[{"content":" 🔑 Key Issues Key issues are the most important concepts for fully leveraging the book. Below is the complete list organized by chapter, with corresponding self-assessment activities.\nChapter 2: Components, Functions, and Reference Processes B2.1 KEY ISSUES: Architecture and operation of basic cycles In this chapter, we have introduced the cycles of the three simplest and most popular energy technologies.\nIt is important that you understand their architecture, how they work and know the names of their components.\nThese self-assessment activities will allow you to test your knowledge on these topics:\nArchitecture of a steam plant, gfe Architecture of a steam power plant, ddi Mechanical energy in a simple steam plant, quiz Architecture of a gas turbine, gfe Architecture of a gas turbine, ddi Mechanical energy in a simple gas turbine, quiz Architecture of a refrigeration plant, gfe Architecture of a refrigeration cycle, ddi Heat exchanges in a refrigeration machine, gfe Self-Assessment Activities: 9\nB2.2 KEY ISSUES: Four basic functions The first key concept is that only four functionalities are sufficient to describe the functioning of the machines we have studied:\ncompressions can be carried out with the fluid being liquid or gaseous. In the first case the component is a pump, in the second a compressor; expansion with work production is generally carried out in turbines; expansion without work production (throttling) takes place in valves or filters; heating can be carried out either in combustion chambers or boilers, or in heat exchangers. Cooling is generally done in heat exchangers. We have also stated a very general observation: in all power cycles, the working fluid is successively compressed, heated, expanded and cooled or released in the atmosphere, and, in all refrigeration machines, it is compressed, cooled, expanded and heated or released in the atmosphere.\nThe following self-assessment activities will allow you to check your understanding of these concepts:\nFunctions in a steam plant cycle, ddi Functions in a gas turbine cycle, ddi Functions in a refrigeration cycle, ddi Self-Assessment Activities: 3\nB2.3 KEY ISSUES: Basic notions These self-assessment activities will allow you to test your understanding of these concepts:\nState and path functions, cat Differences between closed system and open system, gfe Self-Assessment Activities: 2\nB2.4 KEY ISSUES: First law, energies put into play in processes Another key concept is a direct application of the First Law of thermodynamics: For components that can be modeled in an open system, the variation in enthalpy of the fluid passing through them is sufficient to determine the energy put into play in the elementary processes corresponding to each of these functions.\nCompression and expansion with work: W = Δh Heat exchanges, combustion chambers, boilers: Q = Δh expansion without work: valves, filters: Δh = 0 This self-assessment activity will allow you to test your understanding of the First Law:\nFirst law in closed and open system, gfe Self-Assessment Activities: 1\nB2.5 KEY ISSUES: Reference processes, imperfection factors Two other key concepts play a fundamental role, that of reference processes and imperfection factors.\nThe reference processes correspond to the functioning of components which would be perfect, for which a well-chosen variable or state function remains constant and to which we know how to associate a simple evolution equation.\nIt is then possible to characterize the real process by introducing an imperfection factor, often called effectiveness or efficiency, which expresses its performance compared to that of the reference process.\nThe reference process and imperfection factor couples that we have introduced are:\nCompression and expansion with work: perfect or reversible adiabatic, isentropic efficiency Heat exchanges, combustion chambers, boilers: isobaric, pressure drops Expansion without work: valves, filters: isenthalpic (no imperfection factor) This self-assessment activity will allow you to test your understanding of reference processes:\nReference processes, cat Self-Assessment Activities: 1\nChapter 3: Modeling of Simple Cycles B3.1 KEY ISSUES: Fluid properties The different states of fluids and gas modeling must be well understood before studying their representation in diagrams.\nThis self-assessment activitiy will allow you to test your knowledge on this topic:\nSolid, liquid and gas phases, gfe Self-Assessment Activities: 1\nB3.2 KEY ISSUES: Thermodynamic charts The different states of fluids and gas modeling must be well understood before studying their representation in diagrams.\nThese self-assessment activities will allow you to test your knowledge on these topics:\n(h, ln (P)) chart of a gas, gfe (h, ln (P)) chart of a vapor, gfe Zones of a (h, ln (P)) condensable vapor chart, ddi Curves of a (h, ln (P)) condensable vapor chart, ddi Placement of points in a (h, ln (P)) condensable vapor chart, ddi Placement of points in a (h, ln (P)) ideal gas chart, ddi Self-Assessment Activities: 6\nB3.3 KEY ISSUES: Efficiencies We will frequently use two concepts which must be well understood, that of isentropic efficiency and overall cycle efficiency.\nThese self-assessment activities will allow you to test your knowledge on these topics:\nConcept of isentropic efficiency, gfe Concept of cycle efficiency, gfe Self-Assessment Activities: 2\nB3.4 KEY ISSUES: Identification of basic cycles in (h, ln (P)) charts We will frequently use two concepts which must be well understood, that of isentropic efficiency and overall cycle efficiency.\nThese self-assessment activities will allow you to test your knowledge on these topics:\nIdentification of a steam plant cycle in a (h, ln (P)) chart, ddi Identification of a gas turbine cycle in a (h, ln (P)) chart, ddi Identification of a refrigeration cycle in a (h, ln (P)) chart, ddi Self-Assessment Activities: 3\nChapter 4: Combustion and Heat Exchangers B4.1 KEY ISSUES: Main difference between diesel and gasoline engines An important difference between a gasoline engine and a diesel engine is not in the mode of introducing fuel, which in modern gasoline engines is also injected, but when the fuel is introduced, which determines the nature of gas when the reaction starts and the type of combustion which takes place inside the engine, as will be explained in detail in Chapter 9.