Abstract
With the vastly increased capabilities of computers within the past decade the teaching of thermodynamics and fluid dynamics must evolve to encompass more treatment of numerical methods than before. Accepting that CFD will occupy a significant portion of undergraduate and postgraduate syllabuses in the 1990s, this paper looks at certain conceptual difficulties associated with conventional approaches in CFD and the impact of these on thermofluids education. An alternative approach to CFD which avoids complicated mathematics is described. It is argued that such an approach can promote a better understanding of fluid behavioural mechanisms and, thereby, should be of benefit to both research and teaching in thermofluids.
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