me 476 2nd law analysis of engineering...

Middle East Technical University

Department of Mechanical Engineering

of 1

Information for students trying to decide whether to Register for

ME 476 2nd Law Analysis of Engineering Systems

Spring 2015

The following packet gives an overview of the tentative course content for ME 476.

Importantly, in the past we often had 3-4 Restricted Electives (REs) being offered each semester while this semester we only have two (421 and 476). I am concerned about 476 having a large enrollment, which as a project based class makes the class extremely difficult to manage. We also want to have similar enrollments for 421 and 476 to fairly distribute the RE teaching load. Therefore the registrations for 421 and 476 will be coordinated, you will need to apply to enroll for these classes using the attached application, and students needing an RE will be given priority over students wanting the class as a Technical Elective (TE); i.e., registering for 421 or 476 before the 1st day does not guarantee that you can take this class.

I take a differentiate approach to my 4th year technical than most if not all other faculty members in our department. It is only by doing something different that I think I can add value to your education (when I am feeling full of myself I even say my classes are “innovative”). Specifically, I focus on strengthening what I term Core Engineering Skills (CES) related to mathematical modeling of engineering systems, computer programming and troubleshooting, presentation and interpretation of results, scientific communication, and increasingly innovation. Importantly, these CES are not unique to exergy and exergoeconomics, but are important in all areas of engineering. To be perfectly honest, all my 4th year technical classes are built on this same foundation of strengthening CES, and the classes only differ in the systems we model and the equations we use. For example, relative to Geothermal Energy which I taught this fall, this semester will mostly follow the same methodology but just replace equations related to geothermal energy with equations related to exergy and exergoeconomics.

Of all the undergraduate courses I teach, I think ME 476 is the most time-consuming and difficult because to do well in the class you will need to develop and program a fairly complex mathematical model of an Energy Conversion System (ECS) that works perfectly. I think the model is more complex than the model we developed in ME 415 Geothermal Energy this fall, or we developed when I taught ME 405 in the summer 2012. Specifically, if within this complex mathematical you accidently program “x*y+273” rather than “x*(y+273)”, all your results are wrong, your discussions are wrong, and you get a low grade even if the error is just a “typo” (I don’t give partial credit for programming; a program is either “correct” or “wrong”). Finding these “typo” errors is frustrating and time consuming, and especially in the 2nd half of the semester finding time to troubleshoot your program is extremely difficult, especially if you are taking ME 407. However, METU students are smart, and when I push them hard, they start to develop strategies to troubleshoot programs. These troubleshooting skills students develop are extremely important, and are only developed when students are pushed.

I think the class format is ideal for students interested in graduate school or a career in the energy industry, but like any good class is horrible for students who just want to pass to graduate, students taking 407 or a heavy course load in general, or are only taking the class to fulfill the Restricted Elective requirement or because the prerequisite is only 204 and they need an extra class. While I will try to use some innovative strategies to make more students successful, I will not dilute the course content to accommodate students who are having trouble finding time or motivation for the course.

In conclusion, I find that if students expect a time consuming course from day one, they tend to put in the time to be successful and learn a lot. But if they start the class expecting it to be easy, they become shocked, start making funny noises (“Hocam, I am taking 407 and haven’t slept in 3 days….”), and are not successful.

Application for Restricted Electives 421 and 476 METU ME Spring 2015

-- ___________________________________ ________________________________

Student Number Last Name First Name

Restricted Elective Instructions: Students needing to register for ME 421 or 476 as a Restricted Elective need to fill out and submit this form to one of the Restricted Elective instructors or TA’s by Wed. 18 Feb, 10:00. The instructors for the Restricted Elective courses will meet on Wed. 18 Feb at 10:01 to select students based on these applications; thus if they do not have your application, you will not be considered for a Restricted Elective. Each student should only turn in ONE application.

Technical Elective and Graduate Student Instructions: In short, Wait! We will do registration for these courses in 2-steps. For the first step we will register students who need a Restricted Elective. Based on the enrollment after this first step, we will decide how/whether to accept students who want one of these classes as an Technical Elective.

Academic Honesty Policy: Presenting false information on this application is a violation of these courses academic honesty policy and can result in disciplinary action.

Introduction: Our goal for this application is to assure that students who need to take a restricted elective are able to and to more equitably distribute the teaching load for restricted electives. Students for the restricted electives ME 421 Heat Exchanger Design and ME 476 Second Law Analysis will be selected based on this application.

