Guest Editorial: The 2014 Capstone Design Conference

The goal of the 2014 Capstone Design Conference held in Columbus, OH was to build upon the success of three previous conferences (2007 and 2010 in Boulder, CO, and 2012 in Champaign, IL) and expand the community of educators, students, and industry members engaged in discussing, analyzing, and improving capstone design education. Sessions at the 2014 Capstone Design Conference were designed for vibrant sharing of ideas and experiences across the capstone community via interactive panel sessions, poster session socials, and hands-on workshops. This editorial discusses conference planning, structure, and feedback. Technical papers that follow in this issue document scholarship surrounding noteworthy capstone course innovations. Most of these began as four page peer-reviewed papers included in the conference proceedings

Use of Exergy Analysis to Quantify the Effect of Lithium Bromide Concentration in an Absorption Chiller

Absorption chillers present opportunities to utilize sustainable fuels in the production of chilled water. An assessment of the steam driven absorption chiller at the University of Idaho, was performed to quantify the current exergy destruction rates. Measurements of external processes and flows were used to create a mathematical model. Using engineering equation solver to analyze and identify the major sources of exergy destruction within the chiller. It was determined that the absorber, generator and condenser are the largest contribution to the exergy destruction at 30%, 31% and 28% of the respectively. The exergetic efficiency is found to be 16% with a Coefficient of performance (COP) of 0.65. Impacts of weak solution concentration of lithium bromide on the exergy destruction rates were evaluated using parametric studies. The studies reveled an optimum concentration that could be obtained by increasing the weak solution concentration from 56% to 58.8% a net decrease in 0.4% of the exergy destruction caused by the absorption chiller can be obtained. The 2.8% increase in lithium-bromide concentration decreases the exergy destruction primarily within the absorber with a decrease of 5.1%. This increase in concentration is shown to also decrease the maximum cooling capacity by 3% and increase the exergy destruction of the generator by 4.9%. The study also shows that the increase in concentration will change the internal temperatures by 3 to 7 °C. Conversely, reducing the weak solution concentration results is also shown to increase the exergetic destruction rates while also potentially increasing the cooling capacity

Learning to learn engineering - A learning sciences approach to engineering curriculum design and implementation

This is an Innovative Practice Full Paper. Engineering education research has often tended to focus on subject matter and effective pedagogy. Lacking is research illuminating the learning process itself and development of learning skills in engineering students. This paper presents a framework for engineering learner development that leverages processes allowing learners to learn more effectively, i.e., learning to learn engineering. Components include: engineering knowledge forms and levels; relationships between engineering knowledge and performance; risk factors; learner characteristics that produce working expertise; cultural shifts supporting learner development, and a model for the engineering learning process. Two case studies show how these components guide curricular implementation of learning to learn engineering