Hidrológiai Közlöny 1976 (56. évfolyam)

1. szám - Dr. Bogárdi János: Elmélet, oktatás és gyakorlat a hidraulikában és hidromechanikában

HIDROLÓGIAI KÖZLÖNY 50. ÉVFOLYAM 1. SZÁM 1—48. Budapest, 1976. január Theory, education and practice in hydraulics and fluid dynamics D It . JOHN L. BOGÍKDI' Introduction The phenomena related to water both moving and stationary belong to the domain of hydraulics and fluid dynamics, the aim thereof being to derive theoretically the laws and relations describing these, to verify them experimentally and to make them available to practice. The two terms "hydraulics" and "fluid dynamics" have been intorduced in the course of evolution. Essentially both cover the same discipline, as will be detailed subsequently. For this very reason the term hydraulics will be used hereafter to denote in general this seemingly double discipline. Three main implications of hydraulics are commonly distinguished. The phenomena must be described by theoretical research and experimental work. The results thereof must be taught to provide the necessary background for the hydraulic engineers applying them. Finally, the engineers fyave to

sapply hydraulics in solving the problems encountered in practice. Logically, the aforementioned three aspects of hydraulics are closely interrelated. It is readily appreciated that theory, research, experiments, further education and practical utilization of hydraulics cannot be separated from each other. Hydraulics cannot be taught without theoretical foundations and highly qualified engineers educated by modern methods are essential in practice. Explosive development of technology has increased tremendously the volume of knowledge to be acquired invitably by those engaged not only in research and education, but also in practical engineering work. The resulting strain on all is thus tremendous and the problems arising, and apparently defying any solution, are numerous. In what direction should theoretical research in hydraulics proceed? * Budapest Technical University, Cliair for Hydraulic Structures H-llll, Budapest XI., Műegyetem rkp. 3. What and on what level should be included in the curriculum of hydraulics education? What guidance should be given to the practicing engineer? Many attempts have been made at providing answers to the above questions, but each has failed to provide a definite solution. Whichever approach is adopted, the limits of our capacities must be recognized. On the other hand, the introduction of recent advances must also be ensured. The foregoing considerations have promted the development of a uniform approach in dealing with the theoretical research and experimental aspects, the teaching and practical application of hydraulics. It should be remembered that theory, education and teaching of hydraulics serve the purpose of meeting the demands of practice. It is equally important to note, however, that success in practical application is founded on theory and education. Reference is made in this respect of the paper "The theoretical, educational and practical aspects of hydraulics" published in Hungarian, in which these problems have been elaborated in detail. 1. Theoretical and research problems in hydraulics Hydraulics has developed into a well-founded, systematical discipline. The discussion on new, advanced theoretical problems, on methods of education and detailed briefs on practical requirements may even appear superfluous. Considering, however, the requirements of practice, several shortcomings will be encountered. Theory is concerned with new laws and relationships, with the more precise formulation of theorems already known. Research related to theory has the purpose of verifying the conclusions arrived at by theoretical considerations. In education, the theory is presented systematically, detailing the fundamental relationships. The primary aim here is to provide guidance at the beginning