June 14, 2015
June 14, 2015
June 17, 2015
Energy Conversion and Conservation
26.169.1 - 26.169.13
Alternative approach to teach gas turbine based power cyclesThis paper presents the new approach in teaching Applied Thermodynamics in general and gasturbine cycles in particular to undergraduate mechanical engineering students. Also, theintegration of a simulation and modeling software to teaching gas turbine based cycles ispresented.In this teaching methodology, unlike traditional methods, students are not just passive listeners.Before each session, students are assigned a section of the textbook. They must read theassigned section and come to class prepared. In the beginning of each class, there is a quizrelated to the assigned reading. Then, there is discussion on the questions in the quiz. Duringthis discussion, the concept related to the topic(s) of the day is reviewed. Depending on thetopic, there may be a numerical problem(s) that is attempted by the students and instructor.Finally, the class is concluded by a quiz related to the material covered in the class.Beside this alternative way of teaching, a commercial process modeling software is utilized todeepen student understanding of the gas turbine based cycles and evaluation of effects ofvarious parameters on the cycle performance. In this course, AspenPlus is used for this purpose.Students are first introduced to the software and learn how to work with it through several stepby step tutorials. Students developed several simple models and conduct sensitivity analysis andinterpreted the results through these examples. Then, they are ask to find various properties ofthe stream using the software and compare them with the values they found from theconventional thermodynamic tables. In this step students learn how to retrieve stream propertiesand how to validate them. Then, they develop a cycle composted of a compressor followed by agas turbine. In this stage, they learn how the define characteristics and specifications ofcomponents in the model. Also, they experience the influences of these specifications on theperformance of the equipments. As a next step, they add a combustion chamber to the model tomake a complete model of a sample gas turbine cycle. As a part of this step they calculate thenet output power, specific work, and efficiency of the cycle. They utilize this model to evaluateeffects of the compressor pressure ratio, turbine inlet temperature, ambient temperature andpressure, efficiency of compressor and turbine, and pressure drop in the combustion chamber onthe system overall performance parameters including output power, specific work, andefficiency of the cycle. Eventually some students work on this model and combined it with othercycles to make a hybrid cycles.This alternative approach to teaching gas turbine based power engines to undergraduate studentsseem to be effective and engaging.
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