DOCSLIB.ORG

Fluent Getting Started Guide

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Fluent Getting Started Guide ANSYS Fluent Getting Started Guide ANSYS, Inc. Release 19.1 Southpointe April 2018 2600 ANSYS Drive Canonsburg, PA 15317 ANSYS, Inc. and [email protected] ANSYS Europe, Ltd. are UL http://www.ansys.com registered ISO (T) 724-746-3304 9001: 2008 (F) 724-514-9494 companies. Copyright and Trademark Information © 2018 ANSYS, Inc. Unauthorized use, distribution or duplication is prohibited. ANSYS, ANSYS Workbench, AUTODYN, CFX, FLUENT and any and all ANSYS, Inc. brand, product, service and feature names, logos and slogans are registered trademarks or trademarks of ANSYS, Inc. or its subsidiaries located in the United States or other countries. ICEM CFD is a trademark used by ANSYS, Inc. under license. CFX is a trademark of Sony Corporation in Japan. All other brand, product, service and feature names or trademarks are the property of their respective owners. FLEXlm and FLEXnet are trademarks of Flexera Software LLC. Disclaimer Notice THIS ANSYS SOFTWARE PRODUCT AND PROGRAM DOCUMENTATION INCLUDE TRADE SECRETS AND ARE CONFID- ENTIAL AND PROPRIETARY PRODUCTS OF ANSYS, INC., ITS SUBSIDIARIES, OR LICENSORS. The software products and documentation are furnished by ANSYS, Inc., its subsidiaries, or affiliates under a software license agreement that contains provisions concerning non-disclosure, copying, length and nature of use, compliance with exporting laws, warranties, disclaimers, limitations of liability, and remedies, and other provisions. The software products and documentation may be used, disclosed, transferred, or copied only in accordance with the terms and conditions of that software license agreement. ANSYS, Inc. and ANSYS Europe, Ltd. are UL registered ISO 9001: 2008 companies. U.S. Government Rights For U.S. Government users, except as specifically granted by the ANSYS, Inc. software license agreement, the use, duplication, or disclosure by the United States Government is subject to restrictions stated in the ANSYS, Inc. software license agreement and FAR 12.212 (for non-DOD licenses). Third-Party Software See the legal information in the product help files for the complete Legal Notice for ANSYS proprietary software and third-party software. If you are unable to access the Legal Notice, contact ANSYS, Inc. Published in the U.S.A. Table of Contents Preface ........................................................................................................................................................ ix 1.The Contents of This Manual ............................................................................................................... ix 1. Introduction to ANSYS Fluent ................................................................................................................. 1 1.1. The ANSYS Product Improvement Program ....................................................................................... 3 1.2. Program Capabilities ......................................................................................................................... 6 1.3. Known Limitations in ANSYS Fluent 19.1 ........................................................................................... 8 2. Basic Steps for CFD Analysis using ANSYS Fluent ................................................................................. 19 2.1. Steps in Solving Your CFD Problem .................................................................................................. 19 2.2. Planning Your CFD Analysis ............................................................................................................. 19 3. Guide to a Successful Simulation Using ANSYS Fluent ......................................................................... 25 4. Starting and Executing ANSYS Fluent ................................................................................................... 27 4.1. Starting ANSYS Fluent ..................................................................................................................... 27 4.1.1. Starting ANSYS Fluent Using Fluent Launcher ......................................................................... 27 4.1.1.1. Setting General Options in Fluent Launcher ................................................................... 29 4.1.1.2. Single-Precision and Double-Precision Solvers ................................................................ 31 4.1.1.3. Setting Parallel Options in Fluent Launcher .................................................................... 32 4.1.1.4. Setting Remote Options in Fluent Launcher ................................................................... 34 4.1.1.5. Setting Scheduler Options in Fluent Launcher ................................................................ 35 4.1.1.6. Setting Environment Options in Fluent Launcher ........................................................... 36 4.1.2. Starting ANSYS Fluent on a Windows System .......................................................................... 38 4.1.3. Starting ANSYS Fluent on a Linux System ................................................................................ 39 4.1.4. Command Line Startup Options ............................................................................................. 39 4.1.4.1. ACT Option ................................................................................................................... 42 4.1.4.2. Graphics Options ........................................................................................................... 42 4.1.4.3. Meshing Mode Option ................................................................................................... 