Received: 6 September 2022 | Revised: 23 January 2023 | Accepted: 11 February 2023

DOI: 10.1002/cae.22619

RESEARCH ARTICLE

Jupyter Notebooks for the study of advanced topics

in Fluid Mechanics

Robert Castilla1 | Marta Peña2

1
Department of Fluid Mechanics—
CATMech, Universitat Politècnica Abstract
de Catalunya, Terrassa, Spain In recent years, Jupyter Notebooks have become a very useful free and open‐
2
Department of Mathematics, source tool in teaching, as they allow you to combine text, images,
Universitat Politècnica de Catalunya,
Barcelona, Spain mathematical expressions, links and code into a single document. This gives
students an interactive document with which they can experiment and learn
Correspondence
with the help of high‐level mathematical calculus. In Fluid Mechanics, it is
Marta Peña, Department of Mathematics,
Universitat Politècnica de Catalunya, very common for students to deal with complex computations that take away
Barcelona, Spain. attention from the Mechanic, especially in advanced topics such as Rheology,
Email: [email protected]
Turbulence, or Boundary Layer. The subject “Advanced Fluid Mechanics” is
an elective one of the last year of the Bachelor's degree in Industrial and
Aerospace Technology Engineering at the Terrassa School of Industrial,
Aerospace and Audiovisual Engineering at the Universitat Politècnica de
Catalunya. This subject has three ECTS credits and has been taught since the
academic year 2020–2021 This subject complements the compulsory subject
Fluid Mechanics and is developed in 6 weeks with 5 h of class each week. This
work presents Fluid Mechanics modules with Jupyter Notebooks that
complement the syllabus given in the compulsory subject. An elective subject
is presented where subjects of Fluid Mechanics per week are studied
independently, using different Python tools: symbolic calculation, modeling
of experimental data, statistical analysis, numerical calculation, and so forth.
The main goal is for the student to focus on mechanical concepts and actively
learn to use the tools available, especially open source, to do the associated
mathematical calculations.

KEYWORDS
active learning, collaborative work, fluid mechanics, interactive computing, Jupyter
Notebooks, open source

Abbreviations: AFM, Advanced Fluid Mechanics; CFD, computational fluid dynamics; FM, Fluid Mechanics; ODE, ordinary differential equations;
PDE, partial derivatives equation.
Robert Castilla and Marta Peña contributed equally to this study.

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided
the original work is properly cited.
© 2023 The Authors. Computer Applications in Engineering Education published by Wiley Periodicals LLC.

Comput Appl Eng Educ. 2023;31:1001–1013. wileyonlinelibrary.com/journal/cae | 1001

