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Subjects related to fluid mechanics for hydraulic engineers ought to be delivered in interesting and active modes. New methods should be introduced to improve the learning students’ abilities in the different courses of the Bachelor’s and Master’s degree. Related to active learning methods, a continuous project-based learning experience is describe...
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... project mark was the upper 8/10 for 24 students while there were only six students who qualified below 5/10. Each indicator (from I1 to I6) is described in Table 2 and they are drawn in the Figure 3a. Figure 3a shows the students worked really well I3 and I4 indicators. These were focused on the development of the simulations and the establishment of the control rules in the pumped systems to guarantee the hydraulic constrains (i.e., flow and pressure). ...Context 2
... the results were highly satisfactory. Figure 3b,c shows the transposition from the mark to transversal competence in the different subjects that participated in the teaching project (Table 2). If observing the topic hydraulic machines (12659), 77% of students reached the A and B descriptors when the "Design and Project" competence was evaluated. ...Context 3
... project mark was the upper 8/10 for 24 students while there were only six students who qualified below 5/10. Each indicator (from I1 to I6) is described in Table 2 and they are drawn in the Figure 3a. Table 2; (b) results of the descriptors in the "Design and Project" competence for the subjects of the Bachelor's degree defined in Table 3; and (c) results of the descriptors in the "Design and Project" competence for the subjects of the Master's degree defined in Table 3. Figure 4 shows the correlation between project and exam marks was strongly correlated when the students did not do the project correctly or they got a mark up to six. ...Context 4
... indicator (from I1 to I6) is described in Table 2 and they are drawn in the Figure 3a. Table 2; (b) results of the descriptors in the "Design and Project" competence for the subjects of the Bachelor's degree defined in Table 3; and (c) results of the descriptors in the "Design and Project" competence for the subjects of the Master's degree defined in Table 3. Figure 4 shows the correlation between project and exam marks was strongly correlated when the students did not do the project correctly or they got a mark up to six. However, when the students Fluids 2020, 5, 95 9 of 15 developed an excellent project (mark between 7 and 9), they did not always get an excellent mark in their exams. ...Citations
... Meikleham et al. [5] documented their utilization in a flipped-delivery fluid mechanics course, where they heightened active student involvement through inquiry-based learning involving five experiments employing custom-designed kits. Pérez-Sánchez and López-Jiménez [6] adopted a PBL approach centered on learning, research, and reflection across various courses, spanning different academic levels, including Bachelor's and Master's programs, within a hydraulic and environmental engineering department. They directed student teams towards achieving accurate problem solutions, fostering autonomous and continuous learning. ...
... Within the context of fluid mechanics, there are many applicable systems. Many other institutions have applied project-based learning to fluid mechanics as well [6], [7], [8]. Almost no fluid system is going to apply only to fluid mechanics and not also thermodynamics, structural mechanics, electrical systems, or other topics. ...
... However, there is still a risk of catastrophic failure when using welded structures. In most cases, failure is due to the presence of small pits in a place of high stress such as dirt, bulges and welding defects (Pérez-Sánchez & López-Jiménez., 2020). The aim of this article is to provide good understanding on water pipelines issues, good design and right material selection for pipelines to mitigate and control the effects of the water hammer phenomenon. ...
In water processing industry, pressurised pipeline problems bring dangerous consequences, causing flooding, traffic accidents or death, financial and material losses and the disruption of the water supply. There are some problems in water pressurised pipelines system occur gradually, and some problems occur in very sudden without any warning with massive impacts and harms. Most of the sudden events that affect water system and municipal operation and maintenance centres are the phenomenon of sudden explosions and cracks in water pipes which lead to disaster. The phenomenon of water hammer is as a result of imperfect design or poor operation methods. The transition in the pressurised pipeline from one steady state to another steady state such as from a constant velocity to another velocity without a protection system make huge in pressure change. Any change in velocity leads to a pressure changes in very short time will cause to disaster strikes for the system stabilization. Professional design of liquid pipelines and proper selection of materials prevents the phenomenon of water hammer. Therefore, in this paper, the important issues on water hammer, protection systems and professional planning with special software programmes such as Allievi software was addressed.
... This certainly has an effect on students' critical thinking skills in solving problems. These findings are in line with research on the implementation of PBL in learning where students independently in groups find and solve problems, check the truth to evaluate them (Dakabesi & Luoise, 2019;Saiful et al., 2020;Belwal et al., 2020;Pérez-Sánchez & López-Jiménez, 2020;Chanpet et al., 2020;Salybekova et al., 2021;Prastitasari et al., 2022). ...
