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[pic]

ME 430
THERMAL SYSTEM DESIGN

Section

Design Project #1: - Steam Turbine Optimization

Prepared For: - Professor Rishi Raj

Prepared By: - Ali Khokhar

Due Date: - 3/23/2012

Abstract

Table of Contents

Nomencluture

Introduction

RANKINE CYCLE

[pic]

Fig 1.0: - Ideal Rankine Cycle

In the Ideal Rankine Cycle the objective is to find the value of the exhaust pressure (P4) that would give a steam quality of 87%. The picture and the T-S diagram of an ideal Rankine cycle are shown in ‘Figure 1.0’ above. From the T-S diagram it can be seen that the ideal Rankine cycle consists of the following processes

• 1-2 Isentropic compression in a pump. • 2-3 Constant pressure heat addition in a boiler. • 3-4 Isentropic expansion in a turbine. • 4-1 Constant pressure heat rejection in a condenser.
Analyzing the cycle it can be seen that the T-s diagram shows four point that are actually four states. It can be seen that point ‘1’ and ‘4’ are on the same pressure line and hence pressure at point ‘1’ is equal to the pressure at point ‘4’ (P1 = P4). It can also be seen that point ‘2’ and ‘3’ are on the same pressure line and hence the pressures at these two points are equal (P2 = P3). The turbine pressure and temperature are given (P3 = 1000 psi and T3 = 1000 (F), knowing the turbine inlet pressure and temperature the analysis can be performed for the ideal Rankine cycle.

Ideal Rankine Cycle Analysis

State 1: - First the pressure at this point is selected ‘P1’, looking at this point it can be seen that it is on the saturated liquid line. Knowing this fact the state at this point can be fixed by finding two intensive properties (specific volume & specific enthalpy) from the saturated water table.
For P1 {v1 = vf@P1 {h1 = hf@P1

State 2: -The pressure at this point is the same as the turbine inlet pressure (constant pressure line). The enthalpy is obtained by the relation
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 3: - At this point the turbine inlet pressure ‘P3’ and temperature ‘T3’ are specified. Knowing these two intensive properties the enthalpy and entropy could be calculated form the superheated steam table.
For P3 {h3 = h T3 {s3 = s
State 4: - The entropy at point ‘4’ is the same as the entropy at point ‘3’(S4 = S3) and the pressure at this point is the same as point ‘1’ (P4 =P2). It can be seen that this point is in the saturated water-vapor mixture region; so in order to find the enthalpy at this point the quality needs to be determined. First the following properties are obtained from the saturated water table.
For P4 {hf S4 {hfg {Sf {Sfg
Now we use the equation
[pic]
This equation can be solved to obtain ‘x4’ and ‘h4’ can be obtained by using the equation
[pic]
Efficiency: - Now that the enthalpies at each point are known the efficiency of the cycle can be calculated. The efficiency is given by
[pic]
[pic]
[pic]
Where ‘Qin’ is the heat supplied to the boiler and ‘Qout’ is the heat rejected in the condenser.

Ideal Rankine Cycle Calculations

CASE 1: - P1 = 1 psi (Fixed To Do The Calculations) P3 = 1550 psi (Remains Fixed For Other Values of ‘P1’) T3 = 1000 (F (Remains Fixed For Other Values of ‘P1’)

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic] [pic]
State 4: - [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]
Efficiency: - [pic] [pic] [pic]

It can be seen that the efficiency for an inlet pump pressure ‘P1’ of 1 psi is quiet high 42.50%. However the steam quality is below 87%, so in order to obtain the steam quality of 87% different values of ‘P1’ were used and the results obtained for the steam quality ‘x4’ and cycle efficiency ‘(’ were tabulated. From the results two graphs were constructed ‘Efficiency vs. Exhaust Pressure’ & ‘Steam Quality vs. Exhaust Pressure’. The graphs were used to determine the exhaust pressure ‘P4’ at which the steam quality is 87%.
| |Exhaust Pressure ‘P4’ |Steam Quality ‘x4’ |Efficiency ‘(’ |
|Case1 |1 |0.7932 |0.4188 |
|Case 2 |5 |0.8463 |0.3784 |
|Case 3 |10 |0.8730 |0.3522 |
|Case 4 |15 |0.8903 |0.3377 |

Table 1.0: - Ideal Rankine Cycle Results

[pic]
Figure 2.0: - Steam Quality vs. Exhaust Pressure

[pic]
Figure 3.0: - Efficiency vs. Exhaust Pressure

The equation corresponding to both the graphs is shown, in order to determine exactly the exhaust pressure at which the steam quality is 87% the equation shown in the graph of ‘Steam Quality vs. Exhaust Pressure’ was solved for ‘x’ by using MATLAB. The pressure at which the steam quality is 87% came out to be 9.4382 psi. This pressure was now plugged in the equation shown on the graph of ‘ ‘Efficiency vs. Exhaust Pressure’ and the efficiency at this pressure came out to be 0.3551 or 35.51%.

