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Gas Turbine Simulations in the Computerized Educational Program CompEduHPT: Educational Aspects

[+] Author Affiliations
Marianne Salomón, Jens Fridh, Alexandros Kessar, Torsten Fransson

Royal Institute of Technology, Stockholm, Sweden

Paper No. GT2003-38164, pp. 733-739; 7 pages
doi:10.1115/GT2003-38164
From:
  • ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference
  • Volume 1: Turbo Expo 2003
  • Atlanta, Georgia, USA, June 16–19, 2003
  • Conference Sponsors: International Gas Turbine Institute
  • ISBN: 0-7918-3684-3 | eISBN: 0-7918-3671-1
  • Copyright © 2003 by ASME

abstract

In the winter 1813–1814 I attended a mathematical school kept in Boston ... on entering his room, we were struck at the appearance of an ample Blackboard suspended on the wall, with lumps of chalk on a the ledge below, and cloths hanging at either side. I never heard such a thing before. The introduction of computerized presentation techniques and overheads has also changed the teaching process as the blackboard did it on the 19th century. Computerized techniques have made possible showing the students more material related with the specific subject. Special videos, simulations and other multimedia tools represent one of the most relevant changes in the traditional learning. Simulations enable the students to familiarize themselves with the topic and highlight the key parameters as well as their influence. Several simulations have been included in the Computerized Educational Platform (CompEduHPT) together with theory and other educational features. These simulations constitute an alternative way to learn, based on discovery and experience. It is important to realize that the simulations are only a part of the package of learning. All the simulations are preceded with theory chapters, quizzes and preparatory tasks to enable fruitful exercises to be designed, including the simulations. Furthermore, the majority of these simulations are supported by a “guide” that provides help advising the student on how to perform the simulation and inviting him/her to analyze the changes every time that the student clicks on it based on the theory given in the chapters. This creates a completely integrated educational tool designed to enhance the learning of students involved in gas turbine technology courses either at the campus or as distant learners. A variety of simulations exist, stretching from simulated basic physical phenomena to complete cycle simulations. The Gas Turbine related simulations comprise for example a number of ideal and real gas turbine cycles, basic two-dimensional velocity triangle simulations as well as aerodynamic design of turbomachines and aeroelasticity simulations. One of the objectives of this paper is to show the potential of integrating the simulations in the learning process and the possible ways to overcome some of the obstacles by using tools already available and designed to enhance the learning process such as CompEduHPT. Evaluations show that simulations are appreciated among the students as an aid to grasp the general physical understanding of formulas and theory enhancing the learning process. The learning method and learning pace are highly valued among the students, which indicates that a computerized program including multiple ways of learning may be of considerable support to the more conventional and personal student-teacher way of learning.

Copyright © 2003 by ASME

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