Starting in the spring 2013, I videotaped the lectures for my MATH 676: Finite element methods in scientific computing course at the KAMU TV studio at Texas A&M. These are lectures on many aspects of scientific computing, software, and the practical aspects of the finite element method, as well as their implementation in the deal.II software library. Support for creating these videos was also provided by the National Science Foundation and the Computational Infrastructure in Geodynamics.

The videos are part of a broader effort to develop a modern way of teaching Computational Science and Engineering (CS&E) courses. If you are interested in adapting our approach, you may be interested in this paper I wrote with a number of education researchers about the structure of such courses and how they work.

Note 1: In some of the videos, I demonstrate code or user interfaces. If you can't read the text, change the video quality by clicking on the "gear" symbol at the bottom right of the YouTube player.

Note 2: deal.II is an actively developed library, and in the course of this development we occasionally deprecate and remove functionality. In some cases, this implies that we also change tutorial programs, but the nature of videos is that this is not reflected in something that may have been recorded years ago. If in doubt, consult the current version of the tutorial.

Lecture 6: step-1, part 2: Playing with meshes

The step-1 tutorial program of deal.II, part 2: Playing with meshes. This is a continuation of the previous lecture where we talk about manipulating meshes, adaptively refining them, etc. This includes how to write a typical loop over all cells and querying information from cells. Note: The lecture talks about boundary indicators. This was the way it was done until deal.II release 8.2, but starting with releases after that, we are using a concept called manifold indicators instead, and this is also what is used in the version of step-1 you can now find online. On the other hand, the ideas behind the two concepts are, for the purpose of this program, very similar.


Slides: click here