Problem-based introduction to fluid dynamics

This project implements closed and open-problem based learning in class on fluid dynamics:
i) At home: Students engage with self-teaching videos covering key concepts and complete self-assessment exercises.
ii) In class: Learning takes place through theoretical, numerical, and experimental group projects, along with regular lectures focusing on fundamental concepts, experimental demonstrations and concrete applications.

For broad audiences, maintaining engagement while balancing pace and level of details can be challenging. Home-based self-learning enables students to grasp fundamental concepts at their own speed, while in-class problem-solving fosters both subject-specific and methodological competencies. Group projects and targeted lectures will help students translate practical problems into mathematical models, develop theoretical frameworks,
design experiments, and perform numerical simulations. Assessment includes self-assessment exercises, a project report, and an 10-minute group presentation in front of the whole class. A peer-review session select the best presentation and the group is offered support to produce a outreach video.

Student feedback during implementation will guide adjustments to the balance between self-teaching and in-class activities, ensuring an effective and engaging learning experience.

– Redesign a class to allow flexible workload with at home self-teaching material.
– Introduce project-oriented active learning during the regular class hours.
– Involve students in group activities.

– Project-oriented activities will enhance student motivation, foster scientific reasoning, and develop social and personal competencies, helping them gain self-confidence.
– Tutors (TAs) will gain valuable experience in flipped-class methodologies, small-group supervision, and educational project management.
– Lab assistants will strengthen their practical skills.
– The project will serve as a pilot initiative within the department.
– Acquired competencies will be transferable across various courses and disciplines.
– Videos on fundamental concepts will be available for use in other courses.
– Selected self-teaching and student-created videos will contribute to the department’s outreach effort

This project would not have been possible without the help of the lab assistants: -Karol Nowohonski (D-PHYS), Elena Ott (D-PHYS), Sophia Kugler  (D-PHYS), Alper Sametoglu  (D-EAPS), Alexy Blanchard-Gaillard (D-MAVT) and Lukas De Jong  (D-EAPS/TU -Delft).