KEENzine5

Turningon theAfterburners Sid uses portfolios to assess student learning. According to Bloom’s, in order to facilitate lifelong learning, the evaluation methods should require the students to reflect, realize, synthesize, and critique. Exams alone are inadequate. This is where a portfolio-based evaluation system proves to be useful, to both the instructor and student. It provides a platformwhere students can integrate the subject matter they learned from different aspects of the course: ➤ Lectures ➤ Homework assignments ➤ Projects ➤ Group discussions ➤ Independent studies ➤ Article summaries While the portfolio is specifically for the course, Introduction to Flight, students also discuss the technical content taught in different courses. In their portfolio, they connect homework assignments, projects, and concepts to other courses. Metaphorically, these different aspects of the course are like pieces of puzzles which the students have to put together the way they understand the subject — and not the way it was taught by the instructor. As such, the completed puzzle in their portfolio is unique to each student in the course and reflects understanding and knowledge of the student in a way that an exam cannot. The portfolio also provides a direct means to assess KEEN’s 3C’s. It has become a preferred method of course assessment in several of Sid’s courses. An example paragraph is shown below, taken from a student’s portfolio in his Compressible Flow course. Several elements such as curiosity and connections are clearly observed. Example paragraph from a student’s portfolio in a Compressible Flow course. What happens when we study the relation between temperature and entropy in Fanno flow? A similar approach was used in Rayleigh flow. We can take equation 162 and rearrange it to isolate the change in temperature is over the change in entropy, as shown in equation 166. Equation 166 has a relation of Cv = R/(y - 1) as well to the equation. = − − − = − − This relation can be used to plot the effect of Mach number with temperature and entropy. Figure 108 shows this very effect. There are different Fanno lines per temperature and per fluid (changing the T and Cv terms). Not necessarily. As you can see from the graph, the temperature is decreasing with increase in entropy in subsonic case and vice-versa in supersonic case. If the tube length is longer than the characteristic number, only then the flow will follow a different Fanno line. Otherwise, it will be the same. But if you change the medium, then the Fanno line will change. As you can see from the figure below, flow with friction drives the entropy to increase. With equation 166, though it approaches a limiting term or the reference state, which has been discussed before. The reference DOUGLAS MELTON PROGRAM DIRECTOR THE KERN FAMILY FOUNDATION SIDAARD GUNASEKARAN ASSISTANT PROFESSOR UNIVERSITY OF DAYTON For additional information see: Gunasekaran, S. (2017), “Integrated Teaching Model in Graduate Aerospace Classes: A Trial With Compressible Flow Aerodynamics.” Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28546 11