42 4.1.4.4. Performance Options ..................................................................................................... 43 4.1.4.5. Parallel Options ............................................................................................................. 43 4.1.4.6. Postprocessing Option .................................................................................................. 44 4.1.4.7. SGE Options .................................................................................................................. 44 4.1.4.8. Remote Visualization Options ........................................................................................ 44 4.1.4.9. LSF Option .................................................................................................................... 44 4.1.4.10.Version and Release Options ........................................................................................ 44 4.1.4.11. System Coupling Options ............................................................................................ 45 4.1.4.12. Other Startup Options ................................................................................................. 45 4.2. Running ANSYS Fluent in Batch Mode ............................................................................................. 46 4.2.1. Background Execution on Linux Systems ................................................................................ 46 4.2.2. Background Execution on Windows Systems .......................................................................... 47 4.2.3. Batch Execution Options ........................................................................................................ 48 4.3. Switching Between Meshing and Solution Modes ............................................................................ 49 4.4. Checkpointing an ANSYS Fluent Simulation ..................................................................................... 49 4.5. Cleaning Up Processes From an ANSYS Fluent Simulation ................................................................ 51 4.6. Exiting ANSYS Fluent ...................................................................................................................... 51 Glossary of Terms ........................................................................................................................................ 53 Release 19.1 - © ANSYS, Inc. All rights reserved. - Contains proprietary and confidential information of ANSYS, Inc. and its subsidiaries and affiliates. iii Release 19.1 - © ANSYS, Inc. All rights reserved. - Contains proprietary and confidential information iv of ANSYS, Inc. and its subsidiaries and affiliates. List of Figures 1.1. ANSYS Fluent Architecture ...................................................................................................................... 2 4.1.The General Options Tab of Fluent Launcher .......................................................................................... 30 4.2.The Parallel Settings Tab of Fluent Launcher .......................................................................................... 33 4.3.The Remote Tab of Fluent Launcher ....................................................................................................... 35 4.4.The Scheduler Tab of Fluent Launcher (Windows 64 Version) .................................................................. 36 4.5.The Environment Tab of Fluent Launcher ............................................................................................... 37 4.6.The Batch Options Dialog Box ............................................................................................................... 48 8. Cell Types ...............................................................................................................................................
Load more

Recommended publications
  • Understanding Binomial Sequential Testing Table of Contents of Two START Sheets
    Selected Topics in Assurance Related Technologies START Volume 12, Number 2 Understanding Binomial Sequential Testing Table of Contents of two START sheets. In this first START Sheet, we start by exploring double sampling plans. From there, we proceed to • Introduction higher dimension sampling plans, namely sequential tests. • Double Sampling (Two Stage) Testing Procedures We illustrate their discussion via numerical and practical examples of sequential tests for attributes (pass/fail) data that • The Sequential Probability Ratio Test (SPRT) follow the Binomial distribution. Such plans can be used for • The Average Sample Number (ASN) Quality Control as well as for Life Testing problems. We • Conclusions conclude with a discussion of the ASN or “expected sample • For More Information number,” a performance measure widely used to assess such multi-stage sampling plans. In the second START Sheet, we • About the Author will discuss sequential testing plans for continuous data (vari- • Other START Sheets Available ables), following the same scheme used herein. Introduction Double Sampling (Two Stage) Testing Determining the sample size “n” required in testing and con- Procedures fidence interval (CI) derivation is of importance for practi- tioners, as evidenced by the many related queries that we In hypothesis testing, we often define a Null (H0) that receive at the RAC in this area. Therefore, we have expresses the desired value for the parameter under test (e.g., addressed this topic in a number of START sheets. For exam- acceptable quality). Then, we define the Alternative (H1) as ple, we discussed the problem of calculating the sample size the unacceptable value for such parameter.