 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1002 | CASTILLA and PEÑA

1 | INTRODUCTION students to work with real and complex situations in a

controlled and risk‐free environment. Interactive com-
Fluid Mechanics (FM) involves mathematical tools as puter simulations yield dynamic and visual representa-
diverse as Differential Equations in both Ordinary and tions of physical phenomena and allow students to
Partial Derivatives, Geometry, Vector and Tensorial interact with a simplified version of a scientific process or
Analysis, Integrals, Complex Variables, Statistics, system which is built upon a mathematical model. For
Numerical Calculus, and the list goes on. This means example, Radinschi et al. [40], Botelho et al. [7], and
that students sometimes lose sight of the mechanical Mateo et al. [30].
concepts in the middle of a web of mathematical On the other hand, open and free software has gained
equations, or some students interpret the concept of popularity in recent years, especially for research and
solving FM problems as looking for the correct mathe- educational purposes. In particular, the high‐level
matical formula that fits the given data [8, 23]. This often language Python has increased its acceptance due to its
leads to resolutions without any physical meaning. simplicity, large user community, and availability of
Today, students are always using their computers, powerful libraries and tools [25, 26, 33]. Jupyter [32, 36]
smartphones, and tablets. The high rate of device and JupyterLab are the evolution of the IPython
penetration globally poses new challenges and univer- interactive shell [44], which is not only aimed at
sities can continue this trend. The educational field is Python but also at other languages, such as R or Julia.
developing new challenges. Online education, distance There is a huge collection of Jupyter Notebooks
learning, and other educational computing scenarios are dedicated to Data Science, mainly with the pandas
increasingly being used. In recent years, different types of library [31, 37, 47], and it is extensively used for
methods have been developed (artificial intelligence, Computing Sciences, Engineering, Science, Signal Pro-
mobile applications, virtual reality, game development…) cessing,… A large collection of these notable Notebooks
that use electronic resources to improve students' under- are available on Jupyter's Github site [27]. However, with
standing. These methods are known as e‐learning. Several respect to FM, there are Jupyter Notebooks about
of these methods have been applied in higher education, Computational Fluid Mechanics [3] and Aerodynamics
especially in universities where education is continuously [4], and also other innovative methodologies, such
updated with new tools. The number of mobile applica- Project Based Learning [35] or Flipped Classroom
tions used in universities is increasing, as it is shown in [1, 20, 23] but, to the authors' knowledge, there is no
Refs. [15], [17], and [34]. Using new technologies in the Jupyter Notebook focused to the study of topics related to
teaching process provides a lot of benefits including saving FM in general.
time, having faster and more accurate evaluation tools,
creating new learning environments full of visual aids
such as animated media, high‐quality pictures, three‐ 1.1 | Context of the study
dimensional (3D) models, and interactive way of learning
to attract students to learn and provide better outcomes. The subject Advanced Fluid Mechanics (AFM) is an
Teaching and learning strategies based on multiple elective subject in the last year of the Bachelor's Degree
technologies can be integrated into course content to in Industrial and Aerospace Engineering at the Terrassa
provide the most effective learning and teaching. As School of Industrial, Aerospace and Audiovisual En-
computers have moved from laboratories to classrooms gineering (ESEIAAT) [Universitat Politècnica de Catalu-
and homes, much research has investigated their use for nya (UPC)]. This subject has three European Credit
educational purposes. Since computer software can be a Transfer System (ECTS) credits and has been taught
potentially powerful tool, it is important to find out since the 2020–2021 academic year. It is an elective
which techniques are best and subsequently employ subject that serves to complement the compulsory
these techniques to enhance the learning experience. In subject FM of 4.5 ECTS credits. The subject AFM is
particular, computers can be used for a variety of developed in 6 weeks with 5 h of class each week and is
multimedia techniques, and it is important to character- taught in English. The number of places offered is 20
ize the circumstances of their successful use. The use of students.
electronic media has been widely recognized as an In the final year of the Bachelor's Degree, or in the
effective and efficient tool in delivering course materials, Master's Degree, students must be given tools more
as it is shown in Refs. [16] and [18]. Considering similar to those found in the world of work. On the other
Engineering as an applied science, simulations can be hand, it is interesting to introduce students to the world
used to complement education methods, specifically in of free software (Linux OS, Apache, WordPress, Mozilla,
undergraduate engineering degrees, because it allows the GIMP…). The international community dedicated to free
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CASTILLA and PEÑA | 1003

software in general, and education in particular, has not exclusively for distance teaching or to support class-
stopped growing and promoting activities, as it is shown room teaching.
in Ref. [14]. The main source of inspiration for this proposal is the
This work presents the material developed in the work of Professor Lorena Barba [5, 3]. Barba and her
subject AFM, five topics of FM that are usually explained group, from George Washington University (Washing-
superficially in the compulsory subject. In this subject, ton), have for years made a strong commitment to the
they are presented in more detail and with a different ecosystem represented by Jupyter Notebooks to teach,
methodology that allows students to make autonomous especially at distance, the methodology behind Compu-
learning material. Being a subject in the last year of the tational Fluid Dynamics (CFD). An example of their
Bachelor's Degree, it is hoped that the students have efforts is the MOOC (Massive Online Open Course) they
the appropriate knowledge of FM that is taught in have published since 2017 [2]. Cardoso et al. [9] also
the compulsory subjects. In addition, they also generally report on the use of Jupyter Notebooks in engineering
have a basic knowledge of programming, including high‐ courses at the University of Coimbra, assessing that
level languages (usually Matlab, but sometimes Python students have shown an improvement in the learning
or R as well). process.
More recently, Golman [21] proposes a set of Jupyter
Notebooks for the numerical analysis of chemical and
1.2 | Objectives and research questions enzyme‐catalyzed reactions in a porous pellet. Suárez‐
García et al. [45] present an experience of using Jupyter
The main objective of this work is as follows: Notebooks as teaching material in the field of Structural
Analysis. Specifically, they report the results of using
• To provide students with an alternative study Jupyter Notebooks in two lab sessions and at the end
methodology, to complement the syllabus of the conduct a survey with 28 students about the experience.
compulsory subject of FM, making the learning of In general, they conclude that the acceptance has been
physical concepts active instead of passive and not positive and the Jupyter Notebooks have served for a
conditioned by the limitations of the knowledge of better understanding of the theory by the students.
mathematics. But if there is one publication that has had a major
impact it has been that of Helen Shen in Nature [44]
The complementary objectives that are pursued, to which has accumulated more than 200 citations in
achieve the main objective, are as follows: Google Scholar. Shen, however, still talks about the
Ipython Notebook instead of the Jupyter Notebook,
• To familiarize students with the Jupyter Notebook which was created precisely in 2014 from Ipython. In
study, writing, documentation, and math calcula- this article, Shen describes the benefits of creating,
tion tool. sharing, disseminating, and publishing documents, code,
• To generate independent modules with study material and data using Notebooks.
with advanced topics in FM.

