"... In PAGE 6: ... The labs are designed for hands-on seamless teaching of computational fluid dynamics methodology and procedures as tools of engineering practice, while at the same time relating results to fluid physics and classroom lectures. Table1 summarises the teaching module used in the introductory fluid mechanics course at The University of Iowa. Table 1 Teaching module used for introductory fluid mechanics course: computational fluid dynamics (CFD), experimental fluid dynamics (EFD) and uncertainty analysis (UA) Lab materials ... In PAGE 9: ... After being reviewed and revised, the course was restructured to provide three semester hours of analytical fluid dynamics (3 lectures per week) and one semester hour (1 laboratory meeting per week) of complementary experimental fluid dynamics, computational fluid dynamics, and uncertainty analysis laboratories. To meet the revised educational goals, faculty and staff created a sequence of computational fluid dynamics, experimental fluid dynamics and uncertainty analysis labs ( Table1 ). Labs were intended for hands-on seamless teaching of computational fluid dynamics, experimental fluid dynamics, and uncertainty analysis methodology and procedures as tools of engineering practice while at the same time relating results to fluid physics and classroom lectures.... In PAGE 9: ... Labs were intended for hands-on seamless teaching of computational fluid dynamics, experimental fluid dynamics, and uncertainty analysis methodology and procedures as tools of engineering practice while at the same time relating results to fluid physics and classroom lectures. Table1 provides an overview of the computational fluid dynamics lab with complementary experimental fluid dynamics lab materials. During the first week of class, one classroom lecture provides an overview of analytical fluid dynamics, experimental fluid dynamics and computational fluid dynamics as complementary tools of fluids engineering practice, which is followed throughout the semester by the analytical fluid dynamics and problem solving lectures and experimental fluid dynamics, computational fluid dynamics and uncertainty analysis labs.... ..."

"... In PAGE 4: ... Labs designed for hands-on seamless teaching of CFD, EFD, and UA methodology and procedures as tools of engineering practice while at the same time relating results to fluid physics and classroom lectures. Table2 provides an overview of the lab materials. During first week of class, 1 classroom lecture is used to provide overview of AFD, EFD, and CFD as complementary tools of fluids engineering practice, which is followed throughout the semester by the AFD and problem solving lectures and EFD, CFD and UA labs.... ..."

"... In PAGE 3: ... Specifically, TM under development for pipe, airfoil, nozzle, and cylinder flow for use in teaching program required introductory fluid mechanics and thermal/fluid, gas dynamics, and aerodynamics laboratory courses. Table1 summarizes and provides hyperlinks for TM used in introductory fluid mechanics course. Table 1.... In PAGE 6: ...nd distribution of materials (http://css.engineering.uiowa.edu/~fluids/). Table1 summarizes and provides hyperlinks for TM used in introductory fluid mechanics course. EFD, CFD, and UA laboratories scheduled for whole semester in parallel with AFD lectures.... In PAGE 9: ... The only major pitfall we encountered was a uniform desire by students to have the software available outside of class. The results are summarized in Table1 . We were quite surprised by the fact that we had almost 100% positive response to this activity.... ..."

"... In PAGE 4: ... A single forebody CFD solution based upon these free stream conditions was computed and com- bined with various internal nozzle solutions to initialize the aftbody flow field for each solution. Twelve internal nozzle/exhaust combinations were computed using four noncombusting, ther- mally perfect gas mixtures at both cold and hot (combustion) temperatures (see Table1 ). Four cases used air as the exhaust gas, three at cold conditions for a range of NPR values and one hot case at the baseline NPR.... In PAGE 5: ... Each of the internal nozzle solutions was merged with the single forebody solution via bilinear interpolation at the cowl exit plane to initialize each aftbody flow field solution. The cases comprising the study ( Table1 ) were charac- terized by the exhaust gas mixture, jet condi- tions, and a corresponding internal nozzle geometry. Figure 5 shows the relationships between the NPR and SNPR4 for each case.... In PAGE 7: ... Forces and Moments Figure 6 shows longitudinal aftbody force and moment components normalized by the magni- tudes of the forces and moments of the hot scram- jet combustion products simulation, using the (more complete) six-species combustion products mixture at the baseline NPR=3000, plotted ver- sus SNPR4. Each of the simulant exhaust approximations described in Table1 are shown, including the single data point for hot air exhaust. In general, for a given exhaust mixture at a given total temperature the variations with respect to SNPR4 are nearly linear.... ..."

"... In PAGE 4: ... A single forebody CFD solution based upon these free stream conditions was computed and com- bined with various internal nozzle solutions to initialize the aftbody flow field for each solution. Twelve internal nozzle/exhaust combinations were computed using four noncombusting, ther- mally perfect gas mixtures at both cold and hot (combustion) temperatures (see Table1 ). Four cases used air as the exhaust gas, three at cold conditions for a range of NPR values and one hot case at the baseline NPR.... In PAGE 5: ... Each of the internal nozzle solutions was merged with the single forebody solution via bilinear interpolation at the cowl exit plane to initialize each aftbody flow field solution. The cases comprising the study ( Table1 ) were charac- terized by the exhaust gas mixture, jet condi- tions, and a corresponding internal nozzle geometry. Figure 5 shows the relationships between the NPR and SNPR4 for each case.... In PAGE 7: ... Forces and Moments Figure 6 shows longitudinal aftbody force and moment components normalized by the magni- tudes of the forces and moments of the hot scram- jet combustion products simulation, using the (more complete) six-species combustion products mixture at the baseline NPR=3000, plotted ver- sus SNPR4. Each of the simulant exhaust approximations described in Table1 are shown, including the single data point for hot air exhaust. In general, for a given exhaust mixture at a given total temperature the variations with respect to SNPR4 are nearly linear.... ..."

"... In PAGE 6: ... Four learner categories were created: non-confident learner (NCL), confident learner (CL), non-confident reviser (NCR), and confident reviser (CR). Four default teaching strategies were created ( Table3 ) and four optional strategies were devised that provided contrasting experiences such as using REDEEM in exam style or in pre-test mode (test me after the course, before section, or course). These lectures were made available over the intranet for students to use on a completely voluntary basis.... ..."

"... In PAGE 8: ... Table3 displays the mean results and standard deviations for gender across year levels and technology subject teaching orientation. Results for SOCHP and... ..."