Scientific actions related to facts and everyday problems are needed in the biology learning process to train students' thinking skills. Thinking skills are useful for facing the challenges of education and technological developments in the 21st century. However, these conditions are not optimal, especially critical thinking skills for different academic abilities. The purpose of this study was to determine the effect of the PBL model on different academic abilities on the critical thinking of class XI students on the coordination system material. This quasi-experimental research was conducted on students of class XI IPA 1 at SMAN 10 Banjarmasin and class XI IPA 3 at SMAN 12 Banjarmasin. The sample of the upper academic ability is 26 students, and the lower academic ability is 28 students. The instrument used is an essay through pretest and posttest in the experimental class and control class. Data were analyzed using Anacova after the data fulfilled the normality and homogeneity tests. The results of the analysis show that there is an influence of the PBL learning model on critical thinking in students of different academic abilities, where the class F value is 91.84 with a p value of 0.000 or less than 0.05. The academic F score is 8.26 with a p value of 0.006 or less than 0.05. This learning model can be a solution to produce graduates who are competent in critical thinking.Abstrak Tindakan-tindakan ilmiah yang berkaitan dengan fakta dan masalah sehari-hari diperlukan dalam proses belajar biologi untuk melatihkan kemempuan berpikir siswa. Keterampilan berpikir berguna untuk menghadapi tantangan pendidikan dan perkembangan teknologi abad 21. Namun kondisi ini belum maksimal terutama keterampilan berpikir kritis pada kemampuan akademik berbeda. Tujuan penelitian ini yaitu mengetahui pengaruh model PBL pada kemampuan akademik berbeda terhadap berpikir kritis siswa kelas XI pada materi sistem koordinasi. Penelitian quasi eksperimen ini dilaksanakan pada siswa kelas XI IPA 1 SMAN 10 Banjarmasin dan kelas XI IPA 3 SMAN 12 Banjarmasin. Sampel kemampuan akademik atas berjumlah 26 siswa, dan akademik bawah 28 siswa. Instrumen yang digunakan berupa essay melalui pretest dan postest pada kelas eksperimen dan kelas kontrol. Data dianalisis menggunakan Anacova setelah data memenuhi uji normalitas dan homogenitas. Hasil analisis menunjukkan bahwa terdapat pengaruh model pembelajaran PBL terhadap berpikir kritis pada siswa kemampuan akademik yang berbeda, dimana nilai F hitung kelas sebesar 91,84 dengan nilai p 0,000 atau kurang dari 0,05. Nilai F hitung akademik sebesar 8,26 dengan nilai p 0,006 atau kurang dari 0,05. Model pembelajaran ini bisa menjadi solusi untuk menghasilkan lulusan pendidikan yang kompeten dalam berpikir kritis.
... Typically, in PBLs, students work on projects over extended periods of time that culminate in realistic products or presentations. There have been attempts to use PBL in a variety of engineering courses 1-7 ; several have reported success stories [8][9][10][11][12] using PBL in fluid mechanics courses as well. ...
There is growing evidence of the effectiveness of project-based learning (PBL) in preparing students to solve complex problems. In PBL implementations in engineering, students are treated as professional engineers facing projects centered around real-world problems, including the complexity and uncertainty that influence such problems. Not only does this help students to analyze and solve an authentic real-world task, promoting critical thinking, but also students learn from each other, learning valuable communication and teamwork skills. Faculty play an important part by assuming non-conventional roles (e.g., client, senior professional engineer, consultant) to help students throughout this instructional and learning approach. Typically in PBLs, students work on projects over extended periods of time that culminate in realistic products or presentations. In order to be successful, students need to learn how to frame a problem, identify stakeholders and their requirements, design and select concepts, test them, and so on. Two different implementations of PBL projects in a fluid mechanics course are presented in this paper. This required, junior-level course has been taught since 2014 by the same instructor. The first PBL project presented is a complete design of pumped pipeline systems for a hypothetical plant. In the second project, engineering students partnered with pre-service teachers to design and teach an elementary school lesson on fluid mechanics concepts. With the PBL implementations, it is expected that students: 1) engage in a deeper learning process where concepts can be reemphasized, and students can realize applicability; 2) develop and practice teamwork skills; 3) learn and practice how to communicate effectively to peers and to those from other fields; and 4) increase their confidence working on open-ended situations and problems. The goal of this paper is to present the experiences of the authors with both PBL implementations. It explains how the projects were scaffolded through the entire semester, including how the sequence of course content was modified, how team dynamics were monitored, the faculty roles, and the end products and presentations. Students' experiences are also presented. To evaluate and compare students’ learning and satisfaction with the team experience between the two PBL implementations, a shortened version of the NCEES FE exam and the Comprehensive Assessment of Team Member Effectiveness (CATME) survey were utilized. Students completed the FE exam during the first week and then again during the last week of the semester in order to assess students’ growth in fluid mechanics knowledge. The CATME survey was completed mid-semester to help faculty identify and address problems within team dynamics, and at the end of the semester to evaluate individual students’ teamwork performance. The results showed that no major differences were observed in terms of the learned fluid mechanics content, however, the data showed interesting preliminary observations regarding teamwork satisfaction. Through reflective assignments (e.g., short answer reflections, focus groups), student perceptions of the PBL implementations are discussed in the paper. Finally, some of the challenges and lessons learned from implementing both projects multiple times, as well as access to some of the PBL course materials and assignments will be provided.
