A Rankine Cycle Design Project for Assessment of ABET Student Outcome #1
Notice bibliographique
Résumé
Abstract This paper introduces a Rankine Cycle design project developed for assessment of ABET Student Outcome #1. This instrument was first implemented within an Applied Thermodynamics course, which enrolls 3rd and 4th year Mechanical Engineering students, and is the second class in a thermodynamics sequence at St. Ambrose University. In this course, students learn to program within the Interactive Thermodynamics environment, which is a simple and elegant software package developed to solve classical thermodynamics problems. One advantage of the software is that it can quickly and efficiently analyze complex thermodynamics processes, systems, and cycles. Generally, these same problems are very time-consuming when analyzed "by hand" due to the extensive use of look-up tables and manual interpolation schemes. Moreover, the software can easily perform parametric studies, which allows students to vary system conditions, reveal important relationships among the operating parameters, and gain valuable insight into the overall system behavior. This project requires students to design the layout and thermodynamic conditions of a power plant operating on a Rankine Cycle within the provided set of constraints. Students may choose to use reheat and regeneration processes within their designs to improve cycle performance but must choose components from a defined catalog of options. Each component has an associated cost, environmental impact score, and if necessary, isentropic efficiency. Ultimately, each submitted design receives a score based on its ability to maximize the thermal efficiency and net work produced while minimizing cost and environmental impact. The project compels students to develop multiple designs, use engineering judgement to evaluate tradeoffs, and attempt to optimize the four scoring parameters simultaneously. A portion of each student's project grade results from the relative overall score of his or her design versus all others submitted within the class. This direct link between design and final grade serves to encourage competition, discourage unapproved collaboration, and replicate product development conditions in industry in which a competitor's approach is often not known. In addition to a schematic and diagram of the final cycle layout and operating conditions, students also must submit a short report justifying their final design by explaining how they identified, formulated, and solved this complex engineering problem. This report served as an instrument with which to assess ABET Student Outcome #1 directly. This paper details the constraints of the problem, the approach students took to solve it, and the lessons learned from implementing it as an assessment instrument.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,027 | 0,038 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,005 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,020 | 0,010 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».