MECH4301 Computational Fluid Dynamics Course description

This course covers some fundamental concepts of Computational Fluid Dynamics and their practical use in computer simulations. Students learn about different challenges associated with compressible and incompressible flows, different grid structures and the numerical modelling of turbulence. The theoretical understanding is put to practical use through programming exercises with computer tools such as OpenFoam and python.

No coursework requirements or compulsory activities.

Knowledge:

The candidate

• can derive the governing equations and explain the standard mathematical classifications of fluid flow
• can formulate fluid flow problems in terms of Partial Differential Equations
• can explain the difference between Direct Numerical Simulation and averaged turbulence models in CFD
• can explain the difference between staggered and collocated grids for a CFD meshing structure.

Skills:

The candidate

• can solve standard fluid flow problems by applying CFD tools, such as OpenFOAM
• can implement Finite Volume solution algorithms in Python
• can apply von Neumann and TVD analysis to derive precise stability bounds on numerical methods for partial differential equations
• can design suitable mesh structures for CFD analysis tailored to a given fluid flow problem.

General competence:

The candidate

• can design and perform CFD simulations for common industrial problems
• is capable of critically evaluating the results of CFD analyses and identifying potential sources of errors and inaccuracies
• can communicate their work and can master language and terminology of the CFD field.

• Lectures
• Problem solving sessions
• Computer laboratory sessions in
  • Applied CFD using high-level tools such as OpenFOAM.
  • Scientific programming in python.

Phase 2 is dedicated to the continued development of the master's project work, for example, planning and implementation of the methdology, development, data collection and analysis. The precise nature and status of the work will be dependant on the specific project.

In addition, there will be a series of workshops on the academic writing and effective communication of the thesis project, building on the workshops in Phase 1. Students will develop an awareness of the conventions of academic writing and the writing process and use a range of analytical tools and methods to develop their writing and writing practices as part of writing their thesis.

Guidelines for master's theses at the Faculty can be found here: Retningslinjer for masteroppgaver ved Fakultet for teknologi, kunst og design - Student - minside (oslomet.no)

ACIT5910 Phase 1 must have been passed before the student can start work with Phase 2.

Cities in Norway, and Oslo in particular, have become increasingly heterogeneous with rising social inequality, residential segregation and social exclusion. Social inequality is unevenly distributed between city districts, and people living in districts characterised by ethnic, cultural and religious diversity are more likely to be affected by poor living conditions. The term ‘superdiversity’ is used to emphasise that in these city districts, diversity means so much more than just ethnic diversity. Other key variables include differences in rights status, labour market experience, family practices and family sizes, residential segregation and local responses from the population and public service providers. ‘Superdiversity’ refers to the complexity that arises from the combination of these circumstances. Students taking this course will acquire knowledge of and perspectives on particular challenges associated with social work in a city setting. The course takes as its point of departure the citizenship perspective, whereby the purpose of social work is to give as many people as possible a real possibility to live a qualitatively good life characterised by participation and a sense of mastery.

The language of instruction is Norwegian.

None.

After completing the course, the students are expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• has broad knowledge of theory and concepts related to ethnic, religious and cultural diversity and social inequality (superdiversity)
• has knowledge of diversity, social inequality and social problems in and between different districts in the City of Oslo
• is familiar with research and development work on how social structures, racism and discrimination can contribute to the persistence and reinforcement of social inequality

Skills

The student can

• update their knowledge of the geographical concentration of diversity and social inequality in the city
• apply knowledge of superdiversity in social work practice to promote participation, coping skills and change
• reflect on the significance of their own ethnic/cultural background in their social work practice

General competence

The student

• has knowledge of how a concentration of social problems and intersectionality in a city district can give rise to challenges for the district’s population
• can reflect critically on how social structures, racism and discrimination can contribute to the persistence and reinforcement of social inequality

The teaching takes place with in-person attendance on campus, and the working methods vary between lectures and student-active learning methods.