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This article is on a university course called Engineering Conferences. It has been developed by the authors and installed as a mandatory part of the curriculum in three master’s degree programs for engineering students. The participants of the course are postgraduates with different nationalities, mostly German, and different technical backgrounds. They study Mechanical Engineering, Simulation and Experimental Technology, or International Business Engineering. The basic idea of the course concept goes far beyond simply teaching the standards of academic writing and skills for using scientific publications. By using a learnercentered approach, the students get engaged in typical activities around an active attendance of a real conference. Students learn to locate the field of their bachelor thesis or project report in the world of research communities, scientific journals and engineering conferences. They learn about conferences matching their bachelor/project topic. They write a paper complying with common academic standards, submit it to a mock-up conference, and review submissions of their fellow students. Students also produce a poster and have to defend it in a poster session held publicly on the campus. Engineering Conferences is a course on scientific communication and presentation that also aims at the development of other skills and competences needed in the world of modern engineering.
A 3-stage model of a low pressure steam turbine has been equipped with extensive instrumentation to assess aerodynamic performance and for validation of numerical methods. Emphasis was placed on detailed measurements at the inlet and exit of the last stage guide vane. Two configurations were examined – the first used a guide vane with lean in the last stage and a the second used a guide vane combining both lean and sweep. The experimental results from the two configurations have been compared with data from various design methods, ranging from through-flow to 3D multistage viscous simulations with mixing planes. Despite the challenges in modelling complex rotating blades in a wet steam environment, good agreement between the numerical and experimental results was obtained, and the new stator vane combining lean and sweep achieved the desired increase in reaction at the hub section.
The organic Rankine cycle (ORC) is an established thermodynamic process that converts waste heat to electric energy. Due to the wide range of organic working fluids available the fluid selection adds an additional degree of freedom to the early design phase of an ORC process. Despite thermodynamic aspects such as the temperature level of the heat source, other technical, economic and safety aspects have to be considered. For the fluid selection process in this paper, 22 criteria were identified in six main categories while distinguishing between elimination and tolerance criteria. For an ORC design, the suggested method follows a practical engineering approach and can be used as a structured way to limit the number of interesting working fluids before starting a detailed performance analysis of the most promising candidates. For the first time the selection process is applied to a two-stage reference cycle which uses the waste heat of a large reciprocating engine for cogeneration power plants. It consists of a high temperature and a low temperature cycle in which the condensation heat of the high temperature (HT) cycle provides the heat input of the low temperature (LT) cycle. After the fluid selection process the detailed thermodynamic cycle design is carried out with a thermodynamic design tool that also includes a database for organic working fluids. The investigated ORC cycle shows a net thermal efficiency of about 17,4% in the high temperature cycle with Toluene as the working fluid and 6,2% in low temperature cycle with iso-Butane as the working fluid. The electric efficiency of the cogeneration plant increases from 40,4% to 46,97% with the both stages of the two-stage ORC in operation.
Adaptive and contacting seals such as brush seals have been successfully applied to turbomachinery for several years. In large steam turbine applications, however, various challenges still persist. Special focus is directed at the long-term performance and longevity of brushes on conventional spring-backed seal segments in steam turbines. This issue is particularly related to wear during startup conditions. This paper discusses the results of wear tests, derived from simulated transient turbine behavior, where the resultant seal leakage under steady state conditions is monitored. It is shown that the brush seal is significantly capable of adapting to varying operating conditions, but exhibits a degree of performance degradation during the initial startups. Together with previously reported mid-term wear data and an experience based long-term phenomenological approach a general model for brush seal performance degradation is developed. This model can be used for performance prediction and exerts influence on brush seal design.
Undergraduate students in engineering often have little exposure to the world of scientific publishing and the culture of sharing research work. While the beneficial exchange between research and teaching is well promoted, while the benefits of conference participation for students have already been surveyed and while courses on scientific writing are readily available, the concept of mini-conferences as part of the curriculum combines all three aspects into one. Therefore, the course "Engineering Conferences" was developed and installed as a mandatory part of a master program for engineering students. The idea is to go beyond simply teaching the standards of academic writing and skills for using scientific publications. By using a learner-centered approach, the students are engaged in typical activities around an active attendance of a real conference. Based on their bachelor thesis, they write a paper complying with common academic standards, submit the paper and review submissions of their fellow students. They also produce a poster and defend their work in a poster session held publicly on campus. This contribution is based on the experience from the first four terms teaching the course. It explains the didactic rationale behind the concept and individual teaching modules, it comprises the collection of useful resources for teaching and organizing scientific publishing and it includes the consequences drawn from course evaluation results.