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ABSTRACT
Whereas turbomachinery design has evolved over the last two decades, updating instruction on the topic
to reflect the new prevailing methods and techniques remains a challenge.
Part of this challenge stems from the diversity of technologies covered in the courses;
part of it ensues from the extensive use of software by industry designers.
A review of the literature shows that varying degrees of complexity in software have been adopted
for teaching, and that numerical experimentation has in some universities replaced laboratory experimentation.
This paper describes the experience and outcomes of teaching turbomachinery to senior engineering students
using advanced design software. The cases and results analyzed by the students for axial compressors
and turbines are discussed, and the results of the effort are evaluated from the somewhat different
perspectives of the students and of the instructor. Whereas the use of the program must be viewed
in the context of the entire course (two hardware labs are held along with conventional lectures and homework),
the use of design software could be seen to multiply the skills of the students, enabling broad 3-D design
considerations and visualization seldom possible otherwise. In addition, an understanding of prevailing
stresses is initiated with the software.
INTRODUCTION
In the age of Information Technology (IT) , it becomes necessary for engineering professors
to seek innovative ways to deliver instructional material that relies on IT, while preserving instruction based on timeless physical principles.
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In the traditional engineering classroom setting,
students receive information that they then apply to homework problems or projects, the latter usually
involving some aspect of active learning. In other courses planned with a strong active learning component,
the students directly participate in the planning, design and/or construction of short-term projects.
Whereas this hands-on approach is quite effective towards generating student interest and increasing
engineering skills, it can generally be applied to only small scale turbomachines, because larger machines
require much more knowledge and their complete design is much harder to supervise. The wider scope
of turbomachines calls for general, comprehensive learning tools whereby students can apprehend principles
and concepts, and generalize what is learned as a base for innovation or for insightfully practicing the profession.
Our experience and goals are neither unique nor isolated. Integration of software tools into the undergraduate
curriculum is a recurrent topic in the literature. In particular, software for design of a high-pressure turbine cooling system was incorporated by Mund et. al. (2002). This approach was aimed at maintaining the international level of the education offered by the host institution, further enhancing the understanding of the design process, team work and time management. Feedback from the students was obtained during project unfolding. The experience was well received by the students, but it demanded considerable effort from the faculty involved, especially regarding the application of engineering judgment during the design process.
The international reach of the
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