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Solar-powered organic Rankine cycle (ORC) is considered a promising technology and has the potential to provide clean electric energy. Extensive studies on the design of ORC systems have been conducted and reported in the literature. However, few studies have presented the influence of climate zones on the performance of a solar-powered ORC, especially for an integrated ORC and energy storage system. This paper presents an analysis to determine the performance of solar-powered ORCs with electric energy storage (EES) systems to supply electricity to buildings in different climate zones in the United States. The building type evaluated in this paper is a large office, and the energy consumption of the facility in each climate location was determined using EnergyPlus. The ORC-EES operational strategy used in this investigation is described as follows: when solar irradiation is adequate to produce power, the ORC charges the EES. Then, when there is no solar energy available, the EES provides power to the building. The ORC-EES is evaluated based on the potential to reduce the operational cost, the primary energy consumption, and the carbon dioxide emission. Furthermore, the influence of the number of solar collectors and the EES size on the performance of the ORC-EES system is investigated.
Hadis Hemmati; Jian Zhang; Emily Spayde; Pedro J. Mago; Heejin Cho. Performance Analysis of Solar-Powered Organic Rankine Cycle With Energy Storage in Different Climate Zones in the United States. Journal of Energy Resources Technology 2021, 143, 1 -24.
AMA StyleHadis Hemmati, Jian Zhang, Emily Spayde, Pedro J. Mago, Heejin Cho. Performance Analysis of Solar-Powered Organic Rankine Cycle With Energy Storage in Different Climate Zones in the United States. Journal of Energy Resources Technology. 2021; 143 (9):1-24.
Chicago/Turabian StyleHadis Hemmati; Jian Zhang; Emily Spayde; Pedro J. Mago; Heejin Cho. 2021. "Performance Analysis of Solar-Powered Organic Rankine Cycle With Energy Storage in Different Climate Zones in the United States." Journal of Energy Resources Technology 143, no. 9: 1-24.
Advancements in computer and mobile technologies have driven transformations of classroom activities in engineering education. This evolution provides instructors more opportunities to introduce computational tools that can be effectively used and promoted in engineering education to advance students’ learning process when the tools are appropriately utilized in the classroom activities. This paper presents a methodology to improve student learning of energy systems through a class assignment implementing a self-developed computational tool using Microsoft Excel and utilizing the tool to enhance their learning experience. The proposed method, a student-centered learning approach, was applied in a technical elective course called “Power Generation Systems” within a mechanical engineering curriculum. In the course, students were guided to develop a computational tool by themselves based on their learning of the fundamental principles and governing equations of a thermodynamics cycle. The self-developed computational tool allows the students to focus on more design-oriented problems, instead of the calculation process. Using the self-developed tool, students can have an enhanced understanding of the energy system performance in varying design and operational conditions and can perform the parametric analysis and visualization of essential parameters. Feedback from the students and class instructors proves that the self-development and use of the tool can significantly improve the students’ learning experience in the implemented course, make the course more dynamic, and motivate the students to learn the material more iteratively. In addition, students feel confident using computational tools to perform analysis, and are willing to develop more tools for other energy-related engineering applications.
Jian Zhang; Heejin Cho; Pedro Mago. Improving Student Learning of Energy Systems through Computational Tool Development Process in Engineering Courses. Sustainability 2021, 13, 884 .
AMA StyleJian Zhang, Heejin Cho, Pedro Mago. Improving Student Learning of Energy Systems through Computational Tool Development Process in Engineering Courses. Sustainability. 2021; 13 (2):884.
Chicago/Turabian StyleJian Zhang; Heejin Cho; Pedro Mago. 2021. "Improving Student Learning of Energy Systems through Computational Tool Development Process in Engineering Courses." Sustainability 13, no. 2: 884.