Analysis of isentropic processes, gas, vapor and combined power cycles; refrigeration/heat pump cycles; relationships for ideal and real gases; gas mixtures and psychrometric applications. Prerequisite: ME 040 with a C- minimum.
Dates: July 18 - August 12, 2022 Prerequisite: ME 040 with a C- minimum. Meeting sessions on M,T,W,R - 1:00 - 3:45 pm
Course Description ME 042 3.00 Credit Hours Catalog Description: Analysis of isentropic processes, gas, vapor, and combined power cycles; refrigeration / heat pump cycles; relationships for ideal and real gases; gas mixtures and Psychrometric applications. Prerequisite: ME 040. Course Format Four 2 hour and 45 minute lectures Monday thru Thursday 1:00 – 3:45 pm. Textbook “Thermodynamics – An Engineering Approach” Cengel & Boles, McGraw-Hill , Any Edition
Chapter Topics 1 – 7. Review of Basic Thermodynamic concepts. 9. Gas Power Cycles: Review of Carnot cycle, Air-Standard analysis, reciprocating engines, Otto, Diesel, Stirling, Ericsson, & Brayton Cycles, Jet propulsion. 10. Vapor Power Cycles: Carnot vs. Rankine cycles, Superheat, Reheat, Cogeneration. 11. Refrigeration Cycles: Refrigerators, Heat Pumps, Vapor Compression & Absorption. 12. Thermodynamics Property Relations of Real Gases. 13. Gas Mixtures: Mass and Mole fractions. 14. Air-Conditioning: Humidity, Dew-Point, Dry vs. Wet Bulb temperatures, Psychrometrics. * 17. Compressible Flow: Stagnation properties, supersonic nozzles, shock waves. * 15, 16. Chemical reactions, Combustion, and Equilibrium. * Discussed as appropriate With Chap. 9-14 material. Course Related Issues No make-up exams or quizzes will be given other than under exceptional circumstances. Documentation of such circumstances may be required in order to schedule a makeup. Alternate exam scheduling is not an option. All exams shall be administered during the scheduled time period. All questions related to grading of homework assignments or exams must be resolved with the teaching assistant or the instructor within one week of the return of the graded item. All assignments are due at the beginning of class on the day that they are due. Please do not work on assignments during class time. Academic Integrity Academic dishonesty will not be tolerated. This course shall be in accordance with the University of Vermont’s Code of Academic Integrity as defined by the Center for Student Ethics and Standards. http://www.uvm.edu/cses/ Course Pedagogy Importance of Homework: Solving thermodynamic problems is the only way to understand and master the topic. Thus, homework is an important part of this class. Solutions to the homework will be posted and/or given in class soon after the due date. Collaboration: You are encouraged to discuss the homework problems with classmates; however, copying someone else’s work does not facilitate learning. You are encouraged to help each other understand the concepts and problem solving techniques involved. There is a clear distinction between discussing work and copying someone else’s work. If you simply copy what someone else has done, you are not increasing your understanding of the material. It is very easy to recognize copying. Presentation: Sloppy, untidy submission of work will be penalized for two main reasons. First, it is not the responsibility of the grader to attempt to decipher your solution because it is either hardly readable or disorganized. Second, as a professional engineer, it is important that you learn to communicate your work in the most professional manner possible. This includes the presentation of plots, charts, graphs, figures, equations, and short essays. Website: The UVM blackboard will be used primarily for posting assignments, solutions, and information communicated to the class via UVM’s email system. “An instrument too often overlooked in our technical world is a human eye connected to the brain of an intelligent human being.” – Ralph Peck, PhD, National Medal of Science Justification of Sustainability Learning Outcome Credit A brief summary of the course / curriculum and general reasons why the course satisfies the Sustainability Learning Outcomes. This entire course focuses on power production, energy efficiency, and efficient use and consumption of energy and power. This course examines real world problems of power production, transportation, several types of engines and their efficiency, refrigeration efficiency, and residential and commercial building energy systems. Students examine, in detail, the technical operation of mechanisms to improve efficiency of energy systems along with the environmental and market impact of the human needs of energy consumption. Sustainability is inherent to the focus of this course and students necessarily integrate sustainability concepts and themes throughout class discussions, homework assignments, reading of journal articles, and class field trips. This course is centered on the fundamentals of energy and the conversions and consumption of energy in various engineering processes through the 1st Law Conservation of Energy in Thermodynamic Systems. This course also focuses on the natural and fundamental laws that limit maximum possible efficiency in Mechanical Systems that utilize energy and natural resource inputs to produce and use power. #1: Student can have an informed conversation about the multiple dimensions and complexity of sustainability. Activity title/type, lecture or activity content, topics taught, etc. The complexity of power production and power usage resides as the core foundation and motivation for this course. Students are exposed to an entire semester of lectures on this topic; 6 lengthy homework assignments involving quantifiable engineering problem solving; more than 6 state-of-the-art journal articles focusing on power production, consumption, and sustainability are read in depth and students are required to write reflections on these articles as they relate to coursework and sustainability in practice; 3 exams. #2: Students can evaluate sustainability using an evidence-based disciplinary approach and integrate economic, ecological, and social perspectives. Activity title/type, lecture or activity content, etc. Students participate in multiple field trips (min. of two) in order to be exposed to "real-world" evidence-based learning. All field trips are integrated into classroom learning and reflections, specifically as they relate to sustainability. Examples of Field Trips include: 1.) McNeil Biomass Electric Generation at Burlington Electric 2.) Burlington Airport - Jet Engine Maintenance Shop 3.) Champlain College Geothermal Plant 4.) UVM Physical Plant - Central Heating & Cooling #3: Students think critically about sustainability across a diversity of cultural values and across multiple scales of relevance from local to global. Activity type or content, topics taught, etc. Journal articles, online multimedia, homework assignments, and brief essays and reflections are used to evaluate student learning.
Evaluation 30% Examination I 30% Examination II 30% Examination III 10% Attendance & Participation
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