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A remotely operated aeroelastically unstable LPT cascade for turbomachinery aeromechanics education and training: Remote flutter lab
KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Heat and Power Technology.
KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Heat and Power Technology. KIC InnoEnergy S.E.,, Netherlands .
2014 (English)In: Proceedings of the ASME Turbo Expo, 2014, Vol. 6Conference paper (Other academic)
Abstract [en]

The use of advanced pedagogical methodologies in connection with advanced use of modern information technology (ICT) for delivery enables new ways of communicating, of exchanging knowledge, and of learning that are gaining increasing relevance in our society. Remote laboratory exercises offer the possibility to enhance learning for students in different technical areas, especially to the ones not having physical access to laboratory facilities and thus spreading knowledge in a world-wide perspective. A new "Remote Flutter Laboratory" has been developed to introduce aeromechanics engineering students and professionals to aeroelastic phenomena in turbomachinery. The laboratory is world-wide unique in the sense that it allows global access for learners anywhere and anytime to a facility dedicated to what is both a complex and relevant area for gas turbine design and operation. The core of the system consists of an aeroelastically unstable turbine blade row that exhibits self-excited and self-sustained flutter at specific operating conditions. Steady and unsteady blade loading and motion data are simultaneously acquired on five neighboring suspended blades and the whole system allows for a distant-based operation and monitoring of the rig as well as for automatic data-retrieval. This paper focuses on the development of the "Remote Flutter Laboratory" exercise as a hands-on learning platform for online and distant-based education and training in turbomachinery aeromechanics enabling familiarization with the concept of critical reduced frequency and of flutter phenomena. This laboratory set-up can easily be used "as is" directly by any turbomachinery teacher in the world, free of charge and independent upon time and location with the intended learning outcomes as specified in the lab, but it can also very easily be adapted to other intended learning outcomes that a teacher might want to highlight in a specific course. As such it is also a base for a turbomachinery repository of advanced remote laboratories of global uniqueness and access. The present work documents also the pioneer implementation of the LabSocket System for the remote operation of a wind tunnel test facility from any Internet-enabled computer, tablet or smartphone with no end-user software or plug-in installation.

Place, publisher, year, edition, pages
2014. Vol. 6
National Category
Aerospace Engineering
URN: urn:nbn:se:kth:diva-136706DOI: 10.1115/GT2014-27170ISI: 000362239800058ScopusID: 2-s2.0-84922824909ISBN: 978-079184575-2OAI: diva2:676726
ASME Turbo Expo 2014: Turbine Technical Conference and Exposition, GT 2014; Dusseldorf; Germany; 16 June 2014 through 20 June 2014

QC 20150611

Available from: 2013-12-06 Created: 2013-12-06 Last updated: 2015-11-04Bibliographically approved
In thesis
1. Remote Laboratories in the Training of Turbomachinery Engineering Students
Open this publication in new window or tab >>Remote Laboratories in the Training of Turbomachinery Engineering Students
2013 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [fr]

When practicing their profession, engineers use their analytical and creative thinking to develop solutions for problems that require the application of scientific knowledge and experience in a dependable and sustainable way. Laboratory exercises represent an ideal scenario for engineering students to comprehend through the application in actual situations of fundamental concepts and to analyze, synthetize, and make judgments based on evidence. Furthermore, in case of group work, students collaborate on an assignment taking decisions and sharing responsibilities thus training their social skills.

The use and development of information technology have in the past few decades increased at a very high pace and have had considerable effects on various domains of society, including education. Although distance learning has existed for a while, it is the widespread access to the Internet and familiarity of the current young generation with information technology that has led to the recent boom of interest in massive open online education (MOOC) as well as in various forms of blended learning.

Laboratories in education are traditionally hands-on activities carried out on-campus by students with the assistance of an instructor. New laboratory environments such as virtual and remote laboratories have in the past decades been introduced in several disciplines to improve access to distant students, cut down costs, and reduce obsolescence of hands-on labs. Yet many are the doubts concerning their effectiveness in tackling the development of engineering skills, as well as their technical capability of being 24/7 worldwide accessible professional remote infrastructures. The present thesis work is concerned with the conceiving, implementation and evaluation of a set of remote laboratories to be used in the training of turbomachinery engineering students. The focus is put on three new remote laboratory exercises:

  • a pump laboratory exercise focusing on the assessment of operation of pumps
  • a turbine cascade laboratory exercise focusing on the measurement of aerodynamic losses and
  • a turbine cascade laboratory exercise focusing on the measurement of aeroelastic properties in a vibrating blade row.

The laboratories are developed using state-of-the-art instrumentation and a design that allows for reusability of common hardware and software resources. Different technologies are explored for the remote operation of the equipment while laboratory exercises are constructed that include interactive learning material, online self-assessments, and tools for analysis of the experimental test data.

Extensive field-testing within ongoing courses at the department proves an overall good technical performance of the remote laboratories. Accessibility is significantly improved with the use of new web technologies while integration in existing networks of remote laboratories and use of remote experiment management systems is perceived as necessary for future scaling up of the application.

The concept of the remote laboratory exercises is critically evaluated and leads to changes in the structure of the exercises that improve development of certain laboratory skills and student’s perception of the remote experience. The same experimental setup is used to address different learning outcomes and, in turns, different target audiences showing the potential of significantly improving the economical sustainability of the labs, especially in the case these are integrated in courses at other universities.

The generality of conclusions is partially validated by the involvement of external students, researchers and professional in energy technology in the testing of the remote laboratory exercises as part of collaborative initiatives that raise also the interest for a possible application of remote experimentation in research activity.

Keywords: remote laboratory, distant education, engineering education, turbomachinery training

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2013. 112 p.
Trita-KRV, ISSN 1100-7990 ; 13:11
National Category
Engineering and Technology Energy Engineering
urn:nbn:se:kth:diva-136161 (URN)978-91-7501-949-9 (ISBN)
2013-12-19, Sal Learning Theatre, Brinellvägen 68, KTH, Stockholm, 10:00 (English)

QC 20131206

Available from: 2013-12-06 Created: 2013-12-03 Last updated: 2013-12-06Bibliographically approved

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