The research questions posed in this work are the 2 | M E T HO D O L O GY

following:
2.1 | Description of the Jupyter
• Does the use of Jupyter Notebooks compared to the Notebooks
classic content presentation offer better academic
results? A Jupyter Notebook is a text file, which is saved with
• Are students satisfied with the use of these new tools? the .ipynb extension, and has the structure of a JSON [38]
and can therefore be easily read and exchanged between
users. A Jupyter Notebook file can be opened with a
1.3 | State of the art multitude of programs on almost all the available
platforms. Basically, a Jupyter Notebook combines text,
Nowadays, a new method used for e‐learning is the mathematical formulas, links, figures, videos, and, most
knowledge pills or virtual laboratories. The pills are importantly, executable code. The text is formatted with
widely used for theoretical explanations. Knowledge Markdown [22], which is a very simple way to write text
pills are a tool that has been used recently. This with the most basic format (titles and sections, bold,
type of resource is useful in the e‐learning processes, italics, list, numbering, code, links, images, etc.).
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1004 | CASTILLA and PEÑA

The main idea behind a Jupyter Notebook is to create In the next sections, the Notebooks are briefly
a computational narrative, if possible, following the 10 described. The details of each Notebook can be found
rules that Rule et al. [43] suggested, and which are in the online version of the course [10].
summarized here:

1. Tell a story to an audience. 3 | R ES U L T S

2. Document the process, not just the results.
3. Use cell divisions to clear the steps. 3.1 | Jupyter Notebooks for AFM
4. Modularize the code.
5. Register the dependencies. 3.1.1 | Introduction to Python, Jupyter
6. Use version control. Notebook and main modules
7. Build a pipe.
8. Share and explain your data. In this Notebook, the fundamentals of python program-
9. Design your Notebooks to read, run, and explore. ming are introduced at the very beginning. After that,
10. Advocates open research. students learn how to install and load the main modules
that are going to be used during the course. Then in
Jupyter Notebook is becoming a standard in many several sections, each module is explained following
fields of Science, Technology, and, mainly, Data Science, some simple examples. Following the book by Johansson
as indicated by the “Software System Award” that the [26] sympy is used to solve the 1‐D first‐degree ordinary
Association of Computing Machine (ACM) awarded to differential equation (ODE) for Newton cooling law, and
Fernando Pérez, creator of Jupyter Notebook, in 2017. the second‐degree ODE for the damped harmonic
The public repositories of GitHub hosted 2018 almost oscillator. Also, more related to FM, the simple equation
three million Notebooks. of motion for a free rocket is introduced.
The set of Jupyter Notebooks presented here are In the next section, the pandas module for data
designed to be independent of each other, except for analysis is introduced with a very easy example of subject
the first one, which serves as an introduction to grades and teachers. Finally, statsmodels and scipy are
the tools that are being to be used throughout the used to look for a model by the fitting of a scatter of two‐
whole project. In this way, the order of the Notebooks dimensional (2‐D) points into a curve.
can be changed in the classroom, some books can be The assignment for this Notebook is to find the
skipped, or, more importantly, other Notebooks can emptying time of a conical vessel. It is a simple problem
be added. that is explained in the fundamental courses of FM, but
At the present moment, the project is composed of six with some physical simplification. Here, students are
Jupyter Notebooks. The first one, numbered with 0 asked to solve the problem with sympy and numerical
following the use with python indexed items, is an integration overcoming the mentioned simplification.
introductory module with more basic concepts about
python, installation, and load of modules, and a
description of the main modules used in the project: 3.1.2 | Microflows. Lubrication and
numpy, matplotlib, scipy, pandas, sympy, and statsmo- capillarity
dels. The next Jupyter Notebooks explore exciting topics
in FM as lubrication, capillarity, rheology, boundary Reynolds number is in this case defined as
layer, turbulence, … by using statistical tools, symbolic
computation, numerical methods, function definitions, UD
Re = . (1)
etc. The Notebooks are intended to be self‐explanatory ν
and closed. The phylosophy of making a narrative, such
as telling history, has been considered in all the When it is very small, below 1, because the scale of the
Notebooks. flow is of the scale of microns the Navier‐Stokes equations
Each Notebook has an assignment associated. This are linearized (this is known as Stokes equations) and
assignment can be solved individually or in groups of usually can be solved analytically. The Reynolds equation
maximum three students, and it can be done during class [41, 48] can be derived for the case of lubrication between
hours if the students have time or as homework. The two close bodies, with a narrow gap, not necessarily uniform,
solution has to be delivered in a maximum period of and with a relative movement between them. Figure 1
1 week. depicts this case of lubrication between bodies.
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CASTILLA and PEÑA | 1005

