A project-centered approach to teaching of thermal-fluid systems analysis and design

Abstract

In the fall of 1998, the Thermal-Fluid Systems faculty in the Department of Mechanical Engineering at the University of Texas at Austin introduced a new junior-level course, ME343 Thermal-Fluid Systems, which replaced a long-standing second course in thermodynamics. This course caps a three course sequence in fundamentals of thermodynamics, fluid mechanics, and heat transfer. It is intended to deepen students' understanding of material covered in the three fundamentals courses, to extend their knowledge base in selected areas, and to tie the fundamental areas together in the context of engineering systems. We also wish to enhance students' ability to apply computer tools, to research engineering literature, to self-teach, and to communicate. It was decided that the most effective way to accomplish these goals was to center the course around an in-depth study of one or two specific systems each semester. Students, working in teams of 3 or 4, are required to analyze the underlying engineering issues that govern the design and performance of the system, develop computer models, perform parametric studies, and prepare a comprehensive report summarizing their analysis and conclusions. "Just-in-time" theory is presented in class to support these activities as they evolve. Examples of systems used to date include commercial aircraft and their turbofan engines, Diesel and gas turbine cogeneration systems, domestic refrigerators, building HVAC systems and heating systems for semiconductor processing equipment. This paper describes our approach to selecting, organizing and implementing projects, presents examples of projects used in the course, and describes methods for assessing the effectiveness of the project-centered approach in courses of this type.