REHEAT CYCLE

[pic][pic]
Figure 4.0: - Ideal Reheat Cycle

The reheat cycle is used to obtain a higher cycle efficiency than the ideal Rankine cycle. In the reheat cycle once the steam expands in the high-pressure turbine it is reheated in the boiler and used in the low-pressure turbine. The objective of this cycle is to find the reheat pressure ‘P4’ that would maximize the cycle efficiency. The second objective is to keep ‘P4’ obtained from the first part fixed and vary the exhaust pressure ‘P6’ so that the overall steam quality of 87% is obtained. From the ‘T-s’ it can be seen that the reheat cycle consists of the following processes

• 1-2 Isentropic compression in a pump. • 2-3 Constant pressure heat addition in a boiler. • 3-4 Isentropic expansion in a high-pressure turbine. • 4-5 Constant pressure heat addition in a boiler. • 5-6 Isentropic expansion in a low-pressure turbine and constant pressure heat rejection in a condenser.

Analyzing the cycle it can be seen that the ‘T-s’ diagram shows 6 points. Point ‘1’ and ‘6’ are on the same pressure line thus these two point have the same pressure (P1= P6). Points ‘2’ and ‘3’ are on the same pressure line hence the pressures at these two points are the same (P2 = P3). Points ‘4’ and ‘5’ are on the same pressure line and they have the same pressures (P4 = P5). The temperature at point ‘3’ and ‘5’ is the same (T3 = T5). The entropy at point ‘3’ is equal to the entropy at point ‘4’ (S3 = S4) and the entropy at point ‘5’ is equal to the entropy at point ‘6’. The turbine inlet pressure and temperature are fixed ‘P3 = 1550 psi, T3 = 1000(F). In the first part ‘P1’ is selected from the ideal Rankine cycle and ‘P4’ is varied according to the relation ‘P4 = (0.1( 0.5)*P3’. This means that different values of ‘P4’ are obtained by multiplying ‘P3’ with numbers in the range for 0.1 to 0.5. With these parameters known the reheat cycle can be analyzed.

Reheat Cycle Analysis Part A

State 1: - The pressure ‘P1’ is fixed from the ideal Rankine cycle, since point one is on the saturated liquid line tow intensive properties specific volume and specific enthalpy are obtained for the saturated liquid table.
For P1 = 11.64 psi {v1 = vf@P1 {h1 = hf@P1
State 2: -The pressure at this point is the same as the turbine inlet pressure (constant pressure line). The enthalpy is obtained by the relation
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 3: - At this point the turbine inlet pressure ‘P3’ and temperature ‘T3’ are specified. Knowing these two intensive properties the enthalpy and entropy could be calculated form the superheated steam table.
For P3 {h3 = h T3 {s3 = s
State 4: - The pressure at this point is obtained by multiplying the turbine inlet pressure ‘P3’ by values ranging from 0.1(0.4. And from the ‘T-s’ diagram it can be seen that the entropy at this point is the same as the entropy at point ‘3’. Since this point is in the superheated region, knowing the pressure and the entropy the enthalpy can be obtained from the superheated steam tables and using linear interpolation.
For P4 {h4 = h S4
State 5: - This point is also in the superheated region and the pressure at this point is equal to the pressure at point ‘4’ because of the constant pressure line (P4 = P5). The temperature at this point is also equal to the turbine inlet pressure (T3 = T5). Knowing these two extensive the enthalpy and entropy can be obtained from the superheated steam tables.
For P5 {h5 = h T5 {s5 = s
State 6: - This point is in the saturated liquid-vapor mixture region, the pressure at this point is the same as point ‘1’ (P1 =P6) and the entropy at this point is the same as point ‘5’ (S5 = S6). So in order to determine the enthalpy at this point the quality need to be determined.
For P6 {hf S6 {hfg {Sf {Sfg
Now we use the equation
[pic]
This equation can be solved to obtain ‘x4’ and ‘h4’ can be obtained by using the equation
[pic]
Efficiency: - Now that the enthalpies at each point are known the efficiency of the cycle can be calculated. The efficiency is given by
[pic]
[pic]
[pic]

Reheat Cycle Calculations Part A

Case 1 P1 = 9.4382 psi (Fixed from ideal Rankine cycle, it gave a quality of 87%)

P3 = 1550 psi (Given and is fixed) T3 = 1000 (F P4 = 160 psi (Obtained from multiplying 0.1 by 1550 and rounding it off to an appropriate value that is available in the steam table.)

