semester/year:
Fall/2013
Please attach the course syllabus and Course Outcomes Worksheet (COW).
Course Learning Goals
Related ABET Outcome(s)
Assessment
include contribution level
Techniques
(moderate= 1 substantial = 2)
Used for this
02 03 04 05 06 07 08 09 10 12 13 14 15 Avg Std
Goal
A B C D E F G H I J K
Quantitative Data on Student Performance (On a scale of 1-10)
(The number of student enrollment is shown under each year)
(N/A) (N/A) (57)
1. Students in general will enjoy their learning experience in this
course.
(86)
(83) (109) (95) (108) (94) (124) (170)
()
()
7.9 8.2 N/A N/A N/A 8.2 7.5 7.0 6.7 6.0 5.9
7.2 0.9
Post-Survey
6.7 6.5 N/A N/A N/A 8.8 7.8 7.1 7.4 6.6 6.6
7.2 0.8
Post-Survey
2 2
2
2
3. “Hands-on” laboratory experience will use EFD, CFD, and
UA, as engineering tools in a meaningful learning experience. N/A 6.4 N/A N/A N/A 8.5 8.0 7.5 7.8 7.4 7.1
7.5 0.7
Post-Survey
2
2
2
4. “Hands-on” laboratory experience will mirror as much as
possible “real-life” engineering practice.
N/A N/A N/A N/A N/A 8.8 7.2 6.9 7.1 6.6 6.6
7.2 0.8
Post-Survey
2
2
7.7 7.3 N/A N/A N/A 9.0 7.4 7.3 7.1 6.5 6.5
7.4 0.8
Post-Survey
2
2
6. Students’ evaluation through homework, tests, and pre-lab and
laboratory reports will be fair, accurate, proper, feasible, and
8.0 8.2 N/A N/A N/A 8.8 7.7 7.9 7.6 7.2 6.8
useful.
7.8 0.6
Post-Survey
N/A
7. Evaluations in this course will allow students to show what
7.9 8.0 N/A N/A N/A 8.4 7.8 7.5 7.6 6.8 6.9
they know and can do, as related to expected course outcomes.
7.6 0.5
Post-Survey
N/A
8. The Web site will be useful for learning in this course,
including posting class information, news, schedule, lecture
notes, EFD/CFD lab materials, homework and test solutions,
grades, image gallery, and links.
8.3 0.8
Post-Survey
2. Experimental fluid dynamics (EFD), computational fluid
dynamics (CFD), and uncertainty analysis (UA) classroom
and pre-lab lectures will effectively prepare students for
“hand-on” laboratory experience.
5. The lab content and skill development will effectively match
students’ learning needs, including prior knowledge and skill,
student objectives for self-development as engineers, and
student dispositions and learning styles.
9.2 8.7 N/A N/A N/A 8.5 8.8 8.5 8.3 6.9 7.2
Contribution to the ABET Criteria:
N/A
1
2
2
1
8 2 0 0 8 0 0 0 1 1 8
Problem Solving
Page 1
Goals
02 03 04 05 06 07 08 09 10 12 13 14 15 Avg Std
Assessment
A B C D E F G H I J K
Techniques
1. Students will be able to apply the definitions of a fluid and
8.8 8.7 8.7 8.9 8.7 8.7 8.7 8.4 8.2 8.1 8.2
shear stress for solving engineering problems, including use of N/A 8.9 9.6 9.2 9.7 9.6 9.6 9.8 9.6 9.1 9.7
definitions, tables, and graphs of fluid properties such as
density, specific weight and gravity, viscosity, surface tension,
N/A N/A N/A N/A N/A 8.9 7.8 8.1 7.7 7.6 7.7
compressibility, and vapor pressure.
8.6 0.3
Post-survey
9.5 0.3
Homework
8.0 0.5
Quiz
2. Students will be able to apply the definition of pressure and
8.6 8.6 8.7 8.6 8.2 8.4 8.4 8.0 8.1 7.9 7.8
principles and methods used to solve engineering problems for N/A 9.0 9.5 9.0 9.4 9.3 9.6 9.1 9.4 8.8 9.0
static fluids.
8.3 0.3
Post-survey
9.2 0.3
Homework
N/A N/A N/A N/A N/A 8.4 8.3 6.3 8.1 6.0 7.1
7.4 1.1
Quiz
3. Students will be able to apply the principles and methods used 8.7 8.5 8.3 8.7 8.3 8.5 8.5 8.2 8.3 7.8 8.0
to solve engineering problems with fluids in motion, including N/A 8.9 9.7 9.1 9.2 9.4 9.7 9.7 9.7 9.1 9.3
definitions and calculation of velocity, volume flow rate,
acceleration, and vorticity; and pressure variation for rigid
N/A N/A N/A N/A N/A 8.5 8.0 7.4 7.0 7.6 6.2
body translation and rotation and Bernoulli equation.
