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Research Papers: Gas Turbines: Turbomachinery

Lessons Learned From the Development of Courses on Gas Turbine Multidisciplinary Conceptual Design

[+] Author and Article Information
Konstantinos G. Kyprianidis

Department of Power and Propulsion,
Cranfield University,
Bedfordshire, MK43 0AL UK
e-mail: k.kyprianidis@cranfield.ac.uk

Tomas Grönstedt

Department of Applied Mechanics,
Division of Fluid Dynamics,
Chalmers University of Technology,
Gothenburg, SE-41296Sweden
e-mail: tomas.gronstedt@chalmers.se

João R. Barbosa

Instituto Technológico de Aeronáutica,
São José dos Campos,
São Paulo, Brazil
e-mail: barbosa@ita.br

Contributed by Education Committee of ASME for publication in the JOURNAL OF ENGINEERING FOR GAS TURBINES AND POWER. Manuscript received January 18, 2013; final manuscript received January 27, 2013; published online June 12, 2013. Editor: David Wisler.

J. Eng. Gas Turbines Power 135(7), 072601 (Jun 12, 2013) (8 pages) Paper No: GTP-13-1018; doi: 10.1115/1.4023616 History: Received January 18, 2013; Revised January 27, 2013

Despite the need for highly qualified experts, multidisciplinary gas turbine conceptual design has not been a common study topic in traditional postgraduate curriculums. Although many courses on specialized topics in gas turbine technology take place, limited attention is given on connecting these individual topics to the overall engine design process. Teaching conceptual design as part of a postgraduate curriculum, or as an intensive short course, may help to address the industrial need for engineers with early qualifications on the topic, i.e., prior to starting their careers in the gas turbine industry. This paper presents details and lessons learned from: (i) the integration of different elements of conceptual design in an existing traditional Master of Science (MSc) course on gas turbine technology through the introduction of group design tasks and (ii) the development of an intensive course on gas turbine multidisciplinary conceptual design as a result of an international cooperation between academia and industry. Within the latter course, the students were grouped in competing teams and were asked to produce their own gas turbine conceptual design proposals within a given set of functional requirements. The main concept behind the development of the new design tasks, and the new intensive course, has been to effectively mimic the dynamics of small conceptual design teams, as often encountered in industry. The results presented are very encouraging in terms of enhancing student learning and developing engineering skills.

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Figures

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Fig. 1

Conceptual design algorithm

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Fig. 2

Example of group engine sizing results—engine general arrangement

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Fig. 3

Example of group engine sizing results—core general arrangement

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Fig. 4

Summation and quality assessment of group engine performance results

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