Augmenting Fluid Dynamics Instruction with 3-D Printers and Wind Tunnel Instrumentation to Improve the Effectiveness and Efficiency of Instruction in Aerodynamics

Wind tunnels are used in engineering technology programs to impart and reinforce instruction in aerodynamics: generally, part of fluid dynamics course. Students learn the key principles of lift, drag, and aerodynamics forces as it pertains to fluid structure interaction. They then setup several geometries and structures in the wind tunnel to evaluate their aerodynamic effectiveness and compare findings of their experimental evaluation to that of theoretical learning. Strategies were developed where students integrate technology—3D printing and wind tunnel instrumentation—to learn key aerodynamics principles and related energy components in a thermal and fluid systems course. Students learned aerodynamics concepts in the course and how it affects wind turbine energy extraction. In labs, the students subsequently mount a 3D printed wind turbine blade in a wind tunnel to evaluate its aerodynamic effectiveness. Wind tunnel instrumentation and 3D printer augmented fluid dynamics instruction and labs were examined. It was hypothesized the technology could be used to rapidly generate designs of energy extraction components in laboratory-based fluid dynamics and aerodynamics education. As a result, in addition to ensuring that learning was at least as effective, the instructional process would be more efficient, than the non-augmented instruction. This paper presents the results of student performance and comparisons of the augmented and non-augmented instruction with respect to 3D printing and wind tunnel experimentation.