intU = sp.integrate(Sol.rhs, (y,0,

h(x)))
q = sp.symbols(q)
exp_dpdx = sp.solve(intUq,p(x).diff
(x))
p_eq = sp.Eq(p_, exp_dpdx[0])
F I G U R E 1 Relative movement between close bodies with
relative motion, to illustrate Reynolds equation for lubrication. d 6μ (Uh (x ) − 2q)
p (x ) = . (5)
dx h3 (x )

Reynolds equation is derived with sympy. Students Finally, it is integrated

can see how to use symbolic computation to get useful sp.dsolve(p_eq,p(x))

 
 
p (x ) = C1 + 6μ U dx ,
ODE than can be integrated. The code to obtain the

h3 (x ) 
1 1

solution of Stokes equation follows dx − 2q (6)
h2 (x )
import sympy as sp
x,y,t,mu = sp.symbols(x,y,t,mu) where the constant C1 will depend on the known value of
u = sp.Function(u) the pressure on some point x .
p = sp.Function(p) As an example, in the Notebook the case of a tilting‐
h = sp.Function(h)
p_ = sp.Derivative(p(x),x)
( x
pad bearing, where h (x ) = h 0 1 + α L , with α ≪ 1, is)
solved. The case of a journal bearing (see Figure 2),
where a load W displaces the shaft and produces an
exp = p_/mu+sp.diff(u(y),y,2)
eccentricity e is left as the assignment for this Notebook.
In this case, the distance between the surface is given by
Ub,Ut = sp.symbols(U_b,U_t)
ics = {u(0):Ub,u(h(x)):Ut}

Sol = sp.dsolve(exp,u(y),ics=ics)

that yields

d
Ub y U y y 2 dx p (x )
u ( y) = − + Ub + t +
h (x ) h (x ) 2μ
d
(2)
yh (x ) dx p (x )
− ,
2μ

and, with the particular case of Ub = 0 and Ut = U ,

d d
Uy y 2 dx p (x ) yh (x ) dx p (x )
u ( y) = + − . (3)
h (x ) 2μ 2μ

When it is imposed that the integral of this profile

cannot be function of x (continuity condition), that is
easily done with ReynoldsEq = sp.Eq(intU.
diff(x),0), Reynolds equation is obtained

d d2 d d
F I G U R E 2 Sketch of a hydrodynamics journal bearing. Due to
U dx h (x ) h3 (x ) p (x ) h2 (x ) dx h (x ) dx p (x )
− dx 2
− = 0, (4) the load W , the rotating shaft, of radius R a is not concentric to the
2 12μ 4μ housing, and, hence, the gap is a function of the angle θ with
respect to the minimum value. This produces a pressure
and pressure distribution is computed by integrating the distribution, according to the Reynolds equation, that cancels
velocity profile and isolating the pressure gradient. the load.
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1006 | CASTILLA and PEÑA

e
with h (x ) = h 0 (1 + ε cos(θ )) where ε= h0
and
h 0 = Rb − Ra , where θ is the angular position with
respect to the minimum distance, h 0 , and Ra and Rb are,
respectively, the shaft and the housing radia.
In this notebook, the equation of Young–Laplace for
interface liquid‐gas with surface tension is also pre-
sented, and it is used to find the shape of this interface.
The main objective of this Notebook is the solution of
differential equations with the help of sympy.