\nIn the gasoline engine, fuel is introduced well in advance so that the cylinder is full, when ignition occurs, of a substantially homogeneous gaseous mixture. In the diesel engine, fuel is injected at the last moment and burned as fine liquid droplets as and when it is introduced (diffusion flame).\nSelf-Assessment Activities: —\nB4.2 KEY ISSUES: Fundamental combustion notions The fundamentals you should make sure to understand are the following: stoichiometry, air factor λ, CO₂ dissociation, quenching temperature and differences between higher heating value HHV and lower heating value LHV.\nThe following self-assessment activities will allow you to check your understanding of stoichiometric and non stoichiometric combustion:\nStoichiometric combustion, gfe (in French) Non stoichiometric combustion, gfe (in French) Self-Assessment Activities: 2\nB4.4 KEY ISSUES: Effectiveness-NTU method The following self-assessment activity will allow you to check your understanding of the Effectiveness-NTU method:\nEffectiveness-NTU method, gfe (in French) Self-Assessment Activities: 1\nB4.6 KEY ISSUES: Fundamental heat exchanger notions A heat exchanger can be modeled by the number of transfer units NTU method. While it is perfectly appropriate for studying the insertion of a heat exchanger in a thermodynamic cycle, such a phenomenological model, however, only gives access to the heat exchanger UA product, while the assessment of U can be particularly complex, as indicated. The success of this model is such that it is often used as a behavior model for a particular heat exchanger by adding a UA evolution law, function for example of fluid flows through the exchanger.\nThe concepts you should make sure you understand are UA, effectiveness ε and number of transfer units NTU, as well as pinch.\nSelf-Assessment Activities: —\nChapter 5: Steam Cycle Components B5.1 KEY ISSUES: Architecture and configuration of a boiler The following self-assessment activities will allow you to check your understanding of boilers:\nArchitecture of a boiler, cat Configuration of a boiler, gfe Self-Assessment Activities: 2\nChapter 6: Second Law, Entropy, Exergy B6.2 KEY ISSUES: Entropy chart The following self-assessment activities will allow you to check your understanding of the entropy chart:\nPlacement of points in a (T,s) entropy ideal gas chart, ddi Placement of points in a (T,s) entropy condensable vapor chart, ddi Self-Assessment Activities: 2\nB6.6 KEY ISSUES: Exergy balance spreadsheet For simple cycles, establishing an exergy balance poses no particular difficulty but needs to be done very carefully otherwise errors can be committed.\nTo facilitate this task, a spreadsheet, named ExerBalanceThopt.xls has been prepared for you. Downloadable from the Thermoptim-UNIT portal, it gathers a number of worksheets related to the examples illustrating Thermoptim use. It is complemented by a detailed methodological note which explains how to use Thermoptim result files.\nIn addition, the Diapason e-learning module S06, which deals specifically with exergy balances, will guide you through your first steps, and modules S23, S28 and S32 will help you build the exergy balance of a gas turbine, a steam plant or a vapor compression refrigeration machine.\nSelf-Assessment Activities: —\nChapter 8: Variants of Steam Power Plants B8.2 KEY ISSUES: Practical Difference Between Isentropic and Polytropic Approaches Although they can be to a large extent considered as equivalent in a large number of cases, the polytropic approach is generally preferred to model the compression or the expansion in a multistage turbomachine, as the polytropic efficiency can be considered as an elementary stage isentropic efficiency.\nIt is particularly appropriate to do so if you make sensitivity analyses varying the compression or expansion ratio.\nThis is why gas turbine compressors and turbines are generally modeled using the polytropic reference in the examples provided with this book.\nThe following self-assessment activity will allow you to check your understanding of the polytropic efficiency:\nSelf-Assessment Activities: 0\nChapter 9: Conventional Internal Combustion Engines B9.6 KEY ISSUES: Reciprocating internal combustion engines The following self-assessment activities will allow you to check your understanding of reciprocating internal combustion engines:\nGeneral mode of operation of a reciprocating internal combustion engine, gfe Differences between gasoline and diesel engine, gfe Locating a gasoline engine cycle in a Watt diagram, ddi Locating a Diesel engine cycle in a Watt diagram, ddi Self-Assessment Activities: 4\nChapter 11: Compression Refrigeration Cycles B11.2 KEY ISSUES: Ejectors The following self-assessment activity will allow you to check your understanding of ejectors:\nWhat is an ejector, gfe Self-Assessment Activities: 1\nChapter 13: Advanced Topics B13.1 KEY ISSUE: CTP Lib thermodynamic properties server CTP Lib is the library for calculating thermodynamic properties of the Center for Process Thermodynamics of Mines ParisTech.\nCoupled to Thermoptim, it can calculate the properties of mixtures of real fluids, which the software cannot do itself. Access to CTPLib\nSelf-Assessment Activities: —\nB13.2 KEY ISSUES: Modeling of the pair LiBr-H₂O The ASHRAE equations giving the properties of the pair LiBr-H₂O, have been implemented in Thermoptim as an external substance.\nIt is thus possible to model absorption refrigeration machines using this pair.\nResults obtained are given in several sections of this book and the associated models are available on the portal:\nTrigeneration by micro-turbine and absorption cycle, Chapter 10, whose absorber is presented below; Single effect LiBr-H₂O absorption cycle, below. Self-Assessment Activities: —\n© Renaud Gicquel, 2021.2\nReturn to Suggested Activities\n","title":"Key issues","uri":"https://server.s4e2.com/crc/esna/activities/_key-issues/"},{"content":" 🧭 Guided Explorations Guided explorations are interactive simulations that allow learners to explore energy systems step-by-step using Thermoptim. Below are all guided explorations organized by chapter.\nChapter 2: Components, Functions, and Reference Processes No specific guided explorations in this chapter.\nChapter 3: Modeling of Simple Cycles B3.5 