Jun Jie Chen, Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum, ILSHS Volume 48, International Letters of Social and Humanistic Sciences (Volume 48)
    Practical teaching and learning evaluation of computational fluid dynamics (CFD) have been incorporated into a chemical engineering curriculum at the intermediate undergraduate level. CFD has now become a component of professional life in engineering practice and to prepare students properly, they must get exposure to all aspects of their chosen profession. Issues of concern arise when mathematical modelling is being introduced into a curriculum. For example, at the practical level, it must be considered whether or not an appropriate platform has been developed to allow the students to use the software efficiently and importantly without frustration. Also it is important that students have been taught sufficient skills for the student to continue with simulations in a systematic and methodical manner. The incorporation of the CFD package into a traditional chemical engineering curriculum is described here, and evaluation results based on pre-post knowledge and skill experiments, and student survey results document successful learning outcomes and effectiveness of the approach.
    Computational Fluid Dynamic, Engineering Practice, Finite Volume Method, Learning Evaluation, Mathematical Modelling, Practical Teaching, Reaction, Theoretical Teaching, Transport