Student Selection: Preference will be given to students in the following order:

1. Have the necessary prerequisites: The prerequisite for ME 421 is ME 312, and for ME 476 is ME 204. 2. Filled-out this form fully, correctly, neatly and on time. 3. Have not previously passed a restricted elective class. 4. Need the class to graduate this semester. 5. Previous academic performance (C.GPA and GPA’s).

Preferences: Rank your preferences for ME 421 Heat Exchanger Design and ME 476 Second Law Analysis:

1. __________ 2. __________

Selection Criteria:

__________ + __________ + __________ = __________ C.GPA Fall 2014 GPA Spring 2013 GPA Sum (After Fall 2014 (20141 (20132 (C.GPA + Fall 2014 GPA Semester) Semester) Semester) + Spring 2013 GPA)

1. Have you previously passed a restricted elective class (Yes/No)?

2. ME 204 Grade (Write “NT” if you have not taken this course)

3. ME 312 Grade (Write “NT” if you have not taken this course)

4. How many courses do you have left until graduation?

5. Is this your last semester?

Appendices: Print out your unofficial grade summary from the Student Affairs website and staple to this application.

1. To save paper and if possible, print 2 pages on each side of the paper (e.g., Print Properties Finishing Pages

per Sheet: 2) and print on both the front and back of the paper (Print Properties Finishing Print on both sides).

2. Using a highlighting pen, highlight your grades each time you took the following courses: 203, 204, 311, and 312

(e.g., if you took 204 twice, highlight both grades).

Other: ____ Place an “X” here and write any other information that we should consider (class conflicts, etc) on the back.

Spring 2015 ME 476 2nd

Law Analysis of Engineering Systems Mechanical Engineering Derek Baker Middle East Technical University

This work is copyrighted by Derek Baker. Others are free to use this work for non-profit and educational purposes as long as Derek Baker is properly acknowledged as the original author. For-profit use requires the written consent of Derek Baker. 1

Exergoeconomic Analysis of a Cogeneration Power Plant

1. Introduction [Disclamier: All information in this overview is tentative

and subject to change due to errors, typos, bad planning, and other factors]. This semester we will develop an Exergoeconomic Model of a Cogeneration Power Plant through a series of four linked projects as summarized in Table 1. A schematic of the power plant being modeled is shown in Figure 1, where each shape represents a real and physical component. The system was designed to develop skills to model different thermodynamic processes rather than represent a real system. Schematics for the models of this power plant for Project Part 1 (PP1 or P1) is shown in Figure 2 and for Project Parts 2-4 is shown in Figure 2. Importantly, each shape in Figures 2 and 3 represents a process but not necessarily an actual device, and these representations are used to aid in our modeling and understanding of this system. 2. Assumptions

Key assumptions for all projects are as follows:

Changes in kinetic and potential energies can be neglected for all devices;

The HRSG produces saturated steam: x23 = 1.

The gas exits the HRSG at the water side saturation temperature; T10 = Tsat(p23).

All thermal devices are isobaric;

All thermal devices are adiabatic except as follows: Combustion Chamber in Project Part 1; Combustion Cooler, Condenser, and Gas Cooler and Condenser in all projects;

The Combustion Throttle is adiabatic;

All gas side work devices (compressor and turbine) are adiabatic but not ideal;

The pump is ideal (adiabatic and reversible);

The electric generator is ideal (100% conversion of shaft power into electrical power);

Gas Side Property Model (PM): Ideal gas mixture with constant specific heats, cv,I = cp,I – Rbar and k = cp,I/cv,I.

Water PM: Thermotables Excel Add-in.

Table 1. Summary of linked projects.

Proj. Deliverables

Part Type Due Report Pres. Files Scope Notes

1 Indiv. 2 Yes No Yes Energy analysis with constant composition working fluid.

-

2 Indiv. 4 Yes No Yes Energy analysis with variable composition and reacting working fluid.

Add psychrometrics & combustion to P1.

3 (MT)

Indiv. 7 No Yes Yes Exergy analysis with variable composition and reacting working fluid.

Take-home MT with oral presentation. Add exergy analysis to P2.

4 (Final)

Group Yes Yes Yes Exergoeconomic analysis with variable composition and reacting working fluid.

Add exergoeconomics to P3.

Figure 1. Schematic of co-generation power plant to be modeled.

1st StageCompr.

Humidifier

Intake

2

CombustionChamber

5F

5

Natural Gas

Turbine

ExhaustGases

Pump1

ElectricGenerator

ElectricalWork

9

LiquidWater

ProcessSteam

System Boundary

Heat RecoverySteam Generator

(HRSG)

System Boundary

Intercooler

4V

8

22” 23

21

10

Heat Loss at T7

Ideal Gas Mixture

Superheated Water Vapor

Liquid Water

2nd StageCompr.