3.1.3 | Rheology

Rheology is an interesting branch of FM that deserves

more attention than it is usually given. It deals with the
study of the deformation of materials, both solids, and
F I G U R E 3 Time evolution of flow in a pipe of a viscoelastic
fluids [24, 49]. In the present case, the Notebook focuses
fluid, in comparation with a Newtonian fluid. It is obtained with a
on fluids, and it analyzes simple models as the Ostwald‐
small finite difference code. Velocity, time and relaxation time are
de Waele law and its analytical computation of velocity dimensionless.
profile in a pipe, and also more complex behaviors, such
as a viscoelastic unsteady flow that has to be solved with
finite differences code for the case of the Maxwell model.
Figure 3 shows a result of this computation, where the
4η
dimensionless velocity u* = R2p ′ u is plotted against the
η
dimensionless time t * = ρR2
t, where η and ρ are,
respectively, the viscosity and the density of the fluid,
R is the pipe radius and p′ is the gradient of the pressure
in the pipe, with a dimensionless parameter
η
ξ = ρR2 λ = 0.2, where λ is the relaxation time of the
Maxwell model. It is suggested to students to modify the
code to inspect the behavior with a more complex model,
like the Voight‐Kelvin one.
As an assignment for this notebook, it is proposed to
FIGURE 4 Rheological behavior of a group of creams and
use the module scipy.curve_fit to fit a set of
lotions [11].
experimental data, taken at the Centre for Industrial
Rheology [11], that are shown in Figure 4. To get the
data, and convert the points in the graphic into numbers of
in a file, a plot digitizer is used [42]. It is clear that the hours. In this Notebook, it is analyzed only from an
data do not correctly fit the Ostwald‐de Waele law, and it experimental and statistical point of view, showing the
is suggested to use the Carreau model, given the link to main characteristics scales of a one‐component of the
the Wikipedia page. velocity acquired in a wind tunnel, in the wake behind
The main objectives of this notebook are the use of an airfoil. The measurement of the velocity was done
curve_fit module of scipy, that is, really useful with a Dantec Constant Temperature Anemometer
for modelization and, also, the use of the Finite with a hot‐wire probe, and data are provided to
Difference Method or the solution of nonlinear partial students with a CSV file. The CSV data are composed
differential equations (PDE). of 17 columns, one for each y position of the probe in
the normal direction to the wake and the airfoil plane,
and 1000 rows, for the measurement for 1 s of the x ‐
3.1.4 | Turbulence velocity with a frequency of 1000 Hz.
Using the pandas library, very popular in Data
The subject of turbulence is so complex and wide Engineering, students compute important turbulence
that it would deserve a complete course of several tens characteristics like
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CASTILLA and PEÑA | 1007

• Turbulence intensity 3.1.6 | Compressible flow

• Turbulence Reynolds number
• Kolmogorov and integral time scales The theory of one‐dimensional compressible flow, even
• Energy dissipation rate without friction, requires the solution of complex
• Velocity auto‐correlation algebraical nonlinear equations. In this Notebook, a set
• Probability Density Function of functions to relate the thermodynamical, physical, and
• Energy Spectrum geometrical variables are coded, following rule 4
described in Section 2.1. Some of them are left to
For the assignment, quite simply, students are students for practicing. Also, as a very important point,
encouraged to find the equivalent space magnitudes by the proper documentation of the functions is required, to
using Taylor's hypothesis [39]. help a future user or, more frequently, the developer
himself or herself.
The topics covered in this Notebook are
3.1.5 | Boundary layer
• Isentropic flow
Boundary Layer is a mandatory topic in the majority of • Normal shock wave
fundamental FM textbooks, and it is also included in the • Oblique shock wave
syllabus of the compulsory subject of the Bachelor's Degress • Prandtl‐Meyer expansion fan
in our School. Nevertheless, the study of the boundary layer,
even for the simplest case 2D laminar regime in a planar As an example, Figure 5 shows the ratios of variables
plate without pressure gradient, requires the solution of a across a normal shock wave, as computed by the
nonlinear system of two PDEs. The classical Blasius theory functions developed in the Notebook.
[28, 48] uses algebraic manipulation with dimensionless As an assignment for this last Notebook, it is
magnitudes to reduce it to a third‐order ODE, suggested to write a function, properly documented, to
compute the deflection angle in an oblique shock wave.
df d 2f
2 + f = 0, (7)
dη3 dη2
3.2 | Students' assessment and surveys
where η stands for a dimensionless distance to the wall, and results
f is the dimensionless primitive of x ‐velocity. The vertical
component of velocity is related also to f ′ with the Two indicators have been considered to evaluate the
continuity equation. This equation has no analytical solution, proposal. The first is the academic performance of the
and Blasius solved it by approximation of power series [6]. In students, compared to the performance of the students
this notebook, this equation is solved as a boundary value themselves in the previous compulsory subjects. The
problem, where the boundary conditions are the following: second indicator is the results of the surveys, both the
df
f= = 0forη = 0, (8)
dη