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic] [pic]
State 4: - [pic] [pic] [pic]
State 5: - [pic] [pic] [pic] [pic]
State 6: - [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]
Efficiency: - [pic] [pic] [pic]

The analysis is repeated for different values of reheat pressure ‘P4’ and the graph of ‘Efficiency vs Reheat Pressure’ was constructed. The ‘Table 2.0’ below shows the results of the calculations.

| | Exhaust Pressure ‘P6’ |Reheat Pressure ‘P4’ |Efficiency ‘(’ |Quality ‘X6’ |
|Case 1 |9.4382 |160 |0.3699 |1.061 |
|Case 2 |9.4382 |300 |0.3714 |1.003 |
|Case 3 |9.4382 |450 |0.3755 |0.9718 |
|Case 4 |9.4382 |600 |0.3743 |0.9494 |
|Case 5 |9.4382 |800 |0.3718 |0.9264 |
|Case 6 |9.4382 |1000 |0.3685 |0.9081 |
|Case 7 |9.4382 |1500 |0.3599 |0.8732 |

Table 2.0: - Reheat Cycle Results For ‘Part A’

From the results above it can be seen that as the reheat pressure ‘P4’ increases the efficiency first increases and than decreases. The quality keeps on decreasing as the exhaust pressure increases. The objective of ‘Part A’ of the reheat cycle is to plot the graph of ‘Efficiency vs Reheat Pressure’ and determine what value of reheat pressure will give the highest efficiency. The ‘Figure 5.0’ below shows the graph of ‘Efficiency vs Reheat Pressure’.

[pic]Figure 5.0: - The Graph Of ‘Efficiency vs Reheat Pressure’

From the figure above it can be seen that the maximum efficiency is attained around the pressure of 450 psi. So in doing calculation for ‘Part B’ the reheat pressure ‘P4’ was fixed to be 450 psi.

Reheat Cycle Analysis Part B

State 1: - First the pressure ‘P1’ at this point is selected between the values of 100 psi ( 1 psi, looking at this point it can be seen that it is on the saturated liquid line. Knowing this fact the state at this point can be fixed by finding two intensive properties (specific volume & specific enthalpy) from the saturated water table.
For P1 {v1 = vf@P1 {h1 = hf@P1

State 2: -The pressure at this point is the same as the turbine inlet pressure (constant pressure line). The enthalpy is obtained by the relation
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 3: - At this point the turbine inlet pressure ‘P3’ and temperature ‘T3’ are specified. Knowing these two intensive properties the enthalpy and entropy could be calculated form the superheated steam table.
For P3 {h3 = h T3 {s3 = s
State 4: - The pressure at this point is fixed from ‘Part A’ of the reheat cycle (P4 = 600 psi). And from the T-s diagram it can be seen that the entropy at this point is the same as the entropy at point ‘3’ (S3 = S4). Knowing these two extensive properties the enthalpy at this point can be determined form the superheated steam table by using linear interpolation.
For P4 {h4 = h S4
State 5: - This point is also in the superheated region and the pressure at this point is equal to the pressure at point ‘4’ because of the constant pressure line (P4 = P5). The temperature at this point is also equal to the turbine inlet pressure (T3 = T5). Knowing these two extensive the enthalpy and entropy can be obtained from the superheated steam tables.
For P5 {h5 = h T5 {s5 = s
State 6: - This point is in the saturated liquid-vapor mixture region, the pressure at this point is the same as point ‘1’ (P1 =P6) and the entropy at this point is the same as point ‘5’ (S5 = S6). So in order to determine the enthalpy at this point the quality need to be determined.
For P6 {hf S6 {hfg {Sf {Sfg
Now we use the equation
[pic]
This equation can be solved to obtain ‘x4’ and ‘h4’ can be obtained by using the equation
[pic]
Efficiency: - Now that the enthalpies at each point are known the efficiency of the cycle can be calculated. The efficiency is given by
[pic]
[pic]
[pic]

Reheat Cycle Calculations Part B

Case 1 P1 = 100 psi (Varied from 100 psi( 1 psi)

P3 = 1550 psi (Given and is fixed) T3 = 1000 (F (Given and is fixed) P4 = 600 psi (Fixed for all calculations)

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic] [pic]
State 4: - [pic] [pic] [pic]
State 5: - [pic] [pic] [pic] [pic]
State 6: - [pic] [pic] [pic] [pic] [pic] [pic] [pic]
We know that the lower the exhaust pressure the higher the cycle efficiency, but as the exhaust pressure decreases the steam quality also decreases. In subsequent reheat cycle analysis steam quality would be calculated for different exhaust pressures and a graph would be tabulated of ‘Steam Quality vs Exhaust Pressure’. From this graph the exhaust pressure at which steam quality is exactly 87% would be calculated and the efficiency of the cycle would than be calculated at this exhaust pressure.
| |P1 & P6 |P4 |X |
|Case 1 |100 |450 |1.1290 |
|Case 2 |80 |450 |1.1102 |
|Case 3 |50 |450 |1.0730 |
|Case 4 |10 |450 |0.9750 |
|Case 5 |5 |450 |0.9416 |
|Case 6 |1 |450 |0.8769 |
|Case 7 |0.50 |450 |0.8523 |

Table 3.0: - Reheat Cycle Results For ‘Part B’

The ‘Figure 6.0’ below shows the graph of the ‘Steam Quality vs Reheat Pressure’. Using linear interpolation it was determined that the exhaust pressure of 0.8598 psi gave the steam quality of 87.%.

