ترغب بنشر مسار تعليمي؟ اضغط هنا

Discussions of gas power cycle performance analysis method in the course of Engineering Thermodynamics

56   0   0.0 ( 0 )
 نشر من قبل Boshu He
 تاريخ النشر 2019
  مجال البحث فيزياء
والبحث باللغة English




اسأل ChatGPT حول البحث

Engineering Thermodynamics has been the core course of many science and engineering majors at home and abroad, including energy and power, mechanical engineering, civil engineering, aerospace, cryogenic refrigeration, food engineering, chemical engineering, and environmental engineering, among which gas power cycle is one of the important contents. However, many Engineering Thermodynamics textbooks at home and abroad focus only on evaluating the thermal efficiency of gas power cycle, while the important concept of specific cycle net work is ignored. Taking an ideal Otto cycle and an ideal Brayton as examples, the optimum compression ratio (or the pressure ratio) and the maximum specific cycle net work are analyzed and determined. The ideal Otto and the ideal Brayton cycles, and also other gas power cycles, are concluded that the operation under the optimum compression/pressure ratio of the engine, instead of under the higher efficiency, is more economic and more reasonable. We concluded that the two very important concepts, i.e., the maximum specific cycle net work and the optimum compression (or pressure) ratio for the gas power cycles, should be emphasized in the Engineering Thermodynamics teaching process and the latter revised or the newly edited textbooks, in order to better guide the engineering applications. In the end, general T-s diagram is proposed for the gas power cycles.

قيم البحث

اقرأ أيضاً

Engineering Thermodynamics has been the core course of many science and engineering majors around the world, including energy and power, mechanical engineering, civil engineering, aerospace, cryogenic refrigeration, food engineering, chemical enginee ring, and environmental engineering, among which gas power cycle is one of the important contents. However, many Engineering Thermodynamics textbooks focus only on evaluating the thermal efficiency of gas power cycle, while the important concept of specific cycle work is ignored. Based on the generalized temperature-entropy diagram for the gas power cycles proposed by the authors, an ideal Otto cycle and an ideal Miller-Diesel cycle are taking as examples for the thermodynamic analyses of gas power cycles. The optimum compression ratio (or the pressure ratio) for the maximum specific cycle work or the maximum mean effective pressure is analyzed and determined. The ideal Otto and the ideal Miller-Diesel cycles, and also other gas power cycles for movable applications, are concluded that the operation under the maximum specific cycle work or the maximum mean effective pressure, instead of under the higher efficiency, is more economic and more reasonable. We concluded that the very important concept, i.e., the optimum compression (or pressure) ratio for the gas power cycles, should be emphasized in the Engineering Thermodynamics teaching process and in the latter revised or the newly edited textbooks, in order to better guide the engineering applications.
A goal of Introductory Physics for Life Sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longit udinal study of the impact of IPLS on student work in later biology and chemistry courses. We report here on one part of that study, a comparison of written responses by students with different physics backgrounds on a diffusion task administered in a senior biology capstone course. We observed differences in student reasoning that were associated with prior or concurrent enrollment in IPLS. In particular, we found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about diffusive phenomena, and to successfully coordinate between multiple representations of diffusive processes, even up to two years after taking the IPLS course. Finally, we describe methodological challenges encountered in both this task and other tasks used in our longitudinal study.
From 2001 to 2007, COSMOS provided a teaching and outreach venue for the Center for Adaptive Optics Professional Development Program (CfAO PDP). COSMOS is a four-week residential mathematics and science summer program for high-school students organiz ed by the University of California on four of its campuses. Two topical science courses comprised each COSMOS cluster. An astronomy course has always formed a basis for the CfAO PDP-affiliated cluster. The course included a variety of pedagogical techniques to address a diversity of learners and goals. We outline the astronomy course---lectures, activities, etc.---and provide the rationale for what was taught, how it was aught, and when it was taught.
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a tradition al introductory physics approach that focuses primarily on mechanical energy. We present a curricular sequence, or thread, designed to build up students understanding of chemical energy in an introductory physics course for the life sciences. This thread is designed to connect ideas about energy from physics, biology, and chemistry. We describe the kinds of connections among energetic concepts that we intended to develop to build interdisciplinary coherence, and present some examples of curriculum materials and student data that illustrate our approach.
In the Fall of 2013, Georgia Tech offered a flipped calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom t hrough pre-recorded, lecture videos. Video lectures constituted students initial introduction to course material. We analyze how students engaged with online lecture videos via clickstream data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a correct solution.
التعليقات
جاري جلب التعليقات جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
mircosoft-partner

هل ترغب بارسال اشعارات عن اخر التحديثات في شمرا-اكاديميا