3

4

22

2L 22'

ICThrottle

24

Figure 2. Schematic of power plant model for project part 1.

Figure 3. Schematic of power plant model for project parts 2-4.

1st StageCompr.

Humidifier

Intake

2

CombustionChamber

5F

5

Natural Gas

Turbine

ExhaustGases

Pump1

ElectricGenerator

ElectricalWork

9

LiquidWater

ProcessSteam

System Boundary


(HRSG)

System Boundary

Intercooler

8

23

21

10

Heat Loss at T7

Ideal Gas Mixture


Liquid Water

2nd StageCompr.

3

4

Comb.Cooler

6 7

Comb.Throttle

22

Heat Lossat To

Condenser& Throttle

Gas Clr & Cond.

24

25

Heat Lossat To

1st StageCompr.

Humidifier

Intake

2

CombustionChamber

5F

5

Natural Gas

Turbine

ExhaustGases

Pump1

ElectricGenerator

ElectricalWork

9

LiquidWater

ProcessSteam

System Boundary


(HRSG)

System Boundary

Intercooler

4V

8

22” 23

21

10

Heat Loss at T7

Ideal Gas Mixture


Liquid Water

2nd StageCompr.

3

4

Comb.Cooler

6 7

Comb.Throttle

22

2L 22'

ICThrottle

Gas Clr & Cond.

24

25

25'

Heat Lossat To

Heat Lossat To

Condenser& Throttle

Mech 476 Spring 2015 Sample Project Grading Template

I. ___ / 00 (-20 to 0) Acknowledgments (Ethics): Collaborating with and seeking help from others in this class is a great way to learn and is encouraged as long as you reference this collaboration and help. If you collaborate with someone your models can be similar but should not be identical. Copying, whether by using someone else’s file, electronic copy and pasting, or manually typing in someone’s code or words, is not a good way to way to learn and if you reference the source from which you copied your grade will be reduced because you created less than students who did not copy (a primary goal for a design class is for students to demonstrate that they can create). Not referencing a person you copied/borrowed ideas, words, tables, plots, etc. is unethical, unprofessional, and therefore unacceptable, and can result in a grade of -20/10 for this assignment (students who do not turn in the assignment receive a 00/10) and possible referral to the Department’s Disciplinary Committee. For this class, the simple act of looking at a solution from a previous class is defined as copying, even if you did not electronically copy the solution, manually type in their code, repeat their exact words, etc (i.e. in this class looking at a solution from a previous semester is unethical).

___ Collaboration* ___ Help* Copied: ___ Excel Model ___ Tables ___ Figures ___ Words

*No points off if did not copy.

II. ___ / 00 (-10 to 0) Submission

___ Hard copy of report submitted and all files (Word, Excel, etc) uploaded to METU Online.

___ Files named as “476s15p1_listNumber_studentNumber.”e.g., 476s15p1_21_123456.docx/xlsx.”

III. ____/4 Demonstrated Presentation, Formatting and Organization Skills

A. ____ Organization, Formatting, and Structure: Report contains all parts.

B. ____Table: (Appropriate for journal of __ High Quality; __ Medium Quality; __ Low Quality; __ Major Problems/None)

___ Table number and descriptive title at top ___ Headings and Units

___ Numbers formatted neatly and consistently (e.g., 3-4 significant digits and/or use of exponential format)

___ Horizontal lines: 1 at top, 1 at bottom, and 1 between header and content.

___ No vertical lines ___ No background shading __ Compact but not cluttered.

___ All tables introduced by number before the table is presented?

___ Clean presentation/overall organization: Does my head hurt when I look at it? Is useless information included?

D. ____ Plots: (Appropriate for journal of ___ High Quality; ___ Medium Quality; ___ Low Quality; ___ Major Problems/None)

___ Figure number and descriptive title at bottom ___ Titles and Units for all axes

___ Scales for axes appropriate (minimum and maximum numbers) and placed at left and bottom of graph

___ Numbers formatted neatly (e.g., 1-2 significant digits is usually sufficient for a graph) ___ No title at top ___ Has inside border ___ No outside border ___ No Shading

___ Good use of space: Space dominated by results and not legend, axis numbering, etc., compact but not cluttered, good proportions

___ All figures introduced by number before the figure is presented?

___ Clean presentation/overall organization

E. ____ Length: ___ Did not exceed 1-page? ___ Concise?

IV. ____/4 Demonstrated Modeling and Excel Skills: (__ Perfect; __ Small problems; __ Demonstrated some knowledge; ___ = no Excel Model). You can only demonstrate these skills if you write your own Excel model.

