Energy Systems

A New Approach to Engineering Thermodynamics

Renaud Gicquel

• Publisher: CRC Press
• Year: 2021
• ISBN:
  9781000402230
• Edition: 2
• Topic: Physical Sciences
• Subtopic: Thermodynamics

Considered as particularly difficult by generations of students and engineers, thermodynamics applied to energy systems can now be taught with an original instruction method. Energy Systems applies a completely different approach to the calculation, application and theory of multiple energy conversion technologies. It aims to create the reader's foundation for understanding and applying the design principles to all kinds of energy cycles, including renewable energy. Proven to be simpler and more reflective than existing methods, it deals with energy system modeling, instead of the thermodynamic foundations, as the primary objective. Although its style is drastically different from other textbooks, no concession is made to coverage: with encouraging pace, the complete range from basic thermodynamics to the most advanced energy systems is addressed.

The accompanying Thermoptim™ portal (http://thermoptim.org) presents the software and manuals (in English and French) to solve over 200 examples, and programming and design tools for exercises of all levels of complexity. The portal explains to the user how to build appropriate models to bridge the technological reality with the theoretical basis of energy engineering. Offering quick overviews through e-learning modules moreover, the portal is user-friendly and enables users to quickly improve their proficiency. Students can freely download the Thermoptim modeling software demo version (available in seven languages), and extended options are available to lecturers. A professional edition is also available and has been adopted by many companies and research institutes worldwide (www.s4e2.com).

This volume is intended as a textbook for courses in applied thermodynamics, energy systems, energy conversion and thermal engineering taken by senior undergraduate and graduate-level students in mechanical, energy, chemical and petroleum engineering. Students should already have taken a first-year course in thermodynamics. The refreshing approach and exceptionally rich coverage make it a great reference tool for researchers and professionals as well.

1

First steps in engineering thermodynamics

DOI: 10.1201/9781003175629-1

Part 1, especially dedicated to beginners and fellow teachers, introduces in a very simple way basic concepts necessary to understand elementary thermodynamic cycles (steam power plants, gas turbines, refrigerators).

The approach is as light as possible in order to allow students to learn to model, gradually and by example, heat conversion technologies. We show in particular that one can present the essential concepts without using a state function which can be difficult to understand well, entropy.

1

A new educational paradigm

DOI: 10.1201/9781003175629-1

Introduction

This chapter presents the new educational paradigm that we have developed to teach thermodynamics applied to energy systems. This change is based on a shift of knowledge acquired by learners in initial or vocational training. The writing of equations describing processes undergone by fluids is drastically reduced, as the calculations are made by the simulator.

After having explained how pedagogy with Thermoptim differs from classical teaching, we show that energy systems involve only a small number of functions, which makes it possible to use a graphical environment to model them.

Once calculation problems have been resolved, most of the time spent in a class is devoted to presenting the technologies. More generally, the content of the course is determined using a model called RTM(E), which stands for Reality, Theory, Methods (and Examples).

We then explain how the course can be sequenced in three distinct steps, which are of variable duration, according to the pedagogical contexts.

The main pedagogic innovations brought by Thermoptim are listed, and a short comparison with other information and communication technology (ICT) tools with teaching potential is made.

General context

The context of the initial training of engineers has evolved considerably in recent years. Although their scientific and technical knowledge and the ability to mobilize it to solve concrete problems are still some of the features that continue to distinguish them most from other executives, like the latter they need more and more to pay attention to the nontechnical dimensions of their job, i.e., people management, project economics, product marketing, and environmental impact of technologies. In these circumstances, the time available to invest in technology and their motivation for doing so are now lesser than before. Moreover, the time devoted to technical subjects in the initial training programs of engineers is also declining gradually. In addition, practical work and projects have also often been found to be reduced as compared to studying the theory.

This evolution of the training specifications forces us to renew the pedagogies that we are implementing, but fortunately we also have new assets because virtual environments provide us with new opportunities to do so.

Although applied engineering thermodynamics can be considered as well-established science (its foundations were established more than a century ago), it continues to significantly evolve due to advances in the field of materials or those of control and command, to physical and geopolitical constraints on resources, and changes in regulations, all of which have led to the development of devices that are more and more respectful of the environment. Considerable technological changes are still expected in the coming decades. They will call on strong skills in applied thermodynamics, in particular for the development of new integrated cycles with high efficiency and low environmental impact.

Our goal is to train our students as best as possible to meet these challenges.

Specific problems arise for learners in continuing education, or more broadly in vocational education, who are very different from students enrolled in initial education in the university system. Even though some went through higher education, they may have graduated years before and thus have forgotten many concepts that they have not used regularly, despite these concepts being implicit prerequisites to understanding the usual presentation of elementary cycles. Obviously, if their initial training is of a modest level, their bases in mathematics and physics are even more incomplete. As a result, the pedagogies conventionally used for students in their initial training are not tailored to their needs.

This observation, of course, does not only apply to the teaching of applied thermodynamics but also to a good number of training courses with a scientific content. It is much broader in scope and implies the need to develop specific digital resources if we want to cater for the needs of learners outside the traditional initial training system.

In college, students are used to changing from one topic to another by following their academic schedule and without questioning its overall logic (Mathematics from 8 a.m. to 10 a.m., English then…).

Trainees in vocational training ask that more attention be paid to showing them the purpose of the lessons followed, especially if they are theoretical. Their concern is to acquire one or more skills, and the link to the job must be clearly explained to them. They may even not be in a position to get involved in the training until they are explained the practical purpose of the curriculum.

Such a learner is therefore not at all part of the Cartesian deductive logic, which consists in starting by presenting the reminders of mathematics and physics before unfolding the theory, to end up with the practice, and which constitutes the global scenario of courses in initial training in higher education.

Even for students in initial training, this mode of presentation is generally not the most suitable. Nowadays, learners only become engaged if they perceive the meaning and the interest of the courses offered to them.

This is why we have been led to deeply modify the sequence of our course on energy systems by seeking to reduce as much as possible the recourse to mathematical formalism and by introducing it only contextually and when it is absolutely necessary.

Difficulties encountered in teaching applied thermodynamics

It is well known that thermodynamics is a difficult subject to teach. The problem has long been acknowledged, and many efforts have been made to remedy it, but until recently there was still a lack of solutions, despite the efforts made by the teachers and the developments in the curricula.

The theory/applications link, essential for understanding any dis...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• Searching references in the thermoptim-unit portal (www.thermoptim.org)
• Foreword to the first edition by John W. Mitchell
• Foreword to the first edition by Alain Lambotte
• About the author
• General introduction
• Mind maps
• Credits list
• Symbols
• Acronyms
• Conversion factors
• 1 First steps in engineering thermodynamics
• 2 Complements for cycle studies
• 3 Main conventional cycles
• 4 Innovative cycles including low environmental impact
• General conclusion
• Index