PROJECT ABSTRACT
The wind tunnel is often used
in mechanical engineering laboratory and project classes.
Because the existing UI wind tunnel was retired a few years ago,
we requested a new wind tunnel facility. This facility was designed such that students
could use the tunnel and record
data themselves with little or no assistance from a professor or
lab assistant. In addition, the students need only minimal
training prior to use of the wind tunnel Wind tunnel
experiments such as flow visualization and drag measurement are being integrated into courses ranging from pre-engineering to the
junior-level. These experiments are being incorporated into a
unique type of student project called a "Design, Build and
Test (DBT) Project." A DBT project features math
modeling, design methodology, prototype construction, prototype
testing, and a public design show.
Our specific aims were (i) to
design and construct a user-friendly wind tunnel facility, (ii) to
adapt wind tunnel experiments such as flow visualization and
measuring drag to DBT projects, (iii) to develop curriculum
materials that support the adaptation, and (iv) to assess and
disseminate results.
The wind tunnel is an
open-loop air tunnel with a 18-inch-square cross section.
The instrumentation systems include a flow visualization
system, and instrumentation for measuring a variety of variables
including lift, drag, center-of-pressure, heat transfer rate, and
temperature.
We will adapt the wind tunnel from a variety of
sources. We are in contact with engineering faculty at other
universities who use a wind tunnel in laboratory courses.
The DBT project featuring a rocket is an adaptation from the
literature, and the DBT project involving testing of a heat sink
is an adaptation from ongoing work at Intel. The adaptation
will take place in at least four mechanical engineering courses:
JEMS ( a pre-engineering course), ME 223 (sophomore design), ENGR
335 (fluid mechanics), and ME 345 (heat transfer). In addition,
the wind tunnel is used to support lab and project activities
in at least three other courses.
A variety of instruction
materials are being developed to support the adaptation. These
include procedures for flow visualization and for measuring lift,
drag, heat transfer, etc. In addition, we are developing
materials that can be used in the classroom to support the
adaptation. Typical examples include flow
visualization photographs, movies, and drag data.
To judge the quality of our
adaptation, we are assessing parameters such as knowledge gained by
the students, ease of student use, student response, quality of
curriculum materials, and impact of the wind tunnel experiments on
the DBT projects. Results will be presented at appropriate
professional conferences such as ASEE, ASME and Frontiers in
Education.
VISIT CURRENT
DBT PROJECTS
Parachute
design
DBT
Projects 2000 (Wind Tunnel)
Using
DBT to Enhance Engineering Education