df
→ 1forη → ∞. (9)
dη

This ODE is numerically solved with the

solve_bvp method of the scipy.ode package,
and the solution is compared with the parabolic
approximation. Finally, the von Kármán momentum
equation is introduced and studied, as well as the
turbulent boundary layer theory, along with the well‐
known log law.
As an assignment for this notebook, it is proposed to
find a power law approximation by fitting the points
obtained with the log law and use the von Kármań equation
to find the growth law for a turbulent boundary layer. FIGURE 5 Curves of variables ratios in a normal shock wave.
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1008 | CASTILLA and PEÑA

officials of the [UPC] and the SEEQ survey used by the compulsory subject FM of the Bachelor's Degree of
authors. The sampling of the marks was carried out on 18 Industrial Technologies. It should be noted that the
students from the 2 academic years analyzed, 2020–21 lecturer was the same in both subjects; Not all the SEEQ
and 2021–22. Students who are not noticed in any of the questions, which are more than 40, are presented here,
two subjects (because they have not been presented) and but only the five that have been considered most relevant
foreign (Erasmus) students have been eliminated. That in relation to the subject and the methodology. The
is, only students who have completed both subjects in the questions and the results are presented in Figure 7. In
same Bachelor's Degree have been considered. The first both surveys, the student's answers are given on a scale
12 students were from the 2020–21 academic year and of 5 values: 1: Strongly disagree, 2: Disagree, 3: Neutral,
the last 6 from 2021 to 22 academic year. The small 4: Agree, and 5: Strongly agree.
number of students last year is due to the fact that more
than half were foreigners. The results are shown in
Figure 6. 4 | D I S C US S I O N A N D
Regarding the students' opinions, two different CONCLUSIONS
surveys have been considered. First, there is the official
[University] survey, which consists of three main 4.1 | Jupyter Notebooks discussion
questions:
The following are the quality principles enunciated by
1. I found the contents of the subject interesting. Chickering and Gamson [13] for a teaching innovation
2. Overall I am satisfied with this subject. action. The relationship with the present proposal is
3. The course materials are easily accessible and useful commented out with each of the principles.
for learning.
1. Stimulate contact between teachers and students.
The results of these three questions are compared to Although it is not the strong point of the proposal,
three compulsory subjects, [Subject 1], [Subject 2], and as the material could be used without the intervention
[Subject 3] of the Bachelor's Degree in the area of FM, of the teacher, it is tried to enhance this stimulation
averaging the three semesters in which the surveys were through more or less simple exercises that often
conducted, with the result obtained in the subject AFM require communication between teacher and student.
in the only semester in which survey results are available 2. Stimulate cooperation between students. The assign-
(the survey was also conducted this academic year ments that are delivered and evaluated are carried
2021–2022, but unfortunately the results depend on the out in groups of three. It is tried in the classroom, in
[University] and are not be available yet). See Table 1. addition, to avoiding the competitiveness between
Secondly, a SEEQ (Student Evaluation of Educational students and groups. The goal is to learn as much as
Quality) [19, 29] survey has been carried out in two possible, not to get the highest grade. In this way,
editions of the subject presented in this report, and the collaboration between groups is encouraged, in

F I G U R E 6 Marks from the 18 students

in the compulsory subject of Fluid
Mechanics (FM) and the elective subject of
Advanced Fluid Mechanics (AFM).
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CASTILLA and PEÑA | 1009

T A B L E 1 Results of the Universitat Politècnica de Catalunya surveys with the three compulsory subjects of Fluid Mechanics and the
elective subject of Advanced Fluid Mechanics (AFM).
Subject Year Question 1 Question 2 Question 3 Sample
Subject 1 2021/22‐1 3.75 3.63 3.63 8/25
2020/21‐2 4.33 3.95 4.22 55/113
2019/20‐1 4.06 3.44 4.06 16/29
Subject 2 2021/22‐1 4.24 3.57 2.95 21/64
2020/21‐2 3.63 2.46 2 54/66
2019/20‐1 3.5 2.79 2.79 24/62
Subject 3 2021/22‐1 3.82 4.29 4.53 17/55
2020/21‐2 4.15 4.25 4.45 20/55
2019/20‐1 4.03 3.71 3.68 31/75
Average 3.95 3.57 3.59
AFM 4.8 4.8 4.8 5/15

