Keywords:
Fluid Mechanics, Flipped Classroom
Technology-enabled Fluid Mechanics:
A Problem-Based Learning Approach
C. Brock Woodson
College of Engineering
University of Georgia
Objectives?
• Improve the student learning experience in
gateway engineering courses.
1. Enhance student learning and problem solving
skills in a structured environment.
2. Increase student retention within the College of
Engineering.
3. Provide an experiential learning opportunity in
the face of limited resources.
Developmental History
• In the face of rapid college growth and comparatively low
retention rates, I implemented a flipped classroom approach.
• The flipped course was first offered in the Fall of 2014 and has
been subsequently offered in the Spring of 2015 by another
instructor using my videos.
• Also during the 2014-2015 academic year, the lab component
of ENGR3160 was removed.
• Development of virtual lab and demonstration modules tpo
retain experiential learning opportunity of the lab module.
• The development of the virtual lab components is ongoing
during the summer and fall of 2015.
ENGR3160 Fluid Mechanics
• Technology-enabled fluid mechanics is designed for
an entire course (ENGR3160), the college-wide fluid
mechanics offering.
• Course covers elementary fluid mechanics through
differential analysis of fluid flow.
• Required for 7/9 majors within the college
• Considered a college-wide milestone course.
Innovation Materials
• The course consists of about 90 individual videos including
example problems.
• New technology installed in the classroom so that I could use
an iPad projected onto the classroom screen.
• We are developing 3-6 virtual lab modules accompanied by in
class demonstrations.
• For example, in one of the modules, students use a 3d
scanner to scan everyday objects that can then be imported
into a flow simulator.
• Students are then asked to describe and compare the flow
patterns of the objects for a variety of wind speeds (and
consequently Reynolds numbers).
Assessment and Future Directions
• We are documenting impact by comparing
percentage of students attaining a C or better to
previous semesters, student and faculty surveys,
and CETL mid-semester evaluations.
• We are scaling up the innovation to all fluid
mechanics offerings within the college and
exploring extension to other milestone courses
such as statics and thermodynamics.
• Biggest challenge is student buy-in at the
beginning of the semester.