[pic]
Figure 6.0: - The Graph Of ‘Steam Quality vs Reheat Pressure’

Now with the exhaust pressure of 0.8598 psi the efficiency of the cycle is calculated [pic] [pic] [pic] [pic] [pic]
It can be seen that in the reheat cycle the reheat pressure of 450 psi and an exhaust pressure of 0.8598psi gives an efficiency of 44.63 % which is quiet high as compared to the efficiency of the ideal Rankline cycle.

Regenerative Cycle

Regenerative cycles are used to increase the efficiency of the reheat cycle by using feed water heaters (FWD). In the regenerative cycles some steam is taken out of the turbine and used in the FWH. So in order to determine the efficiency of the cycle the enthalpies at each points and the mass flow rates in the FWH’s needs to be determined. The regenerative cycle is analyzed by first using one FWH, than using two FWH’s and finally using four FWH’s.

Regenerative Cycle with One FWH

[pic]
Figure 7.0: - Regenerative Cycle1 with One FWH

The ‘T-s’ diagram of the cycle is shown in ‘Figure 7’ above, from the diagram it can be seen that the cycle consists of ‘8’ points. In this cycle one FWH is connected to the high- pressure turbine.

Regenerative Cycle1 Analysis

State 1: - The pressure ‘P1’ is the exhaust pressure and is fixed from the reheat cycle, since point one is on the saturated liquid line two intensive properties specific volume and specific enthalpy are obtained for the saturated liquid table.
For P1 = 1.85 {v1 = vf@P1 {h1 = hf@P1
State 2: -The pressure at this point is the same as reheat pressure ‘P4’ obtained from the reheat cycle (constant pressure line). The enthalpy is obtained by the relation
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 3: - The pressure at this point is the same as the pressure at point ‘2’ (P2 = P3). Using saturated liquid table the specific volume and enthalpy at this point can be calculated.

For P3 {v3 = vf@P3 {h3 = hf@P3

State 4: - The pressure at this point is the same as the turbine inlet pressure the enthalpy at this point can be determined as follows
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 5: - At this point the turbine inlet pressure and temperature are known, and from the superheated steam tables the enthalpy and the entropy is obtained.
For P5 {h5 = h T5 {s5 = s
State 6: - This pressure at this point is the reheat pressure obtained form the reheat cycle, and the entropy at this point is the same as the entropy at point ‘5’
For P6 {h6 S6
State 7: - The pressure at this point is the same as point ‘6’ and the temperature at this point is the same as turbine inlet pressure at point ‘3’. Knowing these two properties the enthalpy and entropy at this point can be determined from the superheated steam table.
For P7 {h7 T7 {s7
State 8: - This point is in the saturated water-vapor mixture region, so in order to determine the enthalpy the quality needs to be determined. The pressure at this point is known from the reheat cycle and the entropy at this point is the same as the entropy at point ‘7’.
For P8 {hf S8 {hfg {Sf {Sfg
Now we use the equation
[pic]
This equation can be solved to obtain ‘x8’ and ‘h8’ can be obtained by using the equation
[pic]

Efficiency: - Now that the enthalpies at each point are known the efficiency of the cycle can be calculated. The efficiency is given by
[pic]
[pic]

where ‘m’ is the mass flow rate and is calculated as follows
By mass conservation equation

[pic]
By energy conservation equation
[pic]

Having two equations and two unknowns, we solve this system of linear equations and solve for [pic] which is the mass fraction we are interested in:

[pic]

Regenerative Cycle1 Calculations

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic]
State 4: - [pic] [pic] [pic] [pic]
State 5: - [pic] [pic] [pic] [pic]
State 6: - [pic] [pic] [pic]
State 7: - [pic] [pic] [pic] [pic]
State 8: - [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]
Mass Rate: - [pic]

[pic]

[pic]
Efficiency of the cycle: -

[pic]

[pic]
[pic]

Regenerative Cycle with Two FWH’s
[pic][pic]
Figure 7.0: - Regenerative Cycle2 with Two FWH’s

Regenerative Cycle2 Analysis

State 1: - The pressure ‘P1’ is the exhaust pressure and is fixed from the reheat cycle, since point one is on the saturated liquid line two intensive properties specific volume and specific enthalpy are obtained for the saturated liquid table.
For P1 = 1.85 {v1 = vf@P1 {h1 = hf@P1
State 2: -The pressure at this point is the same as the inlet pressure of low-pressure turbine. The inlet pressure of the low-pressure turbine is selected to be 300 psi. The enthalpy is obtained by the relation
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 3: - The pressure at this point is the same as the pressure at point ‘2’ (P2 = P3). Using saturated liquid table the specific volume and enthalpy at this point can be calculated.

