Simulation-Based Approach to Science, Technology, Engineering, and Math Challenges
Simulation-Based Approach to Science, Technology, Engineering, and Math Challenges
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基于仿真的科学、技术、工程和数学挑战方法
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发表时间：
2019
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通讯作者：
Kamau C. Wright
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作者：
I. Milanović;T. Eppes;Kamau C. Wright
本文讨论了本科机械工程（ME）课程序列的四个必修和四个选修课程（4+4）在建模，仿真和应用程序开发领域的重点是热流体的主题。其目的是早期和一致的整合知识和现代计算技能的课程。这种方法通过在大一到大三的必修课程中嵌入建模和模拟，促进了对复杂理论概念和工程解决方案的更深入理解。专业选修课提供了一个额外的机会，无论是在浓度格式或一次性课程，个别学生可以决定采取相同的策略。
该序列开始于所有ME专业所需的四门课程：图形通信，计算机辅助设计和分析，流体力学和传热。另外四门课程是技术选修课，也是本科计算机械工程（Comp ME）集中的一部分：应用CFD，多学科建模，有限元分析和对流传热和动量传递。前两门必修课程，图形通信和计算机辅助设计与分析，提供了模型开发的基础。也可以有机会嵌入模拟作为选择二年级课程的一部分，如热动力学。在第三年的热流体序列，以及在Comp ME技术选修课，学生获得经验，创建新的和现有的系统模型，可视化仿真结果，通过验证和验证的过程，优化解决方案，并建立应用程序。
我们将首先介绍采用基于模拟的方法来应对科学、技术、工程和数学（STEM）挑战的基本原理。其次，我们将展示如何在没有教师额外劳动密集型工作的情况下实施这种高影响力的方法。最后，将特别关注使用COMSOL Multiphysics®作为软件平台的热流体必修和选修课程。在每门课程中，都会创建一系列模型并记录在技术报告中。应用程序也是基于底层模型构建的，以完成体验。该文件详细介绍了每门课程的技术内容、学习策略、预期成果和评估标准。几个例子说明学生的工作。课程是如何以及为什么随着时间的推移而演变和改进的。最后，这种方法的重要性和价值，鉴于未来的变化，ABET标准进行了讨论。
This paper discusses an undergraduate mechanical engineering (ME) curricular sequence of four required and four elective courses (4+4) in the area of modeling, simulation, and application development with the focus on the thermo-fluids topics. The purpose is early and consistent integration of knowledge and modern computational skills across curriculum. This approach facilitates a deeper understanding of complex theoretical concepts and engineering solutions by embedding modeling and simulations in required courses from the freshmen to the junior year. Professional electives provide an additional opportunity to apply the same strategy either in the concentration format or in one-off courses that individual students may decide to take.
The sequence starts with four courses that are required for all ME majors: Graphic Communication, Computer-Aided Design and Analysis, Fluid Mechanics, and Heat Transfer. Four additional courses are technical electives and a part of an undergraduate Computational Mechanical Engineering (Comp ME) concentration: Applied CFD, Multidisciplinary Modeling, Finite Element Analysis, and Convective Heat and Momentum Transfer. The first two required courses, Graphic Communication and Computer-Aided Design and Analysis, provide the foundation in model development. There can also be opportunities to embed simulations as a part select sophomore level courses, such as Thermo-dynamics. In the third year thermo-fluids sequence, as well as in the Comp ME technical electives, students gain experience creating models of new and existing systems, visualizing simulation results, going through the process of verification and validation, optimizing solutions, and building applications.
We will first present the rationale for adopting a simulation-based approach to Science, Technology, Engineering, and Math (STEM) challenges. Second, we will show how this high-impact approach can be implemented without additional labor-intensive work on the part of faculty members. Finally, special attention will be devoted to the required and elective thermo-fluids courses that use COMSOL Multiphysics® as the software platform. In each course, a series of models are created and documented in technical reports. Applications are also built based on the underlying models to complete the experience. The paper provides a detailed description of the technical content in each course, learning strategies, expected outcomes, and assessment criteria. Several examples illustrating student work are presented. How and why the courses evolved and were improved over time is included. Lastly, the importance and value of this approach in view of changes coming to the ABET criteria is discussed.