Margaret Bailey

The 20 year evolution of an energy conversion course at the United States Military Academy

Abstract Over the past several years, an energy conversion course offered by the Mechanical Engineering Program at the United States Military Academy in West Point, New York, has evolved into a cohesive series of lessons addressing three general topical areas: advanced thermodynamics, advanced mechanical system analysis, and direct energy conversion systems. Mechanical engineering majors enroll in Energy Conversion Systems (ME 472) during the fall semester of their senior year as an advanced elective. ME 472 builds directly on the material covered in Thermodynamics (EM 301) taken during the student’s junior year. In the first segment of ME 472, the students study advanced thermodynamic topics including exergy and combustion analyses. The students then analyze various mechanical systems including refrigeration systems, internal combustion engines, boilers, and fossil fuel fired steam and gas turbine combined power plants. Exergetic efficiencies of various equipment and systems are determined. The final portion of the course covers direct energy conversion technology, including fuel cells, photovoltaics, thermoelectricity, thermionics and magnetohydrodynamics. Supplemental lessons on energy storage, semi-conductors and nonreactive energy sources (such as solar collectors, wind turbines, and hydroelectric plants) are included here. This paper discusses the evolution of ME 472 since its inception and explains the motivations for the course’s progress.

Using the experiential learning model to transform an engineering thermodynamics course

Rochester Institute of Technology (RIT) has long been committed to experiential learning within its undergraduate engineering programs. With one of the oldest cooperative education programs in the country, RIT firmly believes in learning through doing. This paper describes how an experiential learning model is also incorporated within the classroom in order to improve student learning within a thermodynamics course. The experiential learning model can be applied while designing a course to ensure that planned activities give full value to each stage of the process. The methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation. Traditionally, a course in thermodynamics is taught in a lecture style which addresses the conceptual phase of the experiential learning model. In this paper, discussions and specific details are presented on how an experiential learning model is used in order to transform an existing thermodynamics course. Preliminary assessment results based on course-end student feedback are included which indicate a high level of perceived learning in the course.

Creating an automated chiller fault detection and diagnostics tool using a data fault library.

Reliable, automated detection and diagnosis of abnormal behavior within vapor compression refrigeration cycle (VCRC) equipment is extremely desirable for equipment owners and operators. The specific type of VCRC equipment studied in this paper is a 70-ton helical rotary, air-cooled chiller. The fault detection and diagnostic (FDD) tool developed as part of this research analyzes chiller operating data and detects faults through recognizing trends or patterns existing within the data. The FDD method incorporates a neural network (NN) classifier to infer the current state given a vector of observables. Therefore the FDD method relies upon the availability of normal and fault empirical data for training purposes and therefore a fault library of empirical data is assembled. This paper presents procedures for conducting sophisticated fault experiments on chillers that simulate air-cooled condenser, refrigerant, and oil related faults. The experimental processes described here are not well documented in literature and therefore will provide the interested reader with a useful guide. In addition, the authors provide evidence, based on both thermodynamics and empirical data analysis, that chiller performance is significantly degraded during fault operation. The chillers performance degradation is successfully detected and classified by the NN FDD classifier as discussed in the papers final section.

Exergetic, Thermal, and Externalities Analyses of a Cogeneration Plant

A thermodynamic study of an 88.4 MW cogeneration plant located in the United States is presented in this paper. The feedstock for this actual plant is culm, the waste left from anthracite coal mining. Before combustion in circulating fluidized bed boilers, the usable carbon within the culm is separated from the indigenous rock. The rock and ash waste from the combustion process fill adjacent land previously scared by strip mining. Trees and grass are planted in these areas as part of a land reclamation program. Analyses based on the first and second laws of thermodynamics using actual operating data are first presented to acquaint the reader with the plants components and operation. Using emission and other relevant environmental data from the plant, an externalities study is outlined that estimates the plants effect on the local population. The results show that the plants cycle performs with a coefficient of utilization of 29% and an approximate exergetic efficiency of 34.5%. In order to increase these values, recommended improvements to the plant are noted. In addition, the externality costs associated with the estimated SO 2 and NO X discharge from the culm fed plant are approximately 1 mil/kW h produced. This is considerably lower (85-95%) than those associated with a similarly sized coal fed plant. The plants cycle efficiencies are lower than those associated with more modern technologies; such as an integrated gas turbine combined cycle. However, given the abundant, inexpensive supply of feedstock located adjacent to the plant and the environmental benefit of removing culm banks, the plants existing operation is unique from an economical and environmental viewpoint.

