Unit Name ADVANCED FLUID DYNAMICS Unit Code MME 506
 Unit Duration 12 weeks Award Graduate Diploma of Engineering (Mechanical) Duration: 1 yearMaster of Engineering (Mechanical) Duration 2 years Year Level One Unit Creator/Reviewer Shailesh Vaidya Core/Elective Core Pre/Co-requisites Nil Credit Points 3Grad Dip total course credit points = 24 (3 credits x 8 (units))Masters total course credit points = 48(12 credits (Thesis) + 3 credits x 12 (units)) Mode of Delivery On-Campus or Online Unit Workload Student workload including “contact hours” = 9 hours per week: Lecture - 1 hourTutorial Lecture - 1 hourPractical / Lab - 1 hour (where applicable) Personal Study recommended - 6 hours

# Unit Description and General Aims

This unit will serve as an advanced course in Fluid Dynamics. The topics covered in this unit include introduction to basic fluid equations like Bernoulli’s Equation and introduction to partial differential equations in fluid dynamics i.e. Navier-Stokes Equations. Students will be introduced to continuity equation, momentum equation and energy equation and formulations of problems and identifying boundary conditions. The unit will focus on computational fluid dynamics (CFD) stressing its advantages and applications in solving real world problems. Students will be given an opportunity to work and formulate the models necessary to study, analyse, and design fluid systems through the application of these concepts, and to develop the problem-solving skills essential to good engineering practice of fluid dynamics in practical real world applications.

# Learning Outcomes

On successful completion of this Unit, students are expected to be able to:

1. Analyse and study Bernoulli’s Equation, Reynolds Number and their application Streamlines

2. Develop a strong physical and conceptual understanding of fluid dynamics including governing equations for inside pipe fluid flow (Navier-Stokes Equations)

3. Evaluate practical application of CFD in industrial systems and other technologies

4. Formulate and apply CFD theory and solve equations to obtain solutions

5. Analyse the theoretical concepts of fluid dynamics as related to viscid and inviscid flow and formulating problems based on boundary conditions

# Professional Development

Completing this unit may add to students professional development/competencies by:

1. Fostering the personal and professional skills development of students to:

1. Be adaptable and capable 21st century citizens, who can communicate effectively, work collaboratively, think critically and innovatively solve complex problems.

2. Equipping individuals with an increased capacity for lifelong learning and professional development.

3. Planning and organising self and others

4. Instilling leadership qualities and a capacity for ethical and professional contextualization of knowledge

2. Enhancing students’ investigatory and research capabilities through:

1. Solving complex and open-ended engineering problems

2. Accessing, evaluating and analysing information

3. Processes and procedures, cause – effect investigations

3. Developing the engineering application abilities of students through:

1. Assignments

2. Labs / practical / case studies / self-study (where applicable)

Engineers Australia

The Australian Engineering Stage 1 Competency Standards for the Professional Engineer, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.

 Stage 1 Competencies and Elements of Competency 1. Knowledge and Skill Base 1.1 Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. 1.4 Discernment of knowledge development and research directions within the engineering discipline. 1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline. 1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. 2. Engineering Application Ability 2.1 Application of established engineering methods to complex engineering problem solving. 2.2 Fluent application of engineering techniques, tools and resources. 2.3 Application of systematic engineering synthesis and design processes. 2.4 Application of systematic approaches to the conduct and management of engineering projects. 3. Professional and Personal Attributes 3.1 Ethical conduct and professional accountability. 3.2 Effective oral and written communication in professional and lay domains. 3.3 Creative, innovative and pro-active demeanour. 3.4 Professional use and management of information. 3.5 Orderly management of self, and professional conduct. 3.6 Effective team membership and team leadership.

Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 9 criteria, Engineers Australia Stage 1 Competency Standards for the Professional Engineer and the Washington Accord:

 Graduate Attributes(Knowledge, Skills, Abilities, Professional and Personal Development) EA Stage 1 Competencies Professional Development Learning Outcomes A. Effective Communication A1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience. 2.2, 3.2 A,B 1, 3 A2. Ability to professionally manage oneself, teams, information and projects and engage effectively and appropriately across a diverse range of international cultures in leadership, team and individual roles. 2.4, 3.2, 3.4,3.5, 3.6 A 1, 4 B. Critical Judgement B1. Ability to critically analyse and evaluate complex information and theoretical concepts. 1.1, 1.2, 1.3,2.1 B 1, 2, 5 B2. Ability to creatively, proactively and innovatively apply theoretical concepts, knowledge and approaches with a high level of accountability, in an engineering context. 1.5, 2.1, 3.3,3.4 A, C 3, 5 C. Design and Problem Solving Skills C1. Cognitive skills to synthesise, evaluate and use information from a broad range of sources to effectively identify, formulate and solve engineering problems. 1.5, 2.1, 2.3 B, C 1, 2, 5 C2. Technical and communication skills to design complex systems and solutions in line with developments in engineering professional practice. 2.2, 2.3 A, B 2, 5 C3. Comprehension of the role of technology in society and identified issues in applying engineering technology ethics and impacts; economic; social; environmental and sustainability. 1.5, 1.6, 3.1 A 3, 4 D. Science and Engineering Fundamentals D1. Breadth and depth of mathematics, science, computer technology and specialist engineering knowledge and understanding of future developments. 1.1, 1.2, 1.3,1.4 A 1, 2, 4 D2. Knowledge of ethical standards in relation to professional engineering practice and research. 1.6, 3.1, 3.5 A 4 D3. Knowledge of international perspectives in engineering and ability to apply various national and International Standards. 1.5, 1.6, 2.4,3.4 A, C 2, 4 E. Information and Research Skills E1. Application of advanced research and planning skills to engineering projects. 1.4, 2.4, 3.6 B, C 3 E2. Knowledge of research principles and methods in an engineering context. 1.4, 1.6 B 3