    [Show full text]
  • Reading Inventory Technical Guide
    Technical Guide Using a Valid and Reliable Assessment of College and Career Readiness Across Grades K–12 Technical Guide Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased SRI College & Career permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials. Portions previously published in: Scholastic Reading Inventory Target Success With the Lexile Framework for Reading, copyright © 2005, 2003, 1999; Scholastic Reading Inventory Using the Lexile Framework, Technical Manual Forms A and B, copyright © 1999; Scholastic Reading Inventory Technical Guide, copyright © 2007, 2001, 1999; Lexiles: A System for Measuring Reader Ability and Text Difficulty, A Guide for Educators, copyright © 2008; iRead Screener Technical Guide by Richard K. Wagner, copyright © 2014; Scholastic Inc. Copyright © 2014, 2008, 2007, 1999 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. ISBN-13: 978-0-545-79638-5 ISBN-10: 0-545-79638-5 SCHOLASTIC, READ 180, SCHOLASTIC READING COUNTS!, and associated logos are trademarks and/or registered trademarks of Scholastic Inc. LEXILE and LEXILE FRAMEWORK are registered trademarks of MetaMetrics, Inc. Other company names, brand names, and product names are the property and/or trademarks of their respective owners.
    [Show full text]
  • Reconciling Situation Calculus and Fluent Calculus
    Reconciling Situation Calculus and Fluent Calculus Stephan Schiffel and Michael Thielscher Department of Computer Science Dresden University of Technology stephan.schiffel,mit @inf.tu-dresden.de { } Abstract between domain descriptions in both calculi. Another ben- efit of a formal relation between the SC and the FC is the The Situation Calculus and the Fluent Calculus are successful possibility to compare extensions made separately for the action formalisms that share many concepts. But until now two calculi, such as concurrency. Furthermore it might even there is no formal relation between the two calculi that would allow to formally analyze the relationship between the two allow to translate current or future extensions made only for approaches as well as between the programming languages one of the calculi to the other. based on them, Golog and FLUX. Furthermore, such a formal Golog is a programming language for intelligent agents relation would allow to combine Golog and FLUX and to ana- that combines elements from classical programming (condi- lyze which of the underlying computation principles is better tionals, loops, etc.) with reasoning about actions. Primitive suited for different classes of programs. We develop a for- statements in Golog programs are actions to be performed mal translation between domain axiomatizations of the Situ- by the agent. Conditional statements in Golog are composed ation Calculus and the Fluent Calculus and present a Fluent of fluents. The execution of a Golog program requires to Calculus semantics for Golog programs. For domains with reason about the effects of the actions the agent performs, deterministic actions our approach allows an automatic trans- lation of Golog domain descriptions and execution of Golog in order to determine the values of fluents when evaluating programs with FLUX.
    [Show full text]
  • The Features-And-Fluents Semantics for the Fluent Calculus
    The Features-and-Fluents Semantics for the Fluent Calculus Michael Thielscher and Thomas Witkowski Department of Computer Science Dresden University of Technology, Germany Abstract fluent calculus, is expressive enough to be applicable to the full test suite of example reasoning problems in (Sandewall Based on an elaborate ontological taxonomy, the Features- 1994), let alone to be provably sound and complete wrt. one and-Fluents framework provides an independent action se- of the more expressive ontological classes in the taxonomy. mantics for assessing the range of applicability of action cal- culi. In this paper, we show how the fluent calculus can In this paper, we present a version of the fluent calculus be used to capture the full range of phenomena in K-IA, that is sufficiently expressive to capture K-IA, which is the the broadest ontological class that has been fully formalized broadest class that has been rigorously formalized and in- in (Sandewall 1994). To this end, we develop a significant tensively studied in (Sandewall 1994) and in which correct extension of the fluent calculus for modeling actions with du- knowledge and a fully inertial world is assumed. To this rations and with specific trajectories of changes. We present a end, we develop a significant extension of the basic fluent provably correct translation of scenario descriptions from the calculus by introducing an explicit model for the duration Features-and-Fluents semantics into fluent calculus axioma- of actions and for trajectories of changes. On this basis, we tizations. present a translation function that maps any K-IA scenario into a fluent calculus axiomatization, and we prove that the Introduction intended models of the former coincide with the classical models of the latter.