On the Consistent Use of Sign Convention in Thermodynamics

In thermodynamics, various sign conventions are used for energy transfers in the form of heat and work. Regardless of the sign convention introduced, thermodynamics texts subsequently abandon their established conventions in favor of magnitudes or absolute values. This article illustrates the importance of consistent use of a sign convention throughout a text and applies it to power-producing and power-consuming engineering devices. Additionally, using a selected sign convention, a substantive proof is presented showing why the ratio of energy added/rejected in the form of heat equals the ratio of the absolute temperatures of the energy source/sink, respectively.

A Unique Thermodynamics Course with Laboratories

The Department of Civil and Mechanical Engineering at the United States Military Academy (USMA) offers a course in thermodynamics that is well known among the Corps of Cadets, because of its uniqueness and applicability. Students from every department in the USMA enroll in the course and are taught by a faculty that is composed of both military and civilian professors. The classroom and laboratory experiences that have been designed over the past decade provide students with a broad introductory exposure to thermodynamics, while focussing on very relevant applications. This paper presents an overview of the thermodynamic experience created at the USMA and offers several examples of methods to enhance similar courses at other institutions.

“Heat Transfer” Traveling Engineering Activity Kit: Designed by Engineering Students for Middle School Students

A 2005–06 Multidisciplinary Senior Design team created a series of classroom activities designed to teach middle school students about engineering topics related to energy and the environment. This Traveling Engineering Activity Kit (TEAK) consists of five smaller kits, each based on a different energy-related theme: Heat Transfer, Electrical Energy, Wind and Water, Solar Power, and Chemical Energy. Each kit contains an Academic Activity to teach a background concept, a Hands-On Activity to allow students to apply the concepts learned, and a Take-Home Activity that can be done independently at home. The design team also developed instruction manuals suitable for non-engineers, lesson plans, handouts, and post-activity quizzes to assess participants’ learning. To date, the kits have been used by several hundred middle school students either in their classroom setting or while participating in on-campus outreach programs. This paper highlights the Heat Transfer TEAK including an overview of the intended learning outcomes; physical materials and set-ups included within the interactive kit; as well as details related to the development of the kit by a multi-disciplinary team of senior engineering students. Program and kit assessment progress is discussed based on feedback from design team members; middle school students and teachers. Future plans for refining current kits and expanding kit offerings are also discussed.Copyright

Meeting Military Energy Demands

The United States Army’s Soldier Tactical Mission System is capable of providing a dramatic change in small-unit warfare with its enhanced communications, situational awareness, and navigation capabilities. A significant drawback to this system, however, is that the very systems that provide these advantages to the soldier also demand high quantities of energy. In order to design an adequate energy delivery system to support the operation of the soldier’s enhanced equipment, the problem is broken down and analyzed into three general areas: energy demand, energy management, and energy source design. The aim of this paper is to introduce the reader to each of these three general areas, thereby providing a potential catalyst for future research and exploration into the design solution of adequate energy delivery systems.Copyright

On the Sign Convention in Thermodynamics: An Asset or an Evil?

In thermodynamics the sign convention normally used is energy added to a system in the form of heat is taken as positive and that added in the form of work is taken as negative – HIP to WIN (heat in positive – work in negative). This is a common sign convention although some texts specify that all forms of energy added to a system as heat or work are positive. However, regardless of the sign convention adopted for heat and work interactions, later in the same text the specified convention is abandoned in favor of magnitudes or absolute values. This occurs particularly in relation to cycle analyses in which the absolute value is used for energy transfers. Generally for reversible cycles there is no proof as to why the ratio of energy added/rejected via heat transfer equals the ratio of the absolute temperatures of the thermal reservoirs. To promote sign convention consistency, this paper develops the appropriate relationship between energy transfers and thermal reservoir temperatures for reversible cycles and applies the result to power producing and power consuming engineering devices.Copyright

Reimagining and Refining Campus Cultures: Promoting Vibrant Learning Environments at RIT

This interactive session explores the journey of a university to intentionally and strategically transform its campus culture. Many organizations exclusively approach cultural change by creating and enforcing rules and regulations to promote gender equity and inclusion. Within this session, we will explore the possibility of augmenting this well-established campus paradigm with intentional organizational development initiatives. Through understanding best practices and developmental models utilized at other ADVANCE funded universities, we reimagine the campus culture and develop possible strategies to achieve the desired state. The AdvanceRIT team shares the story and impacts of their five-year effort to refine and influence campus culture to support a more inclusive campus environment. Campus efforts have included the creation and administration of interactive and high-energy unconscious bias education workshops, theatrical productions that explore navigating key faculty career milestones, bystander awareness sessions using Playback Theater, theatrical readings with discussion forums, and a new campus organization to actively engage faculty men in the cultural transformation process. Data related to these sessions will be shared, including participation numbers and workshop evaluations. The team feature the work of key partners from aligned organizations both within and external to RIT who have worked closely with the project team throughout this journey.