Creating a Functional Model of a Jet Engine to Serve as a Testbed for Mechanical Engineering Students' Capstone Design Work (original) (raw)
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Volume 4: Ceramics; Concentrating Solar Power Plants; Controls, Diagnostics and Instrumentation; Education; Electric Power; Fans and Blowers, 2013
The Technological Institute of Aeronautics (ITA) is a Brazilian engineering school supported by the Command of Aeronautics, Ministry of Defense. The topic Gas Turbines taught at the Mechanical-Aeronautical Engineering undergraduate course is focused in engine performance. Handout containing the course essentials is available to the students. The handout covers the basic gas turbine theory, with emphasis on the design and off-design performance. The technological contents are presented during the detailed real cycles study. Simple gas turbines and the more sophisticated engines for aeronautical and industrial applications are covered. Calculations are supported by in-house developed software. Among such software are the ones for component and engine design and analysis and for flow calculation in blade passages, including multi-stage turbomachines. Theory is complemented with lab classes, when the students are presented to practical aspects involving gas turbine operation. The industrial world is presented to the students during visits to industries. The Gas Turbine undergraduate course is described, with details of the teaching process and the experience within the Turbomachines Department.
Laboratory Experience With A Model Jet Turbine
2004 Annual Conference Proceedings
This paper describes the experience gained from the operation of a JetCat model turbojet engine as part of an undergraduate mechanical engineering program. The engine was remotely controlled from a laptop using Jettronic for Windows software for the serial interface. Engine speed, fuel consumption, and exhaust gas temperature were measured using the software and the thrust was determined from a digital force gauge and compared with calculations based on different readings. Students designed the turbine mount and a safety enclosure for the engine. The use of this engine has been a low cost alternative to other commercially available turbojet laboratory systems.
A Virtual Laboratory for Education on Gas Turbine Principles and Operation
Volume 1: Combustion and Fuels, Education, 2006
A software package created for educating engineering students on the principles of gas turbines is presented. It starts from the presentation of basic material on the principles of gas turbine components operation (turbomachinery, combustion chambers, inlets, exhausts). The usual textbook material is supported by audiovisual material that enhances the student's ability to assimilate the principles taught.
From pumps to propellers - Developing an aircraft design course for mechanical engineering students
39th Aerospace Sciences Meeting and Exhibit, 2001
are used as input. The course design at UK is constructed around a basic introduction to the science of aerodynamic design along with a design-build-test approach (when applicable). There are two basic ways to structure an elective course-the survey method and design approach. This course uses elements of both and combines them in an effort to instruct the student in the complexities of aircraft design. Primarily, aircraft design is taught as a multidisciplinary systems-oriented field requiring integration between several separate areas. As this is often new to the ME student, this must be approached with care. Text and materials used are discussed with comments as to their success and pitfalls in covering too much or too little material in regards to developing successful prototype designs are covered. Examples of student completed design projects from the course are shown, including micro-aerial vehicles, sport biplanes, and a cruise missile carrier, along with the specific hurdles involved in having ME students with no prior AE experience tackle these designs.
Gas Turbine Course’s Teaching Process at Instituto Tecnológico de Aeronáutica: Theory and Laboratory
Journal of Aerospace Technology and Management, 2015
The Instituto Tecnológico de Aeronáutica (ITA) is an Engineering school maintained by the Air Force Command, Ministry of Defense. The aim of the Turbomachines Department at ITA is the human resources training for design and development of aeronautical and industrial gas turbines, necessary for the Gas Turbine Program of the Departamento de Ciência e Tecnologia Aeroespacial (DCTA). The human resources training is carried out in undergraduate and graduate courses at ITA, where topics in gas turbine and turbomachinery are taught. The gas turbine topic is taught in the undergraduate degree, in Mechanical-Aeronautical Engineering course, and focuses on gas turbines’ performance for different configurations (turboshaft, turbojet and turbofan). Lecture notes containing the essential elements of the course are made available for the students, addressing the basic theory of the gas turbines required for the performance study at the design and off-design point. The technological aspects are presented and discussed during detailed studies of the actual cycle. Simple gas turbines and more sophisticated ones are studied, for both aeronautical and industrial application. Performance calculations at design and off-design point of the main engine’s components and the cycle are done manually, encouraging students to develop spreadsheets. The theory is complemented with laboratory classes and technical visits, when the practicalities involving gas turbines operation and tests are presented to the students. As an activity laboratory class, the students perform disassembly-assembly of a small industrial gas turbine.
