Welcome to CHEG 3123: Fluid Mechanics
The image above is a mixture of watercolor paint and ferrofluid under the influence of a magnetic field.
Course Information
3 credits
In-person
Class Meeting Times: MWF @ 9:05 - 9:55 am in BPB 130
Discussion Meeting Times: W @ 12:20 - 1:10 pm in GENT 131
Prerequisites: MATH 2110, MATH 2410, CHEM 1128, CHEG 2103
This is my dog, Rover (He came with this name). He's 5 years old and loves people. Maybe I can bring him to class one day!
Course Description and Required Materials
Description:
Overall mass, energy, and momentum balances; fluid flow phenomena; theoretical and empirical relationships for design of incompressible fluid-flow systems. This course will emphasize the proper application of differential equations describing the conservation of mass, momentum, and energy, including simplifications and application of boundary conditions to solve real problems.
Required Materials:
Textbook: Fundamentals of Fluid Mechanics by Munson, Young, and Okiishi, 8th edition.
Engineering paper which can be purchased at the UConn Bookstore or Amazon.
Course Learning Objectives
By the end of CHEG 3123, students will be able to:
Formulate mathematical expressions to represent transport processes using both differential (point-to-point) and integral (overall system) approaches.
Apply transport process fundamentals by performing mass, momentum, and energy balance calculations.
Exhibit proficiency in characterizing fluid-handling processes through application of mechanical energy balances.
About Me - Jennifer Pascal (she/her), PhD - Husky Ally
with my partner, Mark, 2021
with my sister, Tiffany, at Yayoi Kusama's exhibit at the New York Botanical Gardens, 2021
Little Sister, Meladee, 14 yo
I'm originally from TN and went to college at Tennessee Technological University. I did a postdoctoral fellowship at the University of New Mexico where I worked at the Cancer Research Facility. I have been at UConn since 2016 and I love it! Some of my hobbies, I'm a person too: Music (concerts, playing guitar), Hiking, Biking, TV, Ping Pong, Tennis, Reading - feel free to chat with my anytime about these and your hobbies too.
Promotion of Inclusive and Affirming Learning Environment
I want this class to be a collaborative community that is a safe space and affirming for everyone. I have a lot of privilege as cishet, able bodied, white woman. I try to be an ally to people who don't have the same privileges. If something in this course is not affirming or makes you feel excluded or offended in any way, please bring it to my attention.
You might ask how all of this is related to engineering. Think about some of the power structures that exist in our everyday lives (e.g., engineers and technicians, professors and students). Additionally, think about who teaches most of your engineering courses and who wrote the majority of the textbooks for them. I believe that everyone can and should be welcomed and included in engineering. Thus, understanding and being sensitive to the systematic role that these power structures play in our lives as engineers can help us come up with better solutions to societal problems, which is our job. In the context of the material in this course we will sometimes discuss how we, as engineers, can help promote inclusiveness and fairness in our field through our work. I will highlight some of the engineers from historically excluded groups from UConn and beyond, because I think they are good role models and provide representation.
I also believe in growth mindset, or that we are malleable and can learn anything, despite “not being good at math,” for example. We don’t have fixed abilities or talents. You can all be successful engineers, if that is what you want to do. I don’t believe any of you “just can’t cut it.” Here is a podcast about this.
Finally, I believe in asset-based approaches, or that every single person in the class comes to class with knowledge and their own lived experiences that should not be diminished or discounted. Every single person brings something to the table in this class and has experiences they can share that can help us solve problems. So, instead of focusing on what students don’t have (e.g, “the students can’t solve differential equations.”), I do my best to approach things with an asset-based attitude. Another podcast!
Gender Identities
We all have the right to be addressed by our gender identities and chosen names. Chosen names and pronouns are to be respected. Let me know if you use a chosen name and feel free to share your pronouns. Mistakes in addressing each other may happen, but I want to encourage an open, safe environment where we can all learn.