For P3 {v3 = vf@P3 {h3 = hf@P3

State 4: - The pressure at this point is the same as the reheat pressure obtained from the reheat cycle. The enthalpy at this point can be determined as follows.
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]
State 5: - At this point the turbine inlet pressure and temperature are known, and from the superheated steam tables the enthalpy and the entropy is obtained.
For P5 {v5 = vf@P5 {h5 = hf@P5
State 6: - This pressure at this point is the same as the reheat pressure obtained form the reheat cycle. The enthalpy is obtained as follows.
[pic]
Since the pump is isentropic
[pic]
The relation becomes
[pic]
The difference in pressures is
[pic]
The enthalpy in now given by
[pic]

State 7: - The pressure and temperature at this point are for the high-pressure turbine and are given. The enthalpy can be determined form the superheated steam tables.
For P7 {h7 T7 {s7
State 8: - The pressure at this point is the reheat pressure form the reheat cycle and the entropy at this point is the same as the entropy at point ‘7’.
For P8 {h8 S8
State 9: - The pressure at this point is the same as the pressure at point ‘8’ and the temperature at this point is the same as the inlet temperature of the high-pressure turbine. Knowing these two properties the enthalpy and entropy can be determined.
For P9 {h9 T9 {s9
State 10: - This point is in the saturated water-vapor mixture region, so in order to determine the enthalpy the quality needs to be determined. The pressure at this point is known from the reheat cycle and the entropy at this point is the same as the entropy at point ‘9’.
For P10 {hf S10 {hfg {Sf {Sfg
Now we use the equation
[pic]
This equation can be solved to obtain ‘x8’ and ‘h8’ can be obtained by using the equation
[pic]

Efficiency: - Now that the enthalpies at each point are known the efficiency of the cycle can be calculated. The efficiency is given by
[pic]
[pic]

By mass conservation equation

[pic]
By energy conservation equation

[pic]

Having two equations and two unknowns, we solve this system of linear equations and solve for [pic] which is the mass fraction we are interested in:

[pic]

Subsequently, the mass fraction [pic] is calculated as follows:

By mass conservation equation

[pic]
By energy conservation equation

[pic]

Having two equations and two unknowns; and knowing the value[pic], we solve this system of linear equations and solve for [pic] which is the other mass fraction we are interested in:

[pic]

Regenerative Cycle2 Calculations

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic]
State 4: - [pic] [pic] [pic] [pic]
State 5: - [pic] [pic] [pic]
State 6: - [pic] [pic] [pic] [pic]
State 7: - [pic] [pic] [pic] [pic]
State 8: - [pic] [pic]

[pic]
State 9: - [pic] [pic] [pic] [pic]

State 10: - [pic] [pic] [pic]

State 11: - [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]

Mass Rate [[pic]]

[pic] [pic]

[pic]
Mass Rate [[pic]] [pic]

[pic] [pic]
Efficiency

[pic]

[pic]

[pic]

Regenerative Cycle with Four FWH’s

[pic]

[pic]
Figure 8.0: - Regenerative Cycle3 with Four FWH’s

In this cycle there are four FWH’s, ant they are connected to the high-pressure turbine, intermediate-pressure turbine and low-pressure turbine. The analysis of this cycle is similar to the previous cycles and for every FWH an additional pump needs to be added. The pressure lines of the FWH’s are 600 psi, 300 psi, 100 psi & 50 psi. Following a similar technique employed in the analysis of the previous regenerative cycles the results of this cycle are shown below. From the ‘T-s’ diagram it can be seen that the cycle consists of 17 points, so in order to calculate the efficiency the enthalpies at all ‘17’ points need to be calculated along with the mass flow rate of each feed water heater.

Regenerative Cycle3 Calculations

State 1: - [pic] [pic] [pic]
State 2: - [pic] [pic] [pic] [pic]
State 3: - [pic] [pic] [pic] [pic]
State 4: - [pic] [pic] [pic] [pic]
State 5: - [pic] [pic] [pic] [pic]
State 6: - [pic] [pic] [pic] [pic] [pic]
State 7: - [pic] [pic] [pic] [pic]
State 8: - [pic] [pic] [pic] [pic] [pic]
State 9: - [pic] [pic] [pic] [pic]
State 10: - [pic] [pic] [pic] [pic] [pic]
State 11: - [pic] [pic] [pic] [pic]
State 12: - [pic] [pic] [pic]
State 13: - [pic] [pic] [pic] [pic]
State 14: - [pic] [pic] [pic]
State 15: - [pic] [pic] [pic]
State 16: - [pic] [pic] [pic]
State 17: - [pic] [pic] [pic]
State 18: - [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic]
By energy conservation equation

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic] [pic]

[pic]

Now with these enthalpies the mass flow rate was determined and efficiency of the cycle was calculated. The efficiency of this cycle came out to be ‘(=48.62%’

| |Efficiency |# of FWH |
|Case 1 |46.64 |1 |
|Case 2 |47.68 |2 |
|Case 3 |48.62 |4 |

Table 4.0: - Regenerative Cycle

[pic]
Figure 9.0: - Efficiency vs Number of Feed Water Heaters

Cost Effectiveness

Let us find the cost effectiveness of the steam turbine cycle with 4 feed water heaters.