8.3 0.3
Post-survey
9.4 0.3
Homework
7.5 0.8
Quiz
N/A 8.8 7.5 7.7 8.4 8.5 8.4 7.8 8.5 8.3 7.9
8.2 0.4
EXAM1
8.6 8.4 8.2 8.2 8.2 8.5 8.3 8.3 7.9 7.5 8.1
8.2 0.3
Post-survey
N/A 8.1 9.5 9.0 9.1 9.1 9.7 9.5 9.7 9.2 8.9
9.2 0.5
Homework
N/A N/A N/A N/A N/A 8.5 7.5 8.2 7.1 7.4 8.4
7.9 0.6
Quiz
7.8 7.8 7.4 7.9 7.9 8.0 8.0 7.8 7.7 7.6 7.8
7.8 0.2
Post-survey
N/A 8.9 9.7 9.0 9.5 9.4 9.8 9.7 9.8 9.6 9.5
9.5 0.3
Homework
N/A N/A N/A N/A N/A N/A N/A 4.6 5.7 8.9 6.4
6.4 1.8
Quiz
N/A 8.5 8.3 9.2 8.2 8.3 8.3 8.6 7.8 7.6 7.6
8.2 0.5
EXAM2
6. Students will be able to apply the concepts and calculation
7.9 7.8 7.6 8.9 7.8 8.2 8.1 7.6 8.1 7.7 7.8
methods for external flows for solving engineering problems, N/A 8.7 9.8 8.6 8.9 9.6 9.7 9.3 9.7 9.4 9.1
including boundary layer theory and definitions of shear stress
and force, velocity profile, and boundary layer thickness for
laminar and turbulent flow; use of drag coefficients for
N/A N/A N/A N/A N/A 8.5 7.3 7.1 8.3 7.2 9.1
calculation of drag for bluff bodes; and use of lift and drag
coefficients for calculation of lift and drag of airfoils.
8.0 0.4
Post-survey
9.3 0.4
Homework
7.9 0.8
Quiz
7. Students will be able to apply the concepts and calculation
methods for internal flows for solving engineering problems,
including friction and minor losses for laminar and turbulent
smooth and rough pipe flow.
8.1 8.1 7.6 8.7 7.9 8.3 8.3 7.9 7.7 7.7 7.9
8.0 0.3
Post-survey
N/A 8.4 9.9 8.8 9.3 9.4 9.7 9.2 9.8 9.4 8.8
9.3 0.5
Homework
N/A N/A N/A N/A N/A 8.7 8.2 8.9 6.7 8.8 8.8
8.4 0.8
Quiz
N/A 8.2 8.0 8.5 8.3 8.9 8.9 8.4 8.0 7.5 7.8
8.3 0.5
EXAM3
Goals 1-3
4. Students will be able to apply control volume and differential
approaches for the continuity, momentum, and energy
equations for solving engineering problems.
5. Students will be able to apply the basic concepts of
dimensional analysis and similarity for solving engineering
problems, including dimensional homogeneity, Buckingham
Pi theorem, definitions and uses of important dimensionless
parameters, and similarity, scaling laws, and model testing.
Goals 4-5
Goals 6-7
Contribution to the ABET Criteria:
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
20 0 0 0 20 0 0 0 0 0 20
Page 2
EFD/UA Labs
Goals
02 03 04 05 06 07 08 09 10 12 13 14 15 Avg Std
1. Provide students with “hands-on” experience with EFD
methodology and UA procedures through step-by-step
approach following EFD process: setup facility, install model,
setup equipment, setup data acquisition using labview,
perform calibrations, data analysis and reduction, UA, and
comparison with CFD and/or AFD results.
7.6 7.7 8.2 8.3 8.3 8.2 8.1 7.8 7.8 7.5 7.3
7.9 0.3
2. Students will be able to conduct fluids engineering
experiments using tabletop and modern facilities such as pipe
stands and wind tunnels and modern measurement systems,
including pressure transducers, pitot probes, load cells, and
computer data acquisition systems (labview) and data
reduction.
