Students reasoning in fluid dynamics: bernoulli's principle vs. the continuity equation

  • In this work we investigate students’ thinking about and difficulties with incompressible, steady pipe flow. There is substantial evidence that students have difficulty applying and prioritizing the two basic principles of mass conservation (i.e., the continuity equation) and energy conservation (i.e., Bernoulli’s equation). When distracted by questions which involve gravity students based their answers on ill-supported assumptions about local pressures. The predominant arguments use a simplified Bernoulli equation, descriptive arguments or analogies to single-particle motion. Based on these results, an instructional intervention is developed that seems to address the observed difficulties.

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Author:Claudia Schäfle, Christian Kautz
Parent Title (English):Proceedings of the 10th international conference on Physics Teaching in Engineering Education
Editor:Arjan Lock
Document Type:Conference Proceeding
Publication Year:2019
Creating Corporation:SEFI - Société Européenne pour la Formation des Ingénieurs
Contributing Corporation:PWG – Physics Working Group of SEFI - Société Européenne pour la Formation des Ingénieurs
Tag:conceptual understanding; hydrodynamic; students' thinking
Page Number:8
First Page:1
Last Page:8
Project Title:Pro-Aktjv - Physik in Rosenheim kontinuierlich just-in-time verstehen
Funding Agency:Bayerisches Staatsministerium für Wissenschaft und Kunst
Grant Number:1542-MI-16-01
faculties / departments:Fakultät für Angewandte Natur- und Geisteswissenschaften
Licence (German):License LogoCreative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International