V. ____ /2 Discussion

General Writing: ___ Overall quality of English

Discussion: ___ Discuss most important ideas from figures (and table).

___ Discuss underlying theory, particularly for unexpected results.

_____ Late Penalty ____/ 10 Overall Grade



Page 1 of 2

Syllabus Part 1


Spring 2015

I. Catalog Information

Code: 5690476 METU Credits: 3(3-0)

Prerequisites: Mech 204 (or consent of instructor) ECTS Credit: 5.0

Content: Introduction. Basic exergy concepts. Elements of plant analyses. Exergy analyses of simple processes. Examples of thermal and chemical plant analyses. Thermoeconomic applications of energy.

Learning Objectives: At the end of this course, the students will

1. Ability to develop exergetic and exergoeconomic models at the sub-system and system levels, including exergetic efficiencies;

2. 2. Ability to program these mathematical models and use for simulation, parametric, and design studies to solve open-ended design problems;

3. Ability to communicate an exergetic study through a formal written report and oral presentations that include figures, tables, and interpretation of results.

Learning Outcomes: Having successfully completed the course, the student will have demonstrated the ability to:

1. Develop mathematical models for exergy analyses to predict the energetic, exergetic, and exergoeconomic performance of an energy conversion system;

2. Program these mathematical models into a computer; 3. Use the programmed models to run parametric, what-if, and simulations studies for design

purposes; 4. Post process the results from these studies and present in professional tables and figures; 5. Interpret the significance of these results, particularly in terms of the underlying theory leading to

these results and what they mean in terms of design, operation and control; 6. Add-value to ones work by exploring a problem beyond the minimum requirements based on your

curiosity and engineering judgment. 7. Communicate the results both through formal written reports and oral presentations;

Registration: If you do not attend all classes during add/drops, you may be dropped from the class.

Continued on back…

of 2

II. Spring 2015 Information

Instructor: Derek Baker (contact information and office hours in Part 2 of Syllabus).

Teaching Assistant: To Be Determined

Meeting Times & Locations: Tue. 12:30-13:30; Thur. 9:40-11:30.

Required Texts and Materials: As a design class we will mostly be integrating and applying knowledge from previous classes, especially ME 204. In addition to covering topics related to exergy and exergoeconomics, I will also cover computer programming and scientific communication skills. Although I list this text as “required”, we will actually only cover a small portion of this book, and much of the lecture will be original content I developed.

Bejan, A., Tsatsaronis, G., Moran, M. (1996). Thermal Design and Optimization. New York, NY: Wiley-Interscience.

Supplemental Texts and Materials:

Bejan, A. (1997). Advanced Engineering Thermodynamics, (2nd ed.). New York, NY: Wiley-Interscience.

Moran, M., Shapiro, H. (2008). Fundamentals of Engineering Thermodynamics, (6th Ed.). New York, NY: Wiley.

Grading Distribution:

75% Semester Work (Individual). The following is a tentative break-down of the semester work assuming 4 projects. The number of projects may be increased if simple projects are assigned.

10% Informational presentation. 10% Project 1 15% Project 2 20% MT1 (Project 3): Take home with oral presentation 20% MT2

25% Final Project (Group)

Schedule: (ECS = Energy conversion system)

Week Project Topic

1-2 1 1st law analysis of non-reacting constant composition ECS 3-5 2 1st law analysis of reacting variable composition ECS 6-7 3 2nd law analysis of reacting variable composition ECS 8 MT1 9-11 Final Exergoeconomic analyses of reacting variable composition ECS 12-13 Informational Presentations 14 MT2 & Wrap-up Final Exam

Final project presentations & final project due

Instructor Details, Course Policies, Assessment and Grading: See Part 2 of the Syllabus.



Page 1 of 2

Syllabus Part 2


Spring 2015

1. Instructor: Derek Baker Email: [email protected] Phone: 210-5217 Web: www.metu.edu.tr/~dbaker/ Office: E-105 Office Hours: To be announced after add/drops.