8.0 7.8 8.5 8.5 8.3 8.3 8.3 7.5 8.1 7.1 7.0
7.9 0.5
7.0 6.8 7.6 7.6 6.6 7.8 7.6 7.0 7.2 6.8 6.9
7.2 0.4
8.2 7.7 8.0 8.3 7.3 8.5 8.4 8.0 8.1 7.6 7.6
8.0 0.4
5. Students will be able to analyze and relate EFD results to fluid
physics and classroom lectures, including teamwork and
presentation of results in written and graphical form.
7.9 7.9 8.1 8.3 8.0 8.4 8.1 7.6 7.9 7.3 7.3
7.9 0.4
3. Students will be able to implement EFD UA for practical
engineering experiments.
4. Students will be able to use EFD data for validation of CFD
and Analytical Fluid Dynamics (AFD) results.
Goals 1-5
N/A N/A 22
25
16
12
22
33
18
10
12
18.9 7.4
Assessment
A B C D E F G H I J K
Techniques
Post-survey
2 2
1 1
2
2
2 2
1 1
2
2
2 2
1 1
2
2
2 2
1 1
2
2
2 2
1 1
2
2
Pre-/Post-test
2 2
increase (%)
1 1
2
2
Post-survey
Post-survey
Post-survey
Post-survey
Contribution to the ABET Criteria:
12 12 0 6 6 0 12 0 0 0 12
CFD/UA Labs
Goals
1. Provide students with “hands-on” experience with CFD
methodology (modeling and numerical methods) and
procedures through step-by-step approach following CFD
process: geometry, physics, mesh, solve, reports, and post-
02 03 04 05 06 07 08 09 10 12 13 14 15 Avg Std
7.8 7.3 8.4 8.7 8.5 8.4 8.6 8.0 8.0 7.6 7.3
Page 3
8.1 0.5
Assessment
A B C D E F G H I J K
Techniques
Post-survey
2
1 1
2
2
processing.
2. Help students to learn CFD methodology and procedures
through the Educational Interface.
N/A N/A N/A N/A N/A N/A 8.4 8.4 8.1 7.7 7.6
8.0 0.4
3. Students will be able to apply CFD process through use of
Educational Interface for commercial industrial software to
analyze practical engineering problems.
8.0 7.5 8.4 8.6 8.6 8.6 8.1 8.2 8.0 7.6 7.3
8.1 0.5
4. Students will be able to conduct numerical uncertainty analysis
7.8 7.4 8.1 8.1 8.2 8.0 8.2 8.2 7.9 7.4 7.1
through iterative and grid convergence studies.
7.9 0.4
5. Students will be able to validate their computational results
with EFD data from their complementary experimental
laboratories.
7.6 7.5 8.4 8.7 8.3 8.4 8.1 8.3 8.0 7.7 7.2
6. Students will be able to setup IBVP through the Educational
Interface, including (1). Create geometry, (2). Setup
appropriate fluid properties, viscous model, boundary
conditions, and initial conditions, (3). Generate mesh, either
automatically by the Educational Interface or manually by
students, (4). Setup appropriate solvers with numerical
parameters, (5). Report integral variables and use XY plots,
(6). Use contour, streamlines and vectors to examine flow
field.
Post-survey
2
1 1
2
2
2
1 1
2
2
Post-survey
2
1 1
2
2
8.0 0.5
Post-survey
2
1 1
2
2
N/A N/A N/A N/A N/A N/A 8.1 8.4 8.1 7.8 7.3
7.9 0.4
Post-survey
2
1 1
2
2
7. Students will be able to learn more flow physics beyond the
conditions you used in the complementary EFD labs. Students
will conduct parametric studies using the Educational
N/A N/A N/A N/A N/A N/A 8.1 8.3 8.1 7.7 7.3
Interface to investigate inviscid vs. viscous flows, effect of
turbulent models, effect of angle of attacks, and effect of order
of accuracies, etc.
7.9 0.4
Post-survey
2
1 1
2
2
8. Students will be able to analyze and relate CFD results to fluid
physics and classroom lectures, including teamwork and
7.5 7.1 8.0 8.2 8.0 8.0 8.3 8.3 8.1 7.7 7.3
presentation of results in written and graphical form.
