Teaching Hydraulic Design Using Equation Solvers

Civil engineering graduates need to be competent in hydraulic theory, as well as in the application of that theory to the solution of practical problems. Teachers of hydraulic design are faced with the dilemma that most realistic hydraulics problems are too complex to solve by hand, while most commercially available software packages obscure the theoretical background for program algorithms. Equation solvers provide a valuable tool for bridging these gaps. Students can develop an appropriate linear or nonlinear mathematical model to depict a realistic system, then use an equation solver package to solve that model for any combination of input data desired. Computer-based studio classrooms further enhance the learning experience by allowing students to solve problems under the instructor's supervision during class periods. This paper will describe how effective equation solvers and the studio classroom can be in teaching hydraulic design for water distribution systems and open-channel flow. The theory is developed in class through the use of printed notes. Students then develop the nonlinear mathematical model for a simple example, solve the model using an equation solver, and check the correctness of the solution. Students are able to investigate the dynamic response and the sensitivity of the model by varying the equation solver input variable values. Next they apply the theory and solution methods to a practical applications exercise. The final step is to complete a comprehensive, realistic design problem. Students are required to present their results to the class at all stages of the process. Course-end evaluation scores have risen significantly since the class has been converted to the studio format. Student comments indicate that they think equation solvers are a valuable engineering design tool, not only for learning, but in professional practice as well. The instructor has observed that students learn and retain the theory much better when they can apply it immediately to realistic problems. Much more realistic and sophisticated quizzes can be given when the students have computers available to assist with the analysis.