Abstract:

The complexity of the real thermodynamic cycles related to thermal machines and the differences with respect to the theoretical concepts tend to cause confusion and demotivation in the student. Moreover, experimentation on this type of machines (i.e. internal combustion engines) is expensive, complex or even risky for the student. Therefore, it is not often feasible to involve the student in the measurement processes. In this paper, an educational methodology for promoting the understanding of thermodynamic phenomena observed in internal combustion engines is proposed in the framework of a Mechanical Engineering Bachelor Degree. The methodology is based on the application by the student of different simple thermodynamic models that allow comparing theoretical thermodynamic cycles with the real ones directly obtained from engine measurements. In addition, this methodology asks the students to estimate the impact of some engine characteristic parameters (compression ratio, intake pressure...) on the thermodynamic performance of the cycle, the fuel consumption, and the specific power production. Results show that the proposed computer-based methodology is well received by the students whereas the objective evaluation demonstrates its potential to improve the acquisition of theoretical concepts while contributing to student motivation.

Keywords:

Computer-based learning, Active learning, Mechanical Engineering, Thermo-fluid mechanics.