Revenue = (ηth2 – ηth1)*Power*POE*Y

Where

ηth1 = 0. 4664 (Efficiency of the cycle with one FWH)

ηth2 = 0. 4768 (Efficiency of the cycle with Two FWH)

ηth3 = 0. 4862 (Efficiency of the cycle with Four FWH’s)

Power = 160,000 kwt

POE = $0.20/ kwt

Y = 8760 hours

1) Revenue = (0.4664)*(0.20)(160000)(8760)
Revenue = $130,741,248

2) Revenue = (0. 4768)*(0.20)(160000)(8760)
Revenue = $133,656,576

3) Revenue = (0. 4862)*(0.20)(160000)(8760)
Revenue = $136,291,584

Conclusion

This projects enabled the students to work on a project that they are more likely to encounter in the work place. This project enabled the students to understand what cycles are really used for and by varying certain parameters and adding certain devices the overall efficiency can be dramatically increased. Through tedious time consuming calculations the pressures at various states were determined that would increase the efficiency of the cycle. The cost effectiveness of the regenerative cycle was also determined and it was determined that the revenue generated was large enough and the use of four FWH’s in a power plant is justified.

REFERENCES

Yunus A. Cengel, Michel A. Boles. Thermodynamics: an Engineering Approach. Fourth Edition. 2002. Mc Graw Hill

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[pic]

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...Our project specifically focused on the DNA sequence analysis of the genes in duckweed and how those genes fit into bioremediation. As an intimidated and shy freshman with a strong yearning to be part of the science community at my school, decided to join the intensive program with barely any knowledge about biology. It didn't seem like a smart move at the time, but I'm glad that I had persistence because I learned so much about the field through the guidance from the team. Exploring PCR and Restriction Digests, my group and I were able to publish new proteins on the national GenBank. I learned more about biology and how to work/perform in a team. This motivated me to join the Science/Biology Olympiads where we do independent research and come together as a team to compete. I found that these opportunities along with the research in my science classes not only help me learn actual science but provide me with valuable life skills that will help in the...

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...Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science Science science science science science...

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...The word 'science' is derived from the Latin word 'scientia' which means knowledge. Therefore, science is about gaining knowledge either through observing, studying, experience, or practice. Entire knowledge acquired through science is about discovering truths, finding facts, uncovering phenomenon hidden by the nature. Observations and experimentation, in science, support in describing truth and realities through systematic processes and procedures. For me, science is an intellectual set of activities designed to uncover information about anything related to this world in which we live. The information gathered is organized through scientific methods to form eloquent patterns. In my opinion the primary objective of science is to gather information and to distinguish the order found between facts. What Science Means to Me as an Upcoming Scientist Science exposes several ideas along with significant themes so that I could test them independently and without any bias to arrive at solid conclusion. For this purpose exchange of data and materials is necessary. I am able to generate real and tangible facts supported by reliable evidence. Work of scientist is based on theoretical science. It means, in theoretical science, there is only a sign, just a hint on which discoveries could be made, facts could be found. While studying science I am always working for determining truth, based on my perceptions, judgment, observation, experience, and knowledge collected through several means...

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...Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science Science...

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...Science is the concerted human effort to understand, or to understand better, the history of the natural world and how the natural world works, with observable physical evidence as the basis of that understanding1. It is done through observation of natural phenomena, and/or through experimentation that tries to simulate natural processes under controlled conditions. (There are, of course, more definitions of science.) Consider some examples. An ecologist observing the territorial behaviors of bluebirds and a geologist examining the distribution of fossils in an outcrop are both scientists making observations in order to find patterns in natural phenomena. They just do it outdoors and thus entertain the general public with their behavior. An astrophysicist photographing distant galaxies and a climatologist sifting data from weather balloons similarly are also scientists making observations, but in more discrete settings. The examples above are observational science, but there is also experimental science. A chemist observing the rates of one chemical reaction at a variety of temperatures and a nuclear physicist recording the results of bombardment of a particular kind of matter with neutrons are both scientists performing experiments to see what consistent patterns emerge. A biologist observing the reaction of a particular tissue to various stimulants is likewise experimenting to find patterns of behavior. These folks usually do their work in labs and wear impressive...

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...Chapter 132 - Science and Technology Section SCIENCE AND TECHNOLOGY Science and technology provide people with the knowledge and tools to understand and address many of the challenges. Students must be provided with opportunities to access, understand, and evaluate current information and tools related to science and technology if they are to be ready to live in a 21st century global society. The study of science and technology includes both processes and bodies of knowledge. Scientific processes are the ways scientists investigate and communicate about the natural world. The scientific body of knowledge includes concepts, principles, facts, laws, and theories about the way the world around us works. Technology includes the technological design process and the body of knowledge related to the study of tools and the effect of technology on society. Science and technology merge in the pursuit of knowledge and solutions to problems that require the application of scientific understanding and product design. Solving technological problems demands scientific knowledge while modern technologies make it possible to discover new scientific knowledge. In a world shaped by science and technology, it is important for students to learn how science and technology connect with the demands of society and the knowledge of all content areas. It is equally important that students are provided with learning experiences that integrate tools, knowledge, and processes of science and technology...

