Variables in turbine erosion

Study of impact erosion in the operation of turbomachinery is undertaken to predict the results for particular designs. The test program investigates the effects of turbine stator blade shape, rotor blade shape, and variations in test conditions

Droplet monitoring probe

A droplet monitoring system is disclosed for analysis of mixed-phase fluid flow in development of gas turbines. The system uses a probe comprising two electrical wires spaced a known distance apart and connected at one end to means for establishing a dc potential between the wires. A drop in the fluid stream momentarily contacting both wires simultaneously causes and electrical signal which is amplified, detected and counted

Investigation of variables in turbine erosion, influence of aerodynamic and geometric parameters

Influence of aerodynamic and geometric parameters in turbine erosio

2-Methyl-4,4-dioxo-N-phenyl-5,6-di­hydro-1,4-oxathiine-3-carboxamide (Oxycarboxin)

In the title compound, C12H13NO4S, a systemic fungicide, the heterocycle adopts a lounge chair conformation and the dihedral angle between the ring planes is 25.8 (2)°. Inter­molecular C—H⋯O hydrogen bonds are noted in the crystal structure. Also observed is a short inter­action of a methyl­ene hydrogen atom with the π-electron system of a phenyl ring in an adjacent mol­ecule

Student Professional Development: Competency-Based Learning and Assessment

This case study examines the implementation of competency-based learning (CBL) and assessment as a measure of student professional development. Students enrolled in an industrial technology undergraduate course at a Midwestern university participated in this study. Based on the degree program outcomes, the “top five” course competencies were identified, and their key action items were assessed using an industry-based, 360-degree assessment process. Significant differences in the average initial and final assessed values were used to determine professional development gains. Findings showed that self-assessed professional gains were achieved, self-assessed results were higher than peer results, and overall peer assessments indicated aggregate gains in professional development. This case study provides a foundational framework for further research studies in competency-based learning and assessment