    [Show full text]
  • Fluent Tips & Tricks
    FluentFluent TipsTips && TricksTricks UGMUGM 20042004 Sutikno Wirogo Samir Rida 1/ 75 Outline List of Tips and Tricks collected from: Solution database available through the Online Technical Support (OTS) portal http://www.fluentusers.com Frequently Asked Questions Know-how of Fluent’s technical staff This presentation provides Tips and Tricks: For IO and Batch For Case Set-up and Mesh For Solving For Post-Processing For Reporting 2/ 75 This presentation provides Tips and Tricks: For IO and Batch For Case Set-up and Mesh For Solving For Post-Processing For Reporting 3/ 75 Miscellaneous on Parallel IO In parallel, the mesh is first read into the host and then distributed to the compute nodes If reading case into parallel solver takes unusually long time, do the following: • Merge as many zones as possible • Put the host and compute-node-0 on the same machine • Put the case and data files on a disk on the machine running the host and compute-node-0 processes Parallel Fluent will allocate buffers for exchanging messages while reading and building the grid • Default buffer size depends of the case that is being read For 4 million cell case on 4 CPUs, the buffer size will be 4M/4 = 1M • To query buffer size, use the following scheme command: (%query-parallel-io-buffers) • If the host machine does not have enough memory, using a large buffer will slow down the read case stage and thus can limit the maximum buffer size using: (%limit-parallel-io-buffer-size 0) ¾ Needs to be executed before reading the case file ¾ Will increase
    [Show full text]
  • The Calculus of Newton and Leibniz CURRENT READING: Katz §16 (Pp
    Worksheet 13 TITLE The Calculus of Newton and Leibniz CURRENT READING: Katz §16 (pp. 543-575) Boyer & Merzbach (pp 358-372, 382-389) SUMMARY We will consider the life and work of the co-inventors of the Calculus: Isaac Newton and Gottfried Leibniz. NEXT: Who Invented Calculus? Newton v. Leibniz: Math’s Most Famous Prioritätsstreit Isaac Newton (1642-1727) was born on Christmas Day, 1642 some 100 miles north of London in the town of Woolsthorpe. In 1661 he started to attend Trinity College, Cambridge and assisted Isaac Barrow in the editing of the latter’s Geometrical Lectures. For parts of 1665 and 1666, the college was closed due to The Plague and Newton went home and studied by himself, leading to what some observers have called “the most productive period of mathematical discover ever reported” (Boyer, A History of Mathematics, 430). During this period Newton made four monumental discoveries 1. the binomial theorem 2. the calculus 3. the law of gravitation 4. the nature of colors Newton is widely regarded as the most influential scientist of all-time even ahead of Albert Einstein, who demonstrated the flaws in Newtonian mechanics two centuries later. Newton’s epic work Philosophiæ Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy) more often known as the Principia was first published in 1687 and revolutionalized science itself. Infinite Series One of the key tools Newton used for many of his mathematical discoveries were power series. He was able to show that he could expand the expression (a bx) n for any n He was able to check his intuition that this result must be true by showing that the power series for (1+x)-1 could be used to compute a power series for log(1+x) which he then used to calculate the logarithms of several numbers close to 1 to over 50 decimal paces.