classroom and in the digital classroom, through it is not that complicated and they end up doing really
forums where all deliveries are shared. interesting work.
3. Stimulate active learning. This is the most important 7. Respect the different talents and forms of learning. In fact,
point of this proposal. Students take almost no notes the course could be done completely autonomously. It is
but are encouraged to explore, play, and change designed so that students can meet small challenges
notebooks. They are encouraged to change the input gradually and at their own pace. In the classroom, it is
and interpret the results. They are asked to look for common for students to finish work very quickly and
alternative ways to solve the same problem. either play with Notebooks, start working on assign-
Throughout all Notebooks, many of the tools used ments, or collaborate with other groups.
are unexplained, and links to Wikipedia, GitHub
repositories, and so forth are provided for The fact that all the material is in a repository in a
information. well‐documented way makes it easy for any teacher to
4. Provide timely feedback. Each week a topic that is take charge of the subject at any time, just by making a
independent of the rest is worked on. At the end of the fork of the repository or working in a branch which can
week, they have an “Assignment” that they have to then be combined with the main trunk (merge). The
hand in the following week. Once delivered, the Jupyter Notebooks presented in this work, by definition,
Notebooks are posted on a Moodle forum with access are fully documented and accessible to anyone. Not only
for all students. In this way, students can analyze each of can the course be transferred to any department, school,
the deliveries, and give a comment and even a mark. or university professor but, being developed in English
Feedback is often given to each other and, more and available in a public repository, it can be used by
importantly, they see different ways of solving the same anyone in the world. To use and contribute to the
problem. Obviously, the teacher puts the final mark on proposal, it is advisable to know and use Git and GitHub,
the delivery, but it does not go far from what they put. reading previously any of the books by Chacon and
5. Spend time on the most relevant tasks. As explained in Atraub [12] or by Tsitoara [46].
Section 1, one of the motivations for this proposal is This repository is constantly being updated with large
that students often do not learn FM because they are contributions from students. More modules can be
stuck with mathematical concepts and calculations. generated with topics that may be of interest to certain
The aim of this proposal is for students to focus on the students, such as:
concepts of FM by learning to do mathematical
calculations, and visualize them, with appropriate • Aerodynamics (experimental data processing ‐ error
tools. propagation, reliability, modeling…).
6. Communicate high expectations to students. Students • Pipe flow (development of a tool for calculating
end up creating their own Notebooks. At first, they pressure losses in transport pipes).
seem skeptical, but after the first 2 weeks they see that • Potential flow (calculation with complex variable).
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1010 | CASTILLA and PEÑA

F I G U R E 7 Results of the five most relevant questions of the SEEQ survey of the compulsory subject of Fluid Mechanics (FM) and the
elective subject of Advanced Fluid Mechanics (AFM) (a) Results of question 1: The course has seemed to me intellectually encouraging and
stimulating, (b) Results of question 2: I have learned things I consider valuable, (c) Results of question 3: My interest in the subject has
increased as a result of this course, (d) Results of question 4: I have learned and understood the contents of this course, (e) Results of
question 5: This course is better than most I have done at this university.

• CFD (with Fenics and Dolfin, or writing directly Jupyter Notebooks is becoming a standard for the
the code). research and teaching community in recent years. It
• etc. allows for combining text, images, mathematical expres-
sions, and codes in one document that can be opened and
Of course, the methodology described in this work executed in several applications and platforms. However,
can be extended to other subjects. It is very common to except for the particular case of CFD, its use for FM does
be used in computer science, but it can also be used in not seem to be extended. This work proposes a FM
other branches of Engineering, or in Physics, Mathemat- course structured with Jupyter Notebooks that are
ics, Chemistry, and so forth. presented as independent modules that encourage active
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
CASTILLA and PEÑA | 1011

and collaborative learning. The main objective is to T A B L E 2 Average of assessments of each subject according to
introduce students to work on scientific and technologi- the five questions of the SEEQ survey.
cal tools with Python, such as symbolic calculation, data Advanced Fluid
analysis, ODE and PDE solution, and numerical compu- Fluid Mechanics Mechanics
tation, using it with advanced topics on FM, such as Question 1 3.3 3.1
lubrication, rheology, compressible flow, …
Question 2 3.0 2.7
The Jupyter Notebooks are distributed in a public
repository in Github so that not only the students but Question 3 3.2 2.7
also any academic member can contribute and extend Question 4 2.7 2.5
the course. Question 5 2.4 2.8

