Teaching STAR-CCM+ in the University of Southampton. Zheng-Tong Xie. With thanks to: Fred Mendonca, Konstantinos Karantonis

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Kristin Flynn
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1 Teaching STAR-CCM+ in the University of Southampton Zheng-Tong Xie With thanks to: Fred Mendonca, Konstantinos Karantonis

2 Southampton

4 Engineering and the Environment in the University Acoustical Engineering Aeronautics and Astronautics Civil and Environmental Engineering Maritime Engineering and Ship Science Mechanical Engineering

5 STAR-CCM+ is taught in Engineering in Southampton M-level module Applications of CFD since 2009 (80 students this year, expecting more in the coming year). CFD Surgery session (1 hour per week) in Semesters 1 & 2 since 2008 Individual Project (IP) of BEng & MSc Students Group Design Project (GDP) of MEng and MSc students.

6 M-level module- Applications of CFD Coursework CASE 1 Generating a 2d grid and obtaining RANS solution for flow around an airfoil (every student is allocated a different airfoil section).

7 M-level module- Applications of CFD Coursework CASE 2 Generating a 3d grid and obtaining RANS solution for flow over a cube (every student is allocated a different Re number). 0.2 M < Number of cells <3 M

8 IP: Large-Eddy Simulations for dispersion of gas leaking from storage oil tank Y1+<5, number of cells ~millions (Student, Zhang, D.) Mesh BL Mesh Concentration contours at roof height

9 IP: Modeling wind turbine flows using overset mesh (Student: Rao, R) Domain Back view of vorticity isosurface Y1+~30, number of cells ~millions

10 GDP of MSc Race Car Programme: Design and modelling race car aerodynamics (team: Evan Marquardt, James Mackenzie, Santiago Medina, Tomoki Taira, Fang Tao) Mesh: 11 x10^6 cells, y1+ ~30 Boundary layer mesh

11 Pathlines: Coursework CASE 2

12 Vorticity magnitude Coursework CASE 2

13 Difficulties and Challenges Wide range spectrum of MSc students academic background Large class Rapid development of CFD technology requires the tutorials to be upgraded accordingly New CFD users tend to consider the CFD software as a playstation just hit the button /mouse and get (in students feedback, a relatively popular suggestion is NO equation, NO exam )

14 Opportunities CFD is the future (commented by a MSc student when I asked why they come to learn CFD) The class size has been increasing significantly Supercomputing system Lyceum2 (> 500 cores) is available for teaching Supercomputing systems in the University of Southampton

15 Opportunities CFD is the future can help to design and setup wind tunnel experiments; hence reducing the time required to optimize a physical model and expensive pre-runs in a wind tunnel... (Leitl et al 1997). Applications (of CFD) will become widespread in areas where wind velocities rather than surface pressures are required, such as the assessment of pedestrian comfort. These trends may well lead to the concentration of boundary layer wind tunnel testing for complex structures into a smaller number of institutions over the next few decades. (Baker 2007). Blocken (2013) concludes that Comp. Wing Eng. has come a long way. While there is still a long way to go, the strong progress established in the past 50 years provides a promising outlook for its future. Excellent visualization and repeatability; Interpolation between measured data (Wright and Hargreaves (2013).

16 Discussion on tackling the issues Using the flexible CFD Surgery sessions to suit wide range of students requirements Using the online facility Blackboard Using the supercomputing system which can be access remotely, and can run 60hrs batch jobs. Perhaps the CFD vendor can provide more updated small tutorials, e.g. generation of structured/unstructured mesh of an airfoil

17 Conclusion Using the commercial CFD software has significantly enhanced the students learning. One measure of the success is that more students want to learn using commercial CFD software. How to compromise teaching CFD software and CFD theory remains an open question. Acknowledgement : we are very grateful to the for providing such an excellent CFD software.

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