Ability to derive the Navier-Stokes equation from first principles. How well did you achieve this learning goal in this course?
Ability to derive the Bernoulli equation from first principles. How well did you achieve this learning goal in this course?
Understanding of the differences between the streamfunction and velocity potential and the governing equations that arise in the presence of irrotational and/or divergence-free assumptions. How well did you achieve this learning goal in this course?
Ability to make appropriate assumptions to the Navier-Stokes equation to derive:a. Euler equationb. Navier-Stokes equation with the Boussinesq approximationc. Incompressible Navier-Stokes equation How well did you achieve this learning goal in this course?
Ability to derive the dispersion relation for linear, irrotational surface gravity waves and linear internal gravity waves in a two-layer fluid. How well did you achieve this learning goal in this course?
Ability to derive the dominant force balance in the Navier-Stokes equation via scaling to come up with an analytical solution to an environmental flow problem. How well did you achieve this learning goal in this course?
Ability to understand the meaning and importance of the velocity gradient tensor. How well did you achieve this learning goal in this course?
An understanding of the difference between solid body rotation and irrotational flows. How well did you achieve this learning goal in this course?
9) An understanding of and ability to derive the dominant force balances in the following simple flows: a. Poiseuille flowb. Couette Flowc. Wind-driven flow in a long boxd. Gravitational circulation on a long box driven by thermal or saline baroclinic pressure gradientse. Stokes' first and second problemsf. Geostrophyg. Ekman layersh. Blasius boundary layer How well did you achieve this learning goal in this course?
How useful to you were the discussion sections?
How useful to you were the lectures?
How useful to you were the problem sets?
How useful to you was the syllabus?
What was the quality of the textbook Fluid Mechanics, Sixth Edition, by Kundu et al.?
How much time was spent in the lectures on math relative to the time that was spent on physics and conceptual understanding.
I would prefer less material with more time spent on each topic than all of the material that was covered.
I would prefer weekly assignments that were shorter rather than biweekly assignments that covered less material.
Do you think too much time was spent leading up to and deriving the Navier-Stokes equation in the lectures? If so, would you prefer that this material be condensed so that more time could be spent on the material in the latter half of the course?
Would you appreciate one extra hour of lectures each week to go over the material?
Would you like to see a math boot camp during the first week to go over relevant topics on ODEs and PDEs?