    [Show full text]
  • A Streaming Implementation of the Event Calculus
    TECHNICAL UNIVERSITY OF CRETE MASTER THESIS A Streaming Implementation of the Event Calculus Author: Supervisor: Alexandros MAVROMMATIS Prof. Minos GAROFALAKIS THESIS COMMITTEE Prof. Minos GAROFALAKIS (Technical University of Crete) Assoc. Prof. Michail G. LAGOUDAKIS (Technical University of Crete) Dr. Alexander ARTIKIS (University of Piraeus, N.C.S.R. Demokritos) Technical University of Crete School of Electronic & Computer Engineering in collaboration with the National Centre for Scientific Research “Demokritos” Institute of Informatics and Telecommunications April 2016 Abstract Events provide the fundamental abstraction for representing time-evolving information that may affect situations under certain circumstances. The research domain of Complex Event Recognition focuses on tracking and analysing streams of events, in order to detect event patterns of special significance. The event streams may originate from various sources, such as sensors, video tracking systems, computer networks, etc. Furthermore, the event stream velocity and volume pose significant challenges to event processing systems. We propose dRTEC, an event recognition system that employs the Event Cal- culus formalism and operates in multiple computer cores for scalable distributed event recognition. We evaluate dRTEC experimentally using two real world applications and we show that it is capable of real-time and efficient event recognition. PerÐlhyh Ta gegoνόta parèqoun thn jemeli¸dh afaÐresh gia thn αναπαράσtash miac qroνικά exe- liσσόμενης plhroforÐac, h opoÐa mporeÐ na επηρεάσει katastάσειc κάτw από orismènec συνθήκες. To pedÐo èreunac thc Anagn¸rishc Σύνθετwn Gegoνόtwn epikentr¸netai sthn parakoλούθηση kai ανάλυση ro¸n από gegoνόta, me stόqo ton entopiσμό proτύπων από gegoνόta idiaÐterhc shmasÐac. Oi roèc από gegoνόta μπορούν na proèrqontai από διάφορες phgèc, όπως aiσθητήρες, susτήματa parakoλούθησης me bÐnteo, dÐktua upologist¸n k.lp.
    [Show full text]
  • Introduction to the Fluent Calculus
    Linkoping Electronic Articles in Computer and Information Science Vol nr Intro duction To The Fluent Calculus Michael Thielscher Department of Computer Science Dresden UniversityofTechnology Dresden Germany Linkoping University Electronic Press Linkoping Sweden httpwwwepliuseeacis Revised version Revised version publishedonFebruary by Linkoping University Electronic Press Linkoping Sweden Original version was published on October Linkoping Electronic Articles in Computer and Information Science ISSN Series editor Erik Sandewal l c Michael Thielscher A Typeset by the author using L T X E Formattedusingetendu style Recommended citation Author Title Linkoping Electronic Articles in Computer and Information Science Vol nr http wwwepliuseeacisOctober The URL wil l also contain links to both the original version and the present revised version as wel l as to the authors home page The publishers wil l keep this article online on the Internet or its possible replacement network in the future for a periodofyears from the date of publication barring exceptionalcircumstances as describedseparately The online availability of the article implies apermanent permission for anyone to read the article online to print out single copies of it and to use it unchanged for any nonc ommercial research and educational purpose including making copies for classroom use This permission can not berevoked by subsequent transfers of copyright Al l other uses of the article are conditional on the consent of the copyright owner The publication of
    [Show full text]
  • Comparison of American and Chinese College Students by Means of The
    Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1973 Comparison of American and Chinese College Students by Means of the Holtzman Inkblot Technique Te Jung Chang Eastern Illinois University This research is a product of the graduate program in Psychology at Eastern Illinois University. Find out more about the program. Recommended Citation Chang, Te Jung, "Comparison of American and Chinese College Students by Means of the Holtzman Inkblot Technique" (1973). Masters Theses. 3809. https://thekeep.eiu.edu/theses/3809 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPER CERTIFICATE #2 TO: Graduate Degree Candidates who have written formal theses. SUBJECT: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings. Date Author I respectfully request Booth Library
    [Show full text]
  • Introduction to the Fluent Calculus
