Implementing Project Based System Analysis in Introductory Engineering Thermodynamics

Jeffrey Carvell

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Educational Research and Methods (ERM) Division Poster Session
Page Count: 14
DOI: 10.18260/1-2--40625
Permanent URL: https://peer.asee.org/40625
Download Count: 240

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Jeffrey Carvell Marian University

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PhD. Physics, Purdue University

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Abstract

The following paper is an evidence-based practice paper. When first teaching introductory engineering thermodynamics, it was seen that the lowest scores in the semester occurred on questions regarding full thermodynamic system applications, such as power plants, internal combustion engines, and other similar systems. Typically, grades up to that point on homework assignments and exams were good, but dropped sharply with the system analysis. Even if the grades on individual component pieces were good, when combining them together, something was happening with the understanding or application. After several years of seeing this trend, a new method of teaching and learning for these systems was implemented. Instead of assigning homework problems, and making students solve different versions of systems, a team based project was used to apply the concepts of thermodynamic system analysis. During class periods, base systems of power plants and internal combustion engines were introduced. Students and faculty worked together and solved example problems for the base systems, so students had a beginning point and a basic solution to work from. The student groups then chose their project. The project consisted of choosing a basic system, and making at least 2 changes to the overall functioning of the system. Changes could be as simple as adding components, such as reheat cycles, to a power plant, or adding a nitrous boost to an internal combustion engine. Some changes students made were more complicated, for example changing the working fluid in a power plant to liquid salt instead of water. Students were asked to make the 2 changes, then perform full thermodynamic analysis, including first law, second law, and efficiency or coefficient of performance calculations, including for a range of input conditions. The groups then had to submit a full written report with results, and present their work either in class or at the annual university research symposium. The project has been implemented and part of the course for 4 years now, as much time as the course was taught without the project. On average, the students now score 15% higher on the same exam questions as they did without the project using traditional homework assignments.

Citation
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Carvell, J. (2022, August), Implementing Project Based System Analysis in Introductory Engineering Thermodynamics Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40625

TY - CPAPER
AB - The following paper is an evidence-based practice paper. When first teaching introductory engineering thermodynamics, it was seen that the lowest scores in the semester occurred on questions regarding full thermodynamic system applications, such as power plants, internal combustion engines, and other similar systems. Typically, grades up to that point on homework assignments and exams were good, but dropped sharply with the system analysis. Even if the grades on individual component pieces were good, when combining them together, something was happening with the understanding or application. After several years of seeing this trend, a new method of teaching and learning for these systems was implemented. Instead of assigning homework problems, and making students solve different versions of systems, a team based project was used to apply the concepts of thermodynamic system analysis. During class periods, base systems of power plants and internal combustion engines were introduced. Students and faculty worked together and solved example problems for the base systems, so students had a beginning point and a basic solution to work from. The student groups then chose their project. The project consisted of choosing a basic system, and making at least 2 changes to the overall functioning of the system. Changes could be as simple as adding components, such as reheat cycles, to a power plant, or adding a nitrous boost to an internal combustion engine. Some changes students made were more complicated, for example changing the working fluid in a power plant to liquid salt instead of water. Students were asked to make the 2 changes, then perform full thermodynamic analysis, including first law, second law, and efficiency or coefficient of performance calculations, including for a range of input conditions. The groups then had to submit a full written report with results, and present their work either in class or at the annual university research symposium. The project has been implemented and part of the course for 4 years now, as much time as the course was taught without the project. On average, the students now score 15% higher on the same exam questions as they did without the project using traditional homework assignments.
AU - Jeffrey Carvell
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Implementing Project Based System Analysis in Introductory Engineering Thermodynamics
UR - https://peer.asee.org/40625
DO - 10.18260/1-2--40625
ER -