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Results are presented from a series of small-scale laboratory experiments designed to model dense gas dispersion around an isolated cuboid building. Experiments were conducted for a broad range of flow Richardson numbers and source discharge rates, and the concentration field in the wake of the building was measured using light-induced fluorescence (LIF). Results show that, for low Richardson numbers, the concentration of dense fluid in the wake decreases slightly with distance above the ground. However, for Richardson numbers above Ri≈3, the vertical variation is qualitatively different, as a dense lower layer forms in the wake and the concentration above the layer is much lower than for the lower Ri experiments. For these higher Richardson number flows, the primary mechanism by which dense fluid is flushed from the building wake is by the wake flow skimming dense fluid from the top of the lower layer and then moving it upstream toward the building’s leeward face. It is then transported up the leeward face of the building and then downstream. The results also generally show that, as the release rate of dense fluid increases, the density and thickness of the lower layer increases. The LIF measurements and a series of visualization experiments highlight the complex interaction of a dense fluid discharge with the wake structure behind a building. 

pressure and shear stress measurements on a smooth flat roof for a square plan building with different parapet heights and wind anglesData from this project includes pressure and shear stress measurements from the FIU WOW-EF on a square plan building. 

destructive testing of gravel roof systems to measure the wind speed required to scour roof gravel from a flat roof with parapet.Data from this project includes pressure and shear stress measurements from the FIU WOW-EF on a square plan building. 

pressure and shear stress measurements at the surface of a gravel roof on a flat roofed square plan building at different parapet heights.Data from this project includes pressure and shear stress measurements from the FIU WOW-EF on a square plan building. 

A series of experiments were conducted to quantify the dynamics of a filling box driven by a line plume that spans the full width of the enclosure. Three configurations were tested namely symmetric (centrally located plume), wall-bounded (plume attached to an end wall), and asymmetric. The front movement for the symmetric and wall-bounded configurations was well described by the standard filling box model. The front movement results indicate that the typical value of the entrainment coefficient (α) for an unconfined plume (α=0.16) could be used to accurately predict the front movement for both the centrally located plume and the wall-attached plume. This is in contrast to other studies that suggest that wall-bounded plumes have a significantly lower entrainment coefficient. The standard filling box model broke down for the asymmetric configuration. As the plume was closer to one wall than the other, the plume outflows that spread out and reflected off the end walls returned to the plume at different times. This created a pressure imbalance across the plume that caused the plume to bend sharply toward the nearest wall. Analysis of the plume outflow as a constant flux gravity current showed that the outflow velocity scaled on the cube root of the plume buoyancy flux per unit width f, a result confirmed by further experiments. This result was used to quantify the time at which the plume bends and the standard filling box model breaks down. 

Many university engineering programs require their students to complete a senior capstone experience to equip them with the knowledge and skills they need to succeed after graduation. Such capstone experiences typically integrate knowledge and skills learned cumulatively in the degree program, often engaging students in projects outside of the classroom. As part of an initiative to completely transform the civil engineering undergraduate program at Clemson University, a capstone-like course sequence is being incorporated into the curriculum during the sophomore year. Funded by a grant from the National Science Foundation’s Revolutionizing Engineering Departments (RED) program, this departmental transformation (referred to as the Arch initiative) is aiming to develop a culture of adaptation and a curriculum support for inclusive excellence and innovation to address the complex challenges faced by our society. Just as springers serve as the foundation stones of an arch, the new courses are called “Springers” because they serve as the foundations of the transformed curriculum. The goal of the Springer course sequence is to expose students to the “big picture” of civil engineering while developing student skills in professionalism, communication, and teamwork through real-world projects and hands-on activities. The expectation is that the Springer course sequence will allow faculty to better engage students at the beginning of their studies and help them understand how future courses contribute to the overall learning outcomes of a degree in civil engineering. The Springer course sequence is team-taught by faculty from both civil engineering and communication, and exposes students to all of the civil engineering subdisciplines. Through a project-based learning approach, Springer courses mimic capstone in that students work on a practical application of civil engineering concepts throughout the semester in a way that challenges students to incorporate tools that they will build on and use during their junior and senior years. In the 2019 spring semester, a pilot of the first of the Springer courses (Springer 1; n=11) introduced students to three civil engineering subdisciplines: construction management, hydrology, and transportation. The remaining subdisciplines will be covered in a follow-on Springer 2 pilot.. The project for Springer 1 involved designing a small parking lot for a church located adjacent to campus. Following initial instruction in civil engineering topics related to the project, students worked in teams to develop conceptual project designs. A design charrette allowed students to interact with different stakeholders to assess their conceptual designs and incorporate stakeholder input into their final designs. The purpose of this paper is to describe all aspects of the Springer 1 course, including course content, teaching methods, faculty resources, and the design and results of a Student Assessment of Learning Gains (SALG) survey to assess students’ learning outcomes. An overview of the Springer 2 course is also provided. The feedback from the SALG indicated positive attitudes towards course activities and content, and that students found interaction with project stakeholders during the design charrette especially beneficial. Challenges for full scale implementation of the Springer course sequence as a requirement in the transformed curriculum are also discussed.