    Linkoping Electronic Articles in Computer and Information Science Vol nr Intro duction To The Fluent Calculus Michael Thielscher Department of Computer Science Dresden UniversityofTechnology Dresden Germany Linkoping University Electronic Press Linkoping Sweden httpwwwepliuseeacis Revised version Revised version publishedonFebruary by Linkoping University Electronic Press Linkoping Sweden Original version was published on October Linkoping Electronic Articles in Computer and Information Science ISSN Series editor Erik Sandewal l c Michael Thielscher A Typeset by the author using L T X E Formattedusingetendu style Recommended citation Author Title Linkoping Electronic Articles in Computer and Information Science Vol nr http wwwepliuseeacisOctober The URL wil l also contain links to both the original version and the present revised version as wel l as to the authors home page The publishers wil l keep this article online on the Internet or its possible replacement network in the future for a periodofyears from the date of publication barring exceptionalcircumstances as describedseparately The online availability of the article implies apermanent permission for anyone to read the article online to print out single copies of it and to use it unchanged for any nonc ommercial research and educational purpose including making copies for classroom use This permission can not berevoked by subsequent transfers of copyright Al l other uses of the article are conditional on the consent of the copyright owner The publication of
    [Show full text]
  • Review of the July 2011 Draft of the Texas Mathematics Standards
    Review of the July 2011 Draft of the Texas Mathematics Standards Wilfried Schmid Professor of Mathematics, Harvard University In some ways, the current draft improves upon the “Commissioner’s Draft”, on which it is based. Many – but not all – cases of imprecise or mathematically questionable language have been dealt with. However, serious problems remain. In the elementary grades, the draft consistently underemphasizes computational facility. On the other hand, the major results of the high school and late middle school curriculum are generally presented only as results to be applied by students, but not meant to be understood. As the National Mathematics Panel has pointed out, conceptual understanding and computational practice develop in tandem. To ask for under- standing in the early grades without addressing computation is just as wrong as asking students to merely apply, but not truly understand the binomial theorem and other major theorems in high school. Even when the language of the draft is sufficiently precise, it often reads awkwardly. I would advise the authors to have the entire document examined by an individual who is not only mathematically competent, but also has stylistic flair. Several “model frameworks” exist that could be used as linguistic models. Computational facility in the elementary grades At each grade level, the standards are preceded by a statement of the relevant “Focal Points”, with wording that is often borrowed from the NCTM Focal Points. The authors would do well to actually follow the suggestions of the latter! Automatic recall of number facts serves as the foundation for computational facility. The draft standard 2N10, fluently apply basic fact strategies to add and subtract with sums to 20 and differences from 20, and its multiplication counterpart 3N20 send the wrong message.
    [Show full text]
  • A Calculus Oasis on the Sands of Trigonometry
    φ θ b 3 A Calculus Oasis on the sands of trigonometry A h Conal Boyce A Calculus Oasis on the sands of trigonometry with 86+ illustrations by the author Conal Boyce rev. 130612 Copyright 2013 by Conal Boyce All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written prior permission of the author. Cover design and layout by CB By the same author: The Chemistry Redemption and the Next Copernican Shift Chinese As It Is: A 3D Sound Atlas with First 1000 Characters Kindred German, Exotic German: The Lexicon Split in Two ISBN 978-1-304-13029-7 www.lulu.com Printed in the United States of America In memory of Dr. Lorraine (Rani) Schwartz, Assistant Professor in the Department of Mathematics from 1960-1965, University of British Columbia Table of Contents v List of Figures . vii Prologue . 1 – Vintage Calculus versus Wonk Calculus. 3 – Assumed Audience . 6 – Calculus III (3D vector calculus) . 9 – A Quick Backward Glance at Precalculus and Related Topics . 11 – Keeping the Goal in Sight: the FTC . 14 I Slopes and Functions . 19 – The Concept of Slope . 19 – The Function Defined. 22 – The Difference Quotient (alias ‘Limit Definition of the Derivative’). 29 – Tangent Line Equations . 33 – The Slope of e . 33 II Limits . 35 – The Little-δ Little-ε Picture. 35 – Properties of Limits . 38 – Limits, Continuity, and Differentiability. 38 III The Fundamental Theorem of Calculus (FTC) . 41 – A Pictorial Approach (Mainly) to the FTC.
    [Show full text]