Thermodynamics education for energy transformation: a Stirling Engine experiment

Yeadon, Will; Quinn, M.

doi:10.1088/1361-6552/ac142c

Cited by 7 publications

(4 citation statements)

References 13 publications

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“…Otto engine cycles at the single-atom level. Following this idea, our further work would be simulation of other classical heat engines, such as the Stirling cycles [53] and the Diesel cycles [54], which are less famous while with wide application. Our simulation might give deeper sight into the commonalities and advantages of different cycles in thermodynamic effects.…”

Section: Discussionmentioning

confidence: 99%

Exact simulation of classical heat engine cycles using single-ion phonon laser

Zhang

Yuan

Wei

et al. 2023

Preprint

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Heat engines are essential devices in modern industry, converting heat energy into useful mechanical work via their working substances. Here we experimentally simulate the conventional heat engine by employing the vibrational mode of a single trapped ion as the working substance. In contrast to simply employing the ion in thermal motion, we consider to coherently stimulate the ion's vibrational motion as the phonon laser, which helps acquiring clearer results by effectively suppressing the thermal fluctuation. As such, we demonstrate in exact and high signal-to-noise way the standard steps of both the Otto and Carnot cycles in a single ion, and compare their maximum efficiencies by monitoring the amplitude and frequency of the vibration. Our work witnesses an interesting single-atom thermal engine using coherently controlled phonons. It would be the smallest platform for simulating or demonstrating classical thermodynamic laws and phenomena at a single ion scale via optical manipulation techniques for phonon lasers.

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Section: Discussionmentioning

confidence: 99%

Exact simulation of classical heat engine cycles using single-ion phonon laser

Zhang

Yuan

Wei

et al. 2023

Preprint

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“…Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI. relate to real-life applications [1,2]. Generally, a high concentration of interconnected concepts are introduced, such as the ideal gas law, reversibility, entropy, and the first and second laws of thermodynamics.…”

Section: Introductionmentioning

confidence: 99%

“…This cycle is, however, difficult to implement in practice, and the Stirling cycle can be used instead as it provides a close approximation to the Carnot cycle as well as having obvious hot and cold reservoirs when compared to other cycles [3,5]. Although Stirling engines have been well documented as educational tools for determining mechanical efficiency, work output or pressure-volume (P-ν) relationships [2][3][4][5], it is used here to illustrate a practical analysis using only the material covered in an introductory thermodynamics course. In particular, this concerns the measurement of multiple state variables, thermodynamic processes and the application of temperature-entropy (Ts) diagrams.…”

Section: Introductionmentioning

confidence: 99%

Thermodynamic analysis of a heat engine: experiments with the Stirling cycle

Butler

2024

Phys. Educ.

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This paper presents a practical thermodynamic analysis of a desktop Stirling engine to demonstrate some of the fundamental principles involving the conversion of heat to work as part of an introductory undergraduate course. Experimental measurements of temperature, pressure and volume using an Arduino microcontroller allows for the construction of P-ν and T-s process diagrams from thermodynamic relationships. By comparing the quantitative data from actual and ideal cycles, the Stirling engine represents an effective teaching tool for reinforcing core content with students.

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“…It was clear something was wrong, or the students didn't completely connect to these topics as well as they did the others. As I reviewed the course and looked at what other teachers had to say, I could see that this topic was one that typically was harder to teach and harder to grasp [8], [9], [10], [11], [12], [13].…”

Section: Introductionmentioning

confidence: 99%

Implementing Project Based System Analysis in Introductory Engineering Thermodynamics

Carvell

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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The following paper is an evidence-based practice paper. When first teaching introductory engineering thermodynamics, it was seen that the lowest scores in the semester occurred on questions regarding full thermodynamic system applications, such as power plants, internal combustion engines, and other similar systems. Typically, grades up to that point on homework assignments and exams were good, but dropped sharply with the system analysis. Even if the grades on individual component pieces were good, when combining them together, something was happening with the understanding or application. After several years of seeing this trend, a new method of teaching and learning for these systems was implemented. Instead of assigning homework problems, and making students solve different versions of systems, a team based project was used to apply the concepts of thermodynamic system analysis. During class periods, base systems of power plants and internal combustion engines were introduced. Students and faculty worked together and solved example problems for the base systems, so students had a beginning point and a basic solution to work from. The student groups then chose their project. The project consisted of choosing a basic system, and making at least two changes to the overall functioning of the system. Changes could be as simple as adding components, such as reheat cycles, to a power plant, or adding a nitrous boost to an internal combustion engine. Some changes students made were more complicated, for example changing the working fluid in a power plant to liquid salt instead of water. Students were asked to make the two changes, then perform full thermodynamic analysis, including first law, second law, and efficiency or coefficient of performance calculations, including for a range of input conditions. The groups then had to submit a full written report with results, and present their work either in class or at the annual university research symposium. The project has been implemented and part of the course for 4 years now, as much time as the course was taught without the project. On average, the students now score 15% higher on the same exam questions as they did without the project using traditional homework assignments.

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Thermodynamics education for energy transformation: a Stirling Engine experiment

Cited by 7 publications

References 13 publications

Exact simulation of classical heat engine cycles using single-ion phonon laser

Exact simulation of classical heat engine cycles using single-ion phonon laser

Thermodynamic analysis of a heat engine: experiments with the Stirling cycle

Implementing Project Based System Analysis in Introductory Engineering Thermodynamics

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