Design and Development of a Computational Fluid Dynamics Software in the Context of a Capstone Project
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Polytechnique Montréal's Bachelor of Aerospace Engineering program integrates the Conceive-Design-Implement-Operate (CDIO) methodology through four integrative projects, one for each year of study. Final year students are asked to complete a capstone project. One of those proposed, the design of a tridimensional Euler-based Computational Fluid Dynamics (CFD) workflow, is detailed from technical as well as educational perspectives. To achieve the designated task, eleven students worked over two academic semesters and were guided by a professor and a lecturer. The project was initially divided in two phases to facilitate the learning curve: 1) the realization of a two-dimensional solver and 2) the development of a tridimensional program. The final software includes a Graphical User Interface (GUI), a geometry generator and a mesh partitioning algorithm, a second order solver and a post-processing module. Simulations on supercomputers with distributed memory parallelization was made possible through the use of MPI. Additional work, after the academic term, included the redaction of this conference paper, the correction of minor issues and a scalability assessment. Academic achievements and software performances are found to be in agreement with the motivations of a capstone project.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it