2. Professionalism, Ethics, and Make-up Exams

Professionalism and Academic Ethics: You are expected to behave professionally at all times. Any behavior that could result in disciplinary action at a private company is considered unprofessional and can result in a grade reduction or referral to a disciplinary committee regardless of whether a “rule” was actually broken; an example is waiting to inform me of an excused absence from an exam or assignment as detailed below. I have written reports to the Dean about students who have consistently behaved unprofessionally in my classes but may not have broken any rules, as I think these students should not graduate with a degree from METU. The most important policy with respect to professionalism, academic honesty, and absences for this class is to be transparent with the instructor and TA at all times, not unnecessarily increase their teaching load, and avoid any action that gives one student an unfair advantage relative to other students. If the instructor and TA feel that a student is trying to be transparent and professional at all times, they will give this student the benefit of the doubt and will work very hard to help this student be successful. However, if the instructor and TA feel that a student is trying to hide something, they will assume that this student is at a minimum being unprofessional and possibly being dishonest, and in either case can reduce this student’s grade.

Specific academic honesty policies for each type of assignment will be given to you. These policies will be strictly enforced. Minimum penalties for cheating will be “- maximum grade”; e.g., if the maximum grade for an assignment is 10 and you cheat, you will receive a grade of -10. People who do not do the assignment will receive a 0. All serious ethical violations will be referred to the Disciplinary Committee.

Medical Conditions: If you have any medical condition (physical or psychological) that may impact your performance in this class, you must inform me immediately. Failure to do so is irresponsible and unprofessional and can result in a grade reduction. See below for more details.

Due Time: Due Time herein is defined as the start of an exam, class, due time for an assignment or similar.

Excused Absence: To receive no penalty for an excused absence, you must both have a medical report and inform me before the Due Time. A 10%/hour unprofessional penalty is assessed for each hour after the Due Time that you wait to inform me. Therefore if you wait 10 hours to inform me of an excused absence, you will have a 100% late penalty and will receive a 0% on that assignment. No make-up exams or assignments will be given to students with a 100% late penalty.

3. Communication, Assessment and Grading

Website, Class E-mails and ODTUClass: I will be using ODTUClass extensively. You are responsible for all information I send to your METU email account and post to ODTUClass.

Attendance: Missing any class without an Excused Absence can have an immediate, negative, and irreversible impact on your grade. The general attendance policy for this course can be summarized as follows: “If you miss class without an excused absence and have a problem, it is your problem and not the instructor’s.” Specifically, you are responsible for all material covered in class starting from the first hour, even if you register late. I will take attendance regularly after add/drops is over. The instructor and TA will do their best to help students with good attendance to resolve any problems. They will not help students with poor attendance. Unexcused absences should not increase the work load of the instructor or the TA, such as by asking them what you missed. You will receive +1 for each class you attend, 0 for each class you miss, -1 for each time you disturb the class by talking, and -1 if you do not attend class and someone else

of 2

signs for you. Penalties for signing for someone else on the attendance can range from -1 on attendance to referral to your Department’s disciplinary committee.

Homework, projects, quizzes and similar, and computer usage: The course will contain a large number of assignments that may be classified as large homeworks, small projects, take-home exams or parts to one large project. These assignments will require mathematical modeling, significant computer programming, post-processing, presentation and interpretation of results, and formal written and oral scientific communication. I do not intend to give any classical (small) homework or written quizzes not related to the projects; if I decide to change this homework or quiz policy I will announce the change at the start of one class, after which time the new policy becomes effective, even if you missed this announcement.

Group Projects: The final project will be group. Groups will be assigned based at least in part on students’ performance to date in the class. Specifically, I will try to group strong students with other strong students, and weak students with other weak students. Students who have not demonstrated basic competencies in core mathematical modeling, computer program, scientific communication and professionalism skills as evidenced by low grades may be placed in individual groups both so they can demonstrate these core skills to pass the class and so they do not negatively impact the grades of others.

Presentations: Students will make 1-informational presentation to the class and 1-technical presentation of the results from a take-home mid-term exam.

Midterms (MTs): The course will have two MTs, one take-home where results are communicated through an oral presentation and one in-class written MT.

Final Exam: As a project based class, this course will have a final project instead of a final exam.

Not Attended (NA) Grades: You can be assigned an NA letter grade for behaving unprofessional, failing to demonstrate a minimum level of academic success in all Core Engineering Skills (CES), failing to complete any assignment (project, presentation or MT), or having an attendance of less than 70%. CES are those that cannot be tested on a written exam and include computer programming, using a computer model for simulation and parametric studies, and written and oral scientific communication of ones work.

Final Course Grades: Final course letter grades will be assigned based on a curve. Students will be ranked from top to bottom based on final course averages, and natural “gaps” between course averages, attendance, or other metrics will be sought for grade breaks. The curve will not be based on the catalog grading.

Resit Exam: As a project based class with no final exam, a resit exam will not be given.

me 476 2nd law analysis of engineering...

Documents