Computer Applications in Engineering Education, 2021
In the current paper, a methodology combining a case study with a computational tool for aerospace engineering students is presented and discussed. The aim of this methodology is to improve the understanding of jet engine's operation through their thermodynamic cycle analysis, particularly focused on the effects of the main boundary conditions for an aircraft engine: altitude and flight velocity (or Mach). Additionally, the organization of the methodology as a case study performed in groups helps to facilitate student engagement, as well as the development of soft skills, such as teamwork ability. The experience of this methodology over the last 5 years shows that the activity is generally well perceived by the students, and also that there is a correlation between the engagement in this activity and the overall results achieved in the subject, confirming that the methodology helps to improve students' comprehension of the concepts behind engine performance. However, a few p...
Hands-On Method for Teaching Design of Mechanical Components Course
2014 ASEE Annual Conference & Exposition Proceedings
Described in this paper are the salient features of teaching a junior level Design of Mechanical Components course using a hands-on method, taught three times in the past three years with high reviews from students and engineers. Rubrics and grading criteria are presented. The course covers the analysis and design of mechanical components such as fasteners, springs, bearings, gears, shafts, clutches, brakes, etc. Prerequisites include a course on solid mechanics or mechanics of materials. Students coming into the course are expected to be fluent in performing free-body-diagrams, static equilibrium analysis, stress-strain analysis, Mohr's circle analysis, deflection analysis, etc. on structures with various loads (e.g., point forces, moments, distributive loading) in axial, torsional, and bending configurations. On the first day of class, the students form teams of 5 to 6 students per team. Each team picks its choice of a vehicle, machine or system from which they will pick all mechanical components for analysis and design in the course. Each team is required to carry out four mechanical component projects and write project reports and make presentations. Each project covers a time period of three to four weeks. For example, fasteners and springs projects are projects that require three weeks; bearings and gears projects require four weeks. Each team makes a presentation on each of the four projects during the semester. The presentations are judged by engineers from industry. The reports and presentations are required to cover analysis and design of team's selected mechanical component from team's same selected vehicle. The reports and presentations are required to cover component manufacturability and cost, environmental conditions, dimensions, loading conditions, design and statics treatment, stress-strain analysis, fatigue analysis, and simulation. On each project, a team is required to select a team leader and to divide up the workload among all team members. The hands-on method is designed so that (a) the instructor can mentor and coach students' "thinking and doing" in a multidimensional process of learning, (b) peer-to-peer learning is greatly enhanced, (c) students are encouraged to defend their way of thinking resulting in a meeting of the minds between instructor and student, and (d) self-regulated learning is promoted and encouraged.
2020
Many current introduction to manufacturing courses contain a series of individual labs illustrating different processes: turning, milling, polymer processing, casting, etc. Although students leave these courses with an understanding of manufacturing processes and some limited experience analyzing them, they all too often dislike these laboratories since they discourage self-learning, and often appear contrived. In addition, many of these labs do not give students hands-on experience with a variety of the subtle manufacturing-related issues like tolerances, surface finish, quality, assemblability, and the tradeoffs between accuracy and time, since these issues have essentially been designed out of the exercises. A new project-based laboratory has been developed and tested where students manufacture a working Stirling engine. The engine contains approximately 30 parts that require the use of a wide range of processes. Although complex, the engine can be produced by teams with as few as eight students within a one quarter course. The project is a truly team-driven exercise, requiring both student participation and communication, and has received extremely enthusiastic response. This paper describes experience in developing a project-based manufacturing laboratory, and includes a description of the manufacturing processes employed, associated exercises, and expected outcomes.
Teaching Gas Turbine Technology to Undergraduate Students in Sweden
Volume 6: Ceramics; Controls, Diagnostics, and Instrumentation; Education; Manufacturing Materials and Metallurgy, 2018
This paper addresses the teaching of gas turbine technology in a third-year undergraduate course in Sweden and the challenges encountered. The improvements noted in the reaction of the students and the achievement of the learning outcomes is discussed. The course, aimed at students with a broad academic education on energy, is focused on gas turbines, covering topics from cycle studies and performance calculations to detailed design of turbomachinery components. It also includes economic aspects during the operation of heat and power generation systems and addresses combined cycles as well as hybrid energy systems with fuel cells. The course structure comprises lectures from academics and industrial experts, study visits, and a comprehensive assignment. With the inclusion of all of these aspects in the course, the students find it rewarding despite the significant challenges encountered. An important contribution to the education of the students is giving them the chance, stimulation, and support to complete an assignment on gas turbine design. Particular attention is given on striking a balance between helping them find the solution to the design problem and encouraging them to think on their own. Feedback received from the students highlighted some of the challenges and has given directions for improvements in the structure of the course, particularly with regards to the course assignment. This year, an application developed for a mobile phone in the Aristotle University of Thessaloniki for the calculation of engine performance will be introduced in the course. The app will have a supporting role during discussions and presentations in the classroom and help the students better understand gas turbine operation. This is also expected to reduce the workload of the students for the assignment and spike their interest.