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...1. Describe how fishing has changed at Apo Island, and the direct and indirect effects on people’s lives. Apo Island’s marine preserve allows fishing with hand-held lines, bamboo traps, large mesh nets, spear fishing without SCUBA gear, and hand netting. Fishing with dynamite, cyanide, trawling, and Muro-ami are forbidden. This has increased fish populations and made it easier to catch the fish needed to support a family. The healthy reef community now attracts ecotourists and provides jobs for islanders. 2. What are some basic assumptions of science? 3. Distinguish between a hypothesis and a theory. A hypothesis is the second step from the scientific method that forms an educated guess based off an observation. A theory is the information that was gathered to support the proof of an observation and confirms the hypothesis. 4. Describe the steps in the scientific method. 7. What’s the first step in critical thinking? The first step in critical thinking is 8. Distinguish between utilitarian conservation and biocentric preservation. Name two environmental leaders associated with each of these philosophies. Biocentric preservation emphasizes the fundamental right of living organisms to exist and to pursue their own good. While utilitarian conservation emphasized that resources should be used for the greater good for the greatest number for the longest time. Two environmental leaders associated with the biocentric preservation philosophy are John Muir...

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...Blueprint to address Australia’s lack of science strategy unveiled Chief scientist makes series of recommendations to improve the country’s skills in science, technology, engineering and maths Australia’s chief scientist, Ian Chubb, has unveiled a blueprint to address Australia’s lack of a science strategy, with proposals aimed at improving skills, supporting research and linking scientific work to other countries. Chubb has made a series of recommendations to the federal government to increase focus on science, technology, engineering and maths skills. The strategy is partially aimed at addressing the declining number of students taking advanced maths in year 11 and 12, as well as the shortage of qualified maths and science teachers. Chubb said each primary school should have at least one specialist maths and science teacher, a policy currently used in South Australia and Victoria. This would be encouraged by improving incentives, including pay, for teachers. Other recommendations include supporting research potential, improving research collaboration with other countries and doing more to stress the importance of science to businesses and students. Chubb said: “We are the only OECD country without a science or technology strategy. Other countries have realised that such an approach is essential to remaining competitive in a world reliant on science and science-trained people. “Science is infrastructure and it is critical to our future. We must align our scientific effort...

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...Science: A Blessing Or A Curse Everything in the universe has its uses and abuses. The same applies to science. Science has revolutionized human existence and has made it happier and more comfortable. Modern science has many wonders. Electricity is one of its greatest wonders. It is a source of energy. It can run any type of machinery. With the help of electricity, we can light our rooms, run buses and trains and machinery, lift water for irrigation and can accomplish a multitude of other tasks. Much of the progress that mankind has made in different fields right from the stone age to the modern age is due to the progress made in the filed of science. Not only material progress but also the mental outlook of man has been influenced by it. Agriculture, business, transport, communication and medicine to name a few are all highly indebted to the wonders of science. We have become scientifically much more advanced than our ancestors. This is because the world has undergone a tremendous change because of the rapid strides made by science and technology. The discovery and development of a large number of powerful energy sources – coal, petroleum, natural gas, electricity etc. – have enabled humanity to conquer the barriers of nature. All these have facilitated the growth of fast modes of transport and communication, which have metamorphosed the world into a global village. Science has given man the means of travelling to the moon. Science is a great help in the agricultural field...

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...Blessing of Science Blessings of science are numerous. Science has completely changed the living style of man. Now man is living in a totally 18 century. From home to office, from farm to factory, form village to town, in short everywhere in life now we can see the unlimited blessing of science. At home, we find that science has provided many comforts to the human beings. Whether it is kitchen, lounge, shaker, chopper, toaster and many other appliance have brought a revolution in the working of a kitchen and a housewife. Although it is a fact that science can not fight with fate and it often fails to defeat nature yet it has done a lot to minimize the disastrous effects of nature. Scientists have invented such machines like air conditioner and heater that can give comfort to the man in hot summers and in extreme winters respectively. Now there are such instruments, which can warn man against floods, earthquakes and windstorm. After getting such warnings human beings are able to take preventive measures. Travelling and transportation were very difficult and paining in the past but now the miracles of science have made the travelling a luxury. Now there are variety of means of transportation like buses, cars, trains and aero-planes that have decreased the distances and have made the journey a comfort. Now hundreds of people can travel from own country to the other country in one train or in one aero-plane. The distance that could be covered by the people in the months...