... The second article by Pérez-Sánchez and López-Jiménez [9] in this collection highlights the use of PBL in a fluid mechanics course taught at a Hydraulic Engineering Department in Spain that caters to over 2000 students. Just as in an earlier paper [8], the project described in this article proposes the coordination of fluid-based labs in different subjects at both the bachelor's and master's degree levels. ...
This issue showcases a compilation of papers on fluid mechanics (FM) education, covering different sub topics of the subject [...]
The study of engineering lays more of a focus on mathematics and analytical thinking than other academic subjects. One of the outputs required for the accreditation of programs providing this education is to train engineers who have the ability to define, formulate/solve complex engineering problems, design under realistic constraints and conditions, and select/apply appropriate analysis/modeling methods for this purpose. In particular, fluid mechanics (a discipline that focuses on the study of fluids (liquids and gases) and the forces acting on them) and hydraulics (a subfield of hydrodynamics concerned with liquid flows in pipelines and open channels) courses, which are compulsory in the environmental and civil engineering curriculum, are considered to be the basic courses of scientific/technical education. These courses play a key role in providing the basic qualifications required to meet discipline-specific criteria in the accreditation of engineering undergraduate programs. In hydraulic engineering, the design of structures related to pressurized pipe flows and open channel flows (free surface flows) requires realistic and appropriate physical and mathematical modeling studies. In this regard, much faster and more precise results can be obtained compared to conventional methods by using effective programming languages in solving complex problems modeled with mathematical expressions. This study aimed to boost the incentive for computer-based technique in basic engineering education and to highlight its significance in solving four iterative open channel hydraulic problems. The MATLAB® software was used to create computer-based solutions, and pertinent illustrations and coding information were provided in-depth for engineers, educators, and students. Moreover, student performances on midterm tests administered over the course of two consecutive semesters was evaluated in relation to manual problem solutions, and the challenges related to the traditional approach were examined within the scope of this study.
In the domain of engineering education, the crucial role of mathematics, especially Calculus, cannot be overstated, as it lays the foundational groundwork for numerous sciences, technology, engineering and mathematics (STEM) courses. The integration of mathematics into STEM disciplines is achieved through the practical application of mathematical concepts in real-world scenarios or in conjunction with other STEM subjects, thereby enhancing the coherence of engineering studies and acting as a significant motivational catalyst for students. This paper presents an analytical narrative of a practical mathematics assignment, woven into the Calculus curriculum and other STEM courses from 2013 to 2018. It delves into the potential impacts of these practical assignments on student performance and attitudes by evaluating data sourced from final exam scores and anonymous course surveys, both before and after the intervention period. Through the analysis of an extensive dataset comprising 1526 final exam scores, this study endeavors to make a substantive contribution to Future Technology Studies (FTS), focusing on the strategic harmonization of mathematics and STEM courses to enrich the educational experience and foster a more cohesive and applied learning framework in these disciplines.
In recent years, Jupyter Notebooks have become a very useful free and open‐source tool in teaching, as they allow you to combine text, images, mathematical expressions, links and code into a single document. This gives students an interactive document with which they can experiment and learn with the help of high‐level mathematical calculus. In Fluid Mechanics, it is very common for students to deal with complex computations that take away attention from the Mechanic, especially in advanced topics such as Rheology, Turbulence, or Boundary Layer. The subject “Advanced Fluid Mechanics” is an elective one of the last year of the Bachelor's degree in Industrial and Aerospace Technology Engineering at the Terrassa School of Industrial, Aerospace and Audiovisual Engineering at the Universitat Politècnica de Catalunya. This subject has three ECTS credits and has been taught since the academic year 2020–2021 This subject complements the compulsory subject Fluid Mechanics and is developed in 6 weeks with 5 h of class each week. This work presents Fluid Mechanics modules with Jupyter Notebooks that complement the syllabus given in the compulsory subject. An elective subject is presented where subjects of Fluid Mechanics per week are studied independently, using different Python tools: symbolic calculation, modeling of experimental data, statistical analysis, numerical calculation, and so forth. The main goal is for the student to focus on mechanical concepts and actively learn to use the tools available, especially open source, to do the associated mathematical calculations.
There is a need to implement an active and student-centered learning experience in the universities, which could help students expand their vision and better understand its application and concepts outside the classroom learning. This article discusses an approach of Design your experiment (DYE) project in the Fluid Mechanics laboratory to make the course more interesting for the students. We discuss various components involved in the DYE project and its learning outcomes. The reaction survey of 40 students collected through an online questionnaire shows that the DYE helps the students to enhance their fundamentals, improve their communication, leadership and team management skills.
