This research paper aims to analyze the strengths and weaknesses associated with the utilization of ChatGPT as an educational tool in the context of undergraduate computer science education. ChatGPT's usage in tasks such as solving assignments and exams has the potential to undermine students' learning outcomes and compromise academic integrity. This study adopts a quantitative approach to demonstrate the notable unreliability of ChatGPT in providing accurate answers to a wide range of questions within the field of undergraduate computer science. While the majority of existing research has concentrated on assessing the performance of Large Language Models in handling programming assignments, our study adopts a more comprehensive approach. Specifically, we evaluate various types of questions such as true/false, multi-choice, multi-select, short answer, long answer, design-based, and coding-related questions. Our evaluation highlights the potential consequences of students excessively relying on ChatGPT for the completion of assignments and exams, including self-sabotage. We conclude with a discussion on how can students and instructors constructively use ChatGPT and related tools to enhance the quality of instruction and the overall student experience.

Large language models (LLMs) such as ChatGPT and Google Bard have garnered significant attention in the academic community. Previous research has evaluated these LLMs for various applications such as generating programming exercises and solutions. However, these evaluations have predominantly been conducted by instructors and researchers, not considering the actual usage of LLMs by students. This study adopts a student-first approach to comprehensively understand how undergraduate computer science students utilize ChatGPT, a popular LLM, released by OpenAI. We employ a combination of student surveys and interviews to obtain valuable insights into the benefits, challenges, and suggested improvements related to ChatGPT. Our findings suggest that a majority of students (over 57%) have a convincingly positive outlook towards adopting ChatGPT as an aid in coursework-related tasks. However, our research also highlights various challenges that must be resolved for long-term acceptance of ChatGPT amongst students. The findings from this investigation have broader implications and may be applicable to other LLMs and their role in computing education.

Existing Reynolds Averaged Navier–Stokes-based transition models do not accurately predict separation induced transition for low pressure turbines. Therefore, in this paper, a novel framework based on computational fluids dynamics (CFD) driven machine learning coupled with multi-expression and multi-objective optimization is explored to develop models which can improve the transition prediction for the T106A low pressure turbine at an isentropic exit Reynolds number of $R{e}_{2is}=100,000$. Model formulations are proposed for the transfer and laminar eddy viscosity terms of the laminar kinetic energy transition model using seven non-dimensional pi groups. The multi-objective optimization approach makes use of cost functions based on the suction-side wall-shear stress and the pressure coefficient. A family of solutions is thus developed, whose performance is assessed using Pareto analysis and in terms of physical characteristics of separated-flow transition. Two models are found which bring the wall-shear stress profile in the separated region at least two times closer to the reference high-fidelity data than the baseline transition model. As these models are able to accurately predict the flow coming off the blade trailing edge, they are also able to significantly enhance the wake-mixing prediction over the baseline model. This is the first known study which makes use of ‘CFD-driven’ machine learning to enhance the transition prediction for a non-canonical flow.