University of New Hampshire

University of Toledo Department of Civil Engineering CIVE 1170 Fluid Mechanics for Civil Engineers 3 Credits, Spring 2006

Professor: Dr. Defne Apul, NI3030, [email protected], (419) 530 8132

Lecture: T, Th 11:00 a.m.-12:15 p.m. (PL 3110)

Office Hours: T, Th 1:00-2:00 p.m. Also by appointment. Use email for short questions.

TA: Vivek Jain ([email protected]) and Faisal Fahd ([email protected])

Text: Finnemore, E. John and Joseph B. Franzini., 2002, Fluid Mechanics with Engineering Applications, 10th Edition, McGraw-Hill, New York, ISBN: 0-07-243202-0

Resources: The internet, Google, Google-Scholar, libraries, online scientific articles, any textbook on fluid mechanics including the following:

Crowe, C.T., Elger, D.F., and Roberson, J.A,Engineering Fluid Mechanics, 7th Edition;

Munson, B.R., Young, D.F. and Okiishi, T.H. (2002), Fundamentals of Fluid Mechanics, (4th edition), John Wiley and Sons.

Cengel, Y.A. and Cimbala, J.M. (2004) Fluid Mechanics: Fundamentals and Applications, 1st Edition, McGraw-Hill Science

Prerequisites: PHYS 2130 (Physics for Science and Engineering Majors I) MATH 1890 or MATH 2890 (Linear Algebra)

Web address: Go to http://www.dl.utoledo.edu Click Course(s) Login link Your WebCT ID is your standard UTAD ID, which is the first letter of your first name followed by the next six of your last name The password is your birth date M/D/YYYY (e.g. 8/24/1966, 11/23/1965)

1 ‘Technical’ Course Objectives: Develop basic engineering skills related to various aspects of fluid mechanics including fluid properties, fluid statics, continuity, momentum and energy principles, dimensional analysis and similitude, and pipe and channel flow.

‘Real’ Course Objectives’: I want you to build on your analytical skills meaning you learn how to analyze a problem not memorize how to solve it. I want to meet the ABET objectives specified for this course. I also want you to be able to correctly solve at least 60 % of the fluids questions in the FE exam a few years down the road. Finally, I want you to self motivate yourselves and take charge and enjoy the journey which may be the only way for long-term (years and years!) retention of knowledge and skills.

RESPONSIBILITIES

Some of the recent advances in college teaching literature clearly acknowledge that there is no teaching if there is no learning. Therefore, the roles of the instructors are changing from being ‘teachers’ to being ‘facilitators’. In this class, I will follow this line of thought and my job as the instructor will be to facilitate learning. While I will be instructing and giving lectures, it will be your responsibility to use all the available tools and opportunities to learn in a way that you retain the information and skills for years to come. You are responsible for attending and participating in class, being inquisitive about the topic and sharing with other students your understanding of the topic to facilitate their learning. In this class you are required to think, inquire, process and share the information, which is the only way to learn. You will have an opportunity to observe and evaluate your learning through classroom assessment techniques such as the one- minute paper, in-class examples, and group discussions. Time permitting; we might also use other active learning techniques such as learning by discovery, student presentations, and learning by writing. You should remain academically honest on in-class work, exams, and assignments. Academic honesty and dishonesty is a broad topic, but we might summarize the rules here by saying “Don’t take credit for any work that is not your own.” Among other things, this refers to cheating on exams, copying (plagiarizing) material without stating where it came from, or not participating in group work (and yet taking credit for it). If you have any concerns or issues about these expectations you have to come see me the first week of the class. Otherwise, I will assume that you accept this responsibility.

2 PURPOSEFUL LEARNING

In your progress through this course, there are certain things I will want you to "know" or “be able to do” by the end of the semester. I will post or hand out lists of these ‘objectives” throughout the semester. Tests will cover only those objectives listed, and no problems or questions will be given on examinations which are not implied by one of those lists. The things that aren't on the objectives lists are not unimportant; they just aren't as important as the things that are listed, in my opinion. You'll learn some of the things that aren't listed anyhow, and that's a bonus. I want you to concentrate your study time on the listed objectives, however, so that you'll be learning on purpose those concepts and skills which I consider fundamental in the course. The lists of objectives for a particular portion of the course are not set in stone, and I will consider input from the class on modifications to the topical objectives. For example, if there is particular interest in a given topic, it may be possible to spend a greater effort in studying that area, with a concomitant revised set of objectives. I will accept written or oral suggestions for objectives from students at any time during the semester. I also encourage you to provide feedback on the class. Remember that you or someone else is paying for your education and you are spending countless hours – let’s make it worthwhile through a collective effort.

You should be aware that there is a national board (the Accreditation Board for Engineering and Technology (ABET)) that accredits engineering programs. The University of Toledo Civil Engineering degree program is ABET-accredited. It is important to you that the engineering program from which you graduate is ABET- accredited because that is one of the requirements in the process of obtaining a Professional Engineering (PE) license. ABET wants to be sure that graduates of its accredited programs meet 11 educational objectives. Six of these objectives are incorporated into sections of CIVE1170. These objectives are:

 (a) an ability to apply knowledge of mathematics, science, and engineering to (e) identify, formulate, and solve engineering problems,  (g) an ability to communicate effectively,  (h) an understanding of the impact of engineering solutions in a global and societal context,  (i) a recognition of the need for, and an ability to engage in life-long learning,  (j) a knowledge of contemporary issues.

