Project-Based Learning Success in Fundamentals of Fluid Mechanics

Abstract

A project was introduced at the end of the semester of a fundamental fluid mechanics course four years ago. Since then, the project expanded to start at the beginning of the semester and run throughout the semester with a final presentation on the last day of classes. This project allows for several learning experiences: (1) it increases the ability of students to relate to the material as they select groups based on interest, (2) it increases multiculturalism, as the topics were specifically chosen to be focused on different geographic regions of the world, often with a humanitarian focus, and (3) it allows students creative license in applying what they are learning in the course. Active learning techniques have been shown to increase retention of historically marginalized students in STEM, as well as to increase retention of learning. Asking students to work on a project that applies the fundamental concepts they are learning in the course forces their understanding to go beyond the textbook. Projects in fluid mechanics include wind turbines, jet engines, water filtration, and artificial hearts. All projects include fundamental elements like flowrate, power in or out, and other characteristics that can be separated into “internal flow” or “external flow.” Groups of three to four students work together the entire semester while learning the fundamentals in class through twelve submissions of a project that overlap with course material. Groups are assigned based on student interest as indicated in a survey before the project was introduced. This ensures that students are being genuine with their responses and not trying to pick their own team. Students meet with the instructor for short meetings every one to three weeks to check on their submissions and discuss why things did or did not work. The entire semester, students are encouraged to understand what the drawbacks of their project are, and in the final presentation, they are to present one conceptual improvement that can be made to their project. This paper outlines the process and the submissions during the semester. Assessment of project-based learning in the fundamental fluid mechanics course is done through the student end-of-course survey results, analysis of the group project rubric grades, and instructor feedback.