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...Advantage Science gives us safe food, free from harmful bacteria, in clean containers or hygienic tins. It also teaches us to eat properly, indicating a diet balanced in protein and carbohydrate and containing vitamins. The results is freedom from disease and prolonged life. In pre-scientific days, food was monotonous and sometimes dangerous; today it is safe and varied. It is varied because through improved sea, land and air transport food can now be freely imported and exported. Science has also improved clothing and made it more appropriate for climatic and working conditions. Man-made fibers and versatile spinning machines, today enable us to dress in clothes both comfortable and smart without being expensive. Home, school and office all bear witness to the progress and application of science. Nowadays, most homes possess electric lighting and cooking, but many also have washing machines, vacuum cleaners and kitchen appliances, all designed to increase comfort and cleanliness and reduce drudgery. Science produces the fan which cools the air, the machinery which makes the furniture and fabrics, and hundred and one other features for good living. The books and papers are at school, and again everything from the piece of chalk to the closed-circuit television of instruction are the direct or indirect results of scientific progress. Learning is therefore easier. And clerical work is made far more speedy and efficient by the office typewriter, quite apart from the hundreds of...

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...One of the major shortcomings of science supposedly is a lack of communication between scientists and the general public. Many argue that too often, science is only presented in written academic journals that are not so easily obtained by the general public. This is discussed on a daily basis and was argued in the aftermath of the 2011 earthquake and tsunami in Japan, as well as in on-going debate about other scientific theories and ideas. However, people fail to realize a few things. One of the major things is that, in terms of an earthquake or tsunami, you simply cannot predict anything like that. You cannot blame scientists for not being able to predict an earthquake like a meteorologist can predict weather events. Scientists can study things like seismic activity and they can make assumptions as to what may happen should an earthquake of a high magnitude hit and cause something catastrophic like a tsunami. Yet, some fail to realize that some safety measures were taken, and even inspectors that visited the Fukushima Nuclear power plant asked Japanese authorities to increase safety measures further. According to a France24 news article written three months after the catastrophe, “A three-page summary was issued at the end of the 18-member team’s May 24-June 2 inspector mission to Japan. It said the country underestimated the threat from tsunamis to the Fukushima plant and urged sweeping changes to its regulatory system. Japanese authorities have been criticised for...

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...SCIENCE My second month in Gusa Regional Science High School! Do you want to know what are the activities and what have I learn this month? As we all know this month is “Nutrition Month,” so I am excited what are the activities that would be held in celebrating the nutrition month. Come! and let us know what happened this July. On the first day of July we answer our wortext. We answer page 17, 1-5 in ½ lengthwise. The next day we had a contest about the scientist. We were gouped into two groups, group a and group b. Group a scored 27 while group b scored 31. Group b win with the score of 31, while group a lose with the score of 27. Group a’s punishment is they have to dance. The boys did it but the girls pleaded that they will just sing rather than dance. Teacher Cass agreed, and in the middle of singing “Nasayo Na Ang Lahat,”Teacher Cass gestured to the boys to join the girls singing. The boys didn’t insist in joining the girls. On Thursday, the rain was falling hard so teacher Cass is the one who come to us. We were trapped in Teacher Lory’s classroom. We had another game same us what we did yesterday. This time its boys vs girls. The girls won the game and as expected boys got a punishment. Their punishment was they did a fashion show. Some...

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...In this essay I will focus on the events surrounding the regulation of Alar (diaminozide) up to and including 1985, as a case-study of knowledge and decision-making amidst uncertainty (418-19). I pick this time period in particular, because it is when the NRDC and other public interest groups began their campaign in protest against the EPA's decision to not ban Alar. My analysis of the events surrounding Alar will take shape around a critique of Michael Fumento's article "Environmental Hysteria: The Alar Scare," in which he paints the NRDC as "fanatics" launching a "smear campaign" not founded in any rational decision-making. This is an important argument to counter, because it has not only been taken up by many to condemn citizen-group action in the case of Alar, but to criticize their activities in many other regulatory processes. The chief framework used to devalue public action in these cases is the technocratic model, wherein it is believed that decisions can be best made by objective, rational experts acting based upon scientific knowledge. In this case, we can see a perfect example of when a decision was decided by scientific experts, in accordance with the technocratic model. Fumento and other supporters of the technocratic mode privilege the scientific knowledge of bodies such as the Scientific Advisory Panel in this case over other forms of knowledge. He denounces NRDC as fanatics based on his claim that they acted in spite of, and in contradiction to scientific...

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...Scientific papers are for sharing your own original research work with other scientists or for reviewing the research conducted by others. As such, they are critical to the evolution of modern science, in which the work of one scientist builds upon that of others. To reach their goal, papers must aim to inform, not impress. They must be highly readable — that is, clear, accurate, and concise. They are more likely to be cited by other scientists if they are helpful rather than cryptic or self-centered. Scientific papers typically have two audiences: first, the referees, who help the journal editor decide whether a paper is suitable for publication; and second, the journal readers themselves, who may be more or less knowledgeable about the topic addressed in the paper. To be accepted by referees and cited by readers, papers must do more than simply present a chronological account of the research work. Rather, they must convince their audience that the research presented is important, valid, and relevant to other scientists in the same field. To this end, they must emphasize both the motivation for the work and the outcome of it, and they must include just enough evidence to establish the validity of this outcome. Papers that report experimental work are often structured chronologically in five sections: first, Introduction; then Materials and Methods, Results, and Discussion (together, these three sections make up the paper's body); and finally, Conclusion. The Introduction...

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