7.9 0.4
Post-survey
2
1 1
2
2
Pre-/Post-test
2
increase (%)
1 1
2
2
Goals 1-8
N/A N/A
7
16.7 16
16
24
Contribution to the ABET Criteria:
29
18
12 16.9
17.3 6.3
Post-survey
18 0 0 9 9 0 18 0 0 0 18
Page 4
Are the course learning goals listed above different from those in last year’s CAR? Yes
No X
If “yes”, attached updated COW listing the goals from above – make sure to include a version date
on the COW
Did you make any changes to the syllabus? Yes
No x
If “yes”, attached updated syllabus
Summary of Changes Implemented as a Result of the Previous Course Assessment (and their estimated
effect):
The following actions were taken in response to recommendations on the F12 CAR:
1. Class Lectures (Problem Solving):
A. Continued to use Munson et al.’s textbook.
B. Continued to update/correct lecture notes.
C. Continued to provide an extended number of quizzes (10 quizzes in F10, 16 in F12, and 15 in F13).
D. Started to give points to pop-up quizzes for attendance and for providing answers in a recommended
format to encourage students attending the class regularly and to help them enhancing their exam skills.
2. EFD/UA Labs:
A. Add an introductory session on lab report writing to improve students’ lab scores.
B. Update the Lab3 instructions to include a turbulent flow analysis for the hot-wire measurement.
3. CFD/UA Labs:
A. EFD lab report deadline was change to allow more time during CFD Labs.
B. FlowLab was discontinued and ANSYS Academic CFD was offered as an alternative since it is a more
powerful tool with many additional capabilities. We collaborated with ANSYS to replace the FlowLab
exercises with ANSYS exercises. Unlike FlowLab, ANSYS exercises included creating geometry and
grid manually.
C. CFD lecture was updated to include examples for the physics behind each exercise.
D. During the lab sessions, the physics behind each exercise was explained by TAs in more details.
E. For Lab1, students were allowed to post process the simulation on their own. For PreLab2, students
were allowed to run the simulations and post process the results won their own. For Lab2, students were
allowed to create the geometry and mesh, run the simulation, and post process the results on their own.
TA’s were available throughout the sessions to assist with questions.
F. Two TAs were attending each session instead of one to faster reach to students who needed assistant.
The changes implemented in F13 have resulted in the following improvements:
1. Problem Solving:
A. Students’ self-evaluation by post-survey was rated at 79% (78% in F12).
B. Students’ outcomes on homework/exam were 87%/79% (80%/78% in F12).
C. Quiz score was 79% (67% in F12).
2. EFD/UA Labs:
A. Improvement in the score increase between pre-/post-tests is 12% point (49%/61%) in F13, increased
from 10% point (50%/60%) in F12.
3. CFD/UA Labs:
A. Improvement in the score increase between pre-/post-tests is 19% point (45%/64%) in F13, increased
from 12% point (48%/61%) in F12.
Page 5
Actions to be Taken Based on the Assessment Results:
1. Textbook:
A. Falls 2002 to 2004: “Engineering Fluid Mechanics,” written by C.T. Crowe, D.F. Elger, and J.A.
Roberson, John Wiley & Sons, 7th edition, 2001, ISBN: 0-471-38482-8.
B. Fall 2005: “Fluid Mechanics: Fundamentals and Applications,” written by Y.A. Cengel and J.M.
Cimbala, McGraw-Hill, 2006, ISBN: 0-07-247236-7.
C. Falls 2006 to 2008: “Fundamentals of Fluid Mechanics 5th,” written by B.R. Munson, D.F.Young, and
T.H. Okiishi, John Wiley & Sons, 2006, ISBN: 0-471-67582-2.
D. Fall 2009 to 2010: “Fundamentals of Fluid Mechanics 6th,” written by B.R. Munson, D.F.Young, T.H.
Okiishi, and W.W. Huebsch, John Wiley & Sons, 2006, ISBN: 978-0470-26284-9.
E. Fall 2012 to 2013: “Fundamentals of Fluid Mechanics 7th,” written by B.R. Munson, A.P. Rothmayer,
T.H. Okiishi, and W.W. Huebsch, John Wiley & Sons, 2012, ISBN: 978-1-1181-1613-5
2. Problem Solving:
A. Keep updating and revising lecture notes.
B. Stop giving extra quiz credits for missing a fewer number of quizzes
3. EFD/UA Labs:
A. Continue to use only the new Flowcoach system.
B. Equipment maintenance is required for EFD Lab 2.
4. CFD/UA Labs:
A. EFD data reduction sheet should be modified to easily extract necessary data for CFD Labs
B. During lab1 students feel that the class moves too fast. This should be improved.
C. The physics behind the labs should be emphasized more.
D. Make sure computers run smoothly and do not crash during labs.
E. Possibly change the layout of the classroom so that students don’t have to turn their back on the TA to
use their computer.
F. The new manuals should be updated based on student feedback.
Recommended Changes to the Course Learning Goals and/or Assessment Methods:
None
*Provide additional explanation and/or action planned for any goals not achieved:
None
Page 6