Unit Competency and Learning Outcome Map

This table details the mapping of the unit graduate attributes to the unit learning outcomes and the Australian Engineering Stage 1 Competency Standards for the Professional Engineer.

 Graduate Attributes A1 A2 B1 B2 C1 C2 C3 D1 D2 D3 E1 E2 Engineers Australia Stage 1 Competencies and Elements of Competency 1.1   1.2   1.3   1.4    1.5     1.6     2.1    2.2   2.3   2.4    3.1   3.2   3.3  3.4    3.5   3.6   Unit Learning Outcomes LO1      LO2      LO3      LO4      LO5    

# Student assessment

 Assessment Type(e.g. Assignment - 2000 word essay (specify topic) Examination (specify length and format)) When assessed (eg Week 5) Weighting (% of total unit marks) Learning Outcomes Assessed Assessment 1Type: Multi-choice test / Group work / Short answer questions / Role Play / Self-Assessment / PresentationExample Topic: Fundamental concepts of Fluid Dynamics. Week 4 20% 1, 2 Assessment 2Type: Report / Research / Paper / Case Study / Site Visit/ Problem analysis / Project / Professional recommendationExample: Report (Midterm Project) Word length: 1500Topic example: Formulation of a CFD Problem and obtaining a solution Week 8 25% 3, 4 Assessment 3Type: Report (Final Project)Fluid Dynamics Problem/Project from Industry demonstrating the formulation of a problem based on fluid dynamics concepts and applying the theory and concepts learned to obtain a solution either theoretically or numerically through use of CFD software packages such as OpenFOAM, NASA OVERFLOW, or HiFUN.Word length: 4000Topic example: Indoor Airflow Distribution in a Room. A room with an air inlet and an outlet with air passing over room partitions. Final Week 35% 4, 5 Practical ParticipationType: May be in the form of quizzes, class tests, practical assessments, remote labs, simulation software or case studies.Example: Fluid Dynamics simulation or case study Continuous 15% 1 - 5 Attendance / Tutorial ParticipationExample: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application. Continuous 5% 1 - 5

## Required textbook(s)

1. J. Tu, G. H. Yeoh, and C. Liu, Computational Fluid Dynamics - A Practical Approach, 2nd Edition, Butterworth-Heinemann, 2008

## Reference Materials

• F. M. White, Fluid Mechanics, 7th ed. McGraw-Hill, 2010.

• I. H. Herron and M. R. Foster, Partial Differential Equations in Fluid Dynamics, 2008

# Unit Content:

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.

## Topics 1 and 2

Introduction to Fluid Dynamics

1. Introduction to Basic Equations i.e. Bernoulli’s Equation

2. Introduction to Computational Fluid Dynamics

3. Advantages of Computational Fluid Dynamics

4. Applications Of Computational Fluid Dynamics

5. The Future of Computational Fluid Dynamics

6. Fluid dynamics of low pressure compressible gases

7. Summary

8. Review Questions

## Topics 3 and 4

CFD Solution Procedure

1. Introduction

2. Problem Setup- Pre-Process

3. Numerical Solution CFD-Solver

4. Result Report and Visualization Post-Process

5. Summary

6. Review Questions

## Topics 5 and 6

Governing Partial Differential Equations for CFD

1. Introduction

2. The Continuity Equation

3. The Momentum Equation

4. The Energy Equation

5. The Additional Equations For Turbulent Flow

6. Generic Form of Navier-Stokes Equations

7. Boundary Conditions For Governing Equations

## Topics 7 and 8

CFD Techniques

1. Introduction

2. Discretization of Governing Equations

3. Converting Governing Equations to Algebraic equations systems

4. Summary

5. Review Questions

## Topics 9 and 10

CFD Solution Analysis Essentials

1. Introduction

2. Consistency

3. Stability

4. Convergence

5. Accuracy

6. Efficiency

## Topics 11 and 12

Project and Unit Review

In the final weeks students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work and to clarify any outstanding issues. Instructors/facilitators may choose to cover a specialized topic if applicable to that cohort.

The Engineering Institute of Technology (EIT) is dedicated to ensuring our students receive a world-class education and gain skills they can immediately implement in the workplace upon graduation. Our staff members uphold our ethos of honesty and integrity, and we stand by our word because it is our bond. Our students are also expected to carry this attitude throughout their time at our institute, and into their careers.