Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations |
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| Authors: | Shin Y Wong Robin K Connelly Richard W Hartel |
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| Institution: | Authors Wong, Connelly, and Hartel are with Dept. of Biological Systems Engineering, Univ. of Wisconsin‐Madison, 460 Henry Mall, Madison, WI 53706, U.S.A. Authors Connelly and Hartel are with Dept. of Food Science, Univ. of Wisconsin‐Madison, 1605 Linden Drive, Madison, WI 53706, U.S.A. Author Connelly is currently with Solae LLC, 4300 Duncan Avenue, St. Louis, MO 63110, U.S.A. Direct inquiries to author Hartel (E‐mail: rwhartel@wisc.edu). |
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| Abstract: | Abstract: The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students tend to find it difficult to use mathematics as a problem‐solving tool for food engineering problems. Food engineering students, on the other hand, should be challenged to use emerging mathematical tools to develop their problem‐solving skills. Therefore, the approach of this project involved the development of a curriculum to train undergraduate food engineers in the effective use of computational fluid dynamics (CFD) software to solve food engineering problems by engaging them in the creation of food engineering teaching tools. These CFD outputs were then used as innovative teaching tools for the food science students. In this paper, this concept will be illustrated by unsteady‐state heat transfer and fluid flow problems. To evaluate the efficiency of the teaching materials developed, a student focus group was asked to answer the same quiz following a conventional and CFD output aided teaching session. The assessment result showed an improved understanding of the subject after the CFD teaching session. These visual aids were excellent tools to illustrate the validity of the formulas presented in class. In addition, the new visual materials enabled a better understanding of the relationships among different process parameters. In general, this helped the food science students better appreciate the food engineering concepts that govern food processing operations. |
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