At the end of the semester, you will be asked to complete a survey evaluating the extent to which these objectives were covered in CIVE1170.

3 POLICIES AND PROCEDURES  If you miss a test without either a certified medical excuse or prior instructor approval, you will get zero for that exam.  Late assignments will not be accepted.  You are encouraged to work together on homework so you can discuss the problems and learn more than you would if you worked on your own. While working with others, don’t forget about academic dishonesty. The idea is to learn together not copy from someone or let someone else do the thinking for you. If you copy your homework, you’ll get zero for it.  If you are not academically honest on the project or exams, you’ll fail the class.  Grading

Highest score - 15 % Four exams (three midterm Second highest score – 15 % and one final) Third highest score – 15 % Lowest score – 5 % Homework 25 % Research Project(s) 15 % Class participation 8 % Five minutes of fame 2 % Total 100 %

Final grade will be assigned based on your weighted grade for the entire class.

Weighted grade Course grade 90 and above A 87-89 A- 84-86 B+ 80-83 B 77-79 B- 74-76 C+ 70-73 C 67-69 C- 64-66 D+ 60-63 D <60 F

Class participation will be graded both by me and by your peers. Pay attention to who is in class and who is enhancing our learning environment by their participation. The more you speak up and participate in activities, the greater will be your participation grade. You can stop me when I lose you – this will also be considered participation.

4 FIVE MINUTES OF FAME In every class, we will have one or two students enjoy their five minutes (each) of fame explaining to the class a concept/news/application/theory/personal experience related to the topic of the week or earlier weeks. Use your imagination and resources. Your five minutes can be on anything as long as you relate it to fluid mechanics somehow. We will use these opportunities to break the routine of the class and to learn from each other. In addition, this exercise will improve your public speaking skills. You will be graded out of 2 for this activity. To get a full 2, you should clearly explain your topic, why you picked it, and how it relates to fluids. In addition, the audience should be able to tell that you have researched your topic at least a few hours prior to your five minutes of fame. PowerPoint presentations are not necessary. You can go up to 10 minutes if you need to. Other possible grades for this activity if you don’t get a 2 are 1.5, 1, 0.5, and 0.

GROUP RESEARCH PROJECTS You can either pick a topic that is near and dear to you or you can pick one of the following topics. There will be no more than three groups working on the same project topic. - Drag and lift (automobiles, golf, football, airplanes) - Hydrostatics (Dams) - Modeling (water distribution systems - EPANET2) - Modeling (Computational fluid dynamics – FLUENT) - Open channel flow experiment Depending on which topic you pick, you may do modeling, lab experiments, teaching in class, and/or research. We will collectively agree on the specific requirements for each project topic once project groups are determined. Research project is your opportunity to go more in depth on a topic and set of skills that interest you.

TOPICS (IN THE ORDER I PLANT TO ‘UN-COVER’) I don’t believe in covering more material in the expense of going too fast (although I may be tempted to go in this direction!). My overall goal in this class is to help you ‘un-cover’ the material. If as a class we feel we need to spend more time on some topics we should do that even if it means we can’t cover all the topics. You should do your best to give me feedback throughout the course so I know where you stand with respect to the style of the course, the pace, and the topics we are collectively un-covering.

1. Fluid properties 2. Fluid statics 3. Fluid flow concepts, continuity 4. Energy considerations, Bernoulli 5. Cavitation 6. Energy and hydraulic gradelines 7. Momentum 8. Similitude and dimensional analysis 9. Frictional drag 10. Frictional losses in closed conduits 11. Minor losses, Hazen Williams equation 12. Laminar versus turbulent flow – velocity profile 13. Hydraulic machinery 14. Open channel flow 15. Fluid measurements

5 ASSIGNMENT 1 – DUE Thursday January 12 2005 Go to WEBCT class website. Click on Study Aids. Download or print the Fluid Mechanics section of the Reference Handbook for the EIT exam. Browse through to see what you will learn in this class. You will need this reference for this class and for the EIT exam when you take it. All exams will be open book and open FE sheet.

You don’t need to turn in anything for Assignment 1.

ASSIGNMENT 2 – DUE Tuesday January 17 2005 This assignment does not need to be turned in class. Instead, you will post your answers online on the Discussion Forum to get credit for it. Part A - Go to WEBCT class website, click on Internet Sites on Fluids. Pick your favorite link and write a couple paragraphs about what you learned RELATED TO THIS CLASS – FLUID MECHANICS. Did you think the link was related to fluid mechanics? Once you have written your paragraphs, post them on the discussion board. Don’t forget to include the http address so your friends can find it easily if your writeup interests them. You will get full credit worth 10 HW points for posting your paragraphs online. - You can not copy from the web page! If you wish, you can do additional online research on the same topic so you can learn a little more and don’t feel like the only way to write a couple paragraphs is to copy what is already there. - If the links I posted on the Class website are not interesting to you, you are welcome to find another link of your own and use that for this assignment. - Come to class prepared to reflect on the link you picked.

Part B

Go to WEBCT class website. Click on ‘Study Aids’ and then ‘Videos’. Watch one of the videos and reflect on what you saw on the Discussion Board. Once again, you will get full 10 HW points credits for your online reflection.