4.2 | Students' assessment and surveys

discussion Notebooks does not displease the students, although it
does not excite them either. The opinion of the students
There is, in general, a significant increase in marks, as is quite unbalanced: either they like it a lot or they do not
can be seen in Figure 6. In part, this increase can be like it at all. The opinion is different in the compulsory
attributed to the fact that it is an elective subject of a subject of FM, where most students give a medium‐high
higher course, with fewer students, and therefore easier rating.
to obtain better performance. However, the fact that Finally, it may be useful to reflect here the comments
there are students who have dropped the mark, left on the SEEQ questionnaire by three students:
especially in the last year, suggests that, on average, the "The course and the dynamic methodology make a
increase in the mark is largely due to the change in subject such as Advanced Fluid Mechanics more enjoy-
methodology. able and much more affordable to learn. Added to that,
On the one hand, there is a significant increase in the the course has concepts and works as an introduction to
assessment by students, as can be seen in Table 1, from python which is also a big plus.”
an average assessment of less than 4 out of 5 to 4.8 in all "Very good class, loved discovering the approach of
three questions. Nevertheless, it should be considered notebooks in code. Also, the subjects were interesting
that the sample is much lower in the case of AFM than in and the class was dynamic, and the workload was heavy
the other three compulsory subjects, and therefore the but necessary to understand all the fluid mechanics
result is much less reliable. A larger sample should concepts.”
be available in the coming years to draw more definitive “The course materials were helpful for learning about
conclusions. the subject. Very well‐structured code and illustrations
Table 2 shows that the average score is slightly lower were possible. Course works were structured so that it
in the case of the subject proposed in this work in the would be rewarding to do them with group.”
first four questions, but higher than the last (“This course
is better than most I have done at this university”) where A U T H O R C O N TR I B U T I O N S
AFM is a little better valued. Conceptualization: Robert Castilla; Methodology: Robert
From Figure 7a–e it is obvious how the opinion Castilla; Software, Robert Castilla; Validation: Robert
between “Agree” and “Strongly agree” is exchanged Castilla; Formal analysis: Robert Castilla and Marta
between the subjects FM and AFM. While the “Agree” Peña; Investigation: Robert Castilla and Marta Peña;
option (score 4) is generally more common in FM, the Writing–original draft preparation: Robert Castilla and
situation changes with “Strongly agree”, which is more Marta Peña; Writing–review and editing: Robert Castilla
common in AFM. However, this frequency reversal is not and Marta Peña; Supervision: Marta Peña. All authors
high enough to exceed the average. have read and agreed to the published version of the
The results of the official surveys of the [University] manuscript.
reflect an increase in the assessment of the subject.
However, this impression could be false due to the C O NF L I C T O F I N T E R E S T S TA T E M E N T
sample difference between the two options. It would be The authors declare no conflict of interest.
useful to wait another academic year or two for more
samples in the case of AFM. DATA AVAILABILITY STATEMENT
From the results of the SEEQ survey, it can be Data and material are available on request from the
concluded that the new methodology of using Jupyter authors upon reasonable request. Jupyter Notebooks
 10990542, 2023, 4, Downloaded from https://onlinelibrary.wiley.com/doi/10.1002/cae.22619, Wiley Online Library on [19/09/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1012 | CASTILLA and PEÑA

presented in this work are publicly available in the 15. E. Corral Abad, M. J. Gómez García, R. Ruiz Blázquez,
Github repository URL https://github.com/rclUPC/ C. Castejon, and J. C. García‐Prada, Effects of an android app
AdvancedFluidMechanics. on mechanical engineering students, Comput. Appl. Eng. Educ.
26 (2018), no. 4, 1050–1057.
16. E. Corral Abad, M. J. Gomez Garcia, E. Diez‐Jimenez,
ETHI CS STATEMENT
P. M. Moreno‐Marcos, and C. Castejon Sisamon, Improving
Not applicable. the learning of engineering students with interactive teaching
applications, Comput. Appl. Eng. Educ. 29 (2021), no. 6,
ORCID 1665–1674.
Robert Castilla https://orcid.org/0000-0002-3848-2004 17. K. A. Darabkh, F. H. Alturk, and S. Z. Sweidan, VRCDEA‐
Marta Peña https://orcid.org/0000-0003-3889-8584 TCS: 3D virtual reality cooperative drawing educational
application with textual chatting system, Comput. Appl. Eng.
Educ. 26 (2018), no. 5, 1677–1698.
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