If you are interested in organizing a software workshop, please send a tentative title and a brief description to firstname.lastname@example.org.
The unique nature of the aerodynamic characteristics of rotorcraft requires significantly different modelling techniques from fixed-wing aircraft. The major difference is the radial and azimuthal variation of loads in forward flight which fundamentally complicates the flow field requiring fully three-dimensional and unsteady modelling of the aerodynamics. In conjunction, rotor blades also exhibit strong aeroelastic behaviour as an occurrence of the interactions between the aerodynamic and inertial forces on the blade. This aeroelastic behaviour means that the blades undergo flapping, torsional, and lead-lagging motion which is a function of the blades azimuthal position.
To address the aforementioned issues, comprehensive numerical tools are required which can appropriately model both the complex rotor flow field and the aeroelastic response of the rotor blades within a single process. This entails the coupling of flow solvers with structural solvers to exchange airloads computed within the flow solver to the structural solver and blade deflections computed within the structural solver to the flow solver.
Organizer: Pavel Solin (email@example.com, University of Nevada, Reno, United States)
After more than 10 years of teaching Linear Algebra in the traditional way, we decided to increase student interaction by creating a novel self-paced course and flipping the classroom. As a result, students were much more engaged, and their scores improved by 21% compared to previous semesters. In this presentation we will briefly explain the concepts of flipped classroom and, in particular, flipped mastery as a proven way to increase student success. We will introduce a new self-paced Linear Algebra course in NCLab, its key software components, and share our personal experience from flipping the classroom for the first time. We will also share student feedback and performance results from the Fall 2019 and Spring 2020 semesters. Last but not least, we will mention some beginner mistakes we made, and how we improved the course after the first semester.