Educational Effectiveness of Brayton Cycle Compare and Solve Interactive Gas Turbine Simulator

Louis E. Christensen, Randall M. Mathison
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Abstract

The air-breathing Brayton cycle is widespread throughout power generation and propulsion systems, making it a staple in every mechanical or aerospace engineering student’s repertoire. Students are typically introduced to cycle analysis in a thermodynamics course and may see more in-depth coverage of gas turbines in advanced technical elective courses. In the Air-Breathing Propulsion course at The Ohio State University, students perform thermodynamic analysis on Brayton cycle engines among other topics. Pedagogy research has shown active learning to be a potent tool for enhancing student learning, and it was decided to incorporate a new active learning module into the existing course. For the module to be successful, students must achieve the learning objectives, positively accept the experience, and the module must have a minimal impact on the course structure. One lecture and one homework assignment were devoted to the use of this tool to allow students to explore gas turbine cycle analysis. A new tool, Brayton Cycle Compare & Solve, has been developed for this module. The tool can accurately perform thermodynamic design point analysis of three types of Brayton cycle engines and allow users to graphically compare the results of their analyses. This study is done to present the tool and active learning experience to educators, capture the effectiveness of the tool in an educational setting, and determine whether students enjoy the new tool. The program is evaluated through an Institutional Review Board approved study consisting of two parts. First, students participate in a survey based on the Student Response to Instruction Practices tool to determine how the students react to and accept the active learning experience. Second, a detailed analysis of their homework responses is conducted to determine the extent to which they satisfied the learning objectives. Students unanimously felt that the learning experience with Brayton Cycle Compare & Solve is a valuable addition to the course, and homework analysis shows that their understanding of Brayton cycle analysis improved.
布雷顿循环的教学效果比较与求解交互式燃气轮机模拟器
呼吸式布雷顿循环广泛应用于发电和推进系统,是每个机械或航空航天工程专业学生的必备技能。学生通常在热力学课程中介绍循环分析,并可能在高级技术选修课程中看到更深入的燃气轮机覆盖。在俄亥俄州立大学的吸气推进课程中,学生们在其他主题中对布雷顿循环发动机进行热力学分析。教育学研究表明,主动学习是促进学生学习的有力工具,因此决定在现有课程中加入一个新的主动学习模块。要使模块成功,学生必须实现学习目标,积极接受经验,并且模块必须对课程结构产生最小的影响。一个讲座和一个家庭作业专门用于使用这个工具,让学生探索燃气轮机循环分析。一个新的工具,布雷顿循环比较和解决,已经开发了这个模块。该工具可以准确地执行三种类型的布雷顿循环发动机的热力学设计点分析,并允许用户图形化地比较他们的分析结果。本研究的目的是向教育工作者展示该工具和主动学习经验,捕捉该工具在教育环境中的有效性,并确定学生是否喜欢新工具。该计划通过机构审查委员会批准的研究进行评估,该研究由两部分组成。首先,学生参与一项基于“学生对教学实践的反应”工具的调查,以确定学生对主动学习体验的反应和接受情况。其次,对他们的作业反应进行详细分析,以确定他们对学习目标的满足程度。学生们一致认为Brayton Cycle Compare & Solve的学习经历是对课程的宝贵补充,作业分析表明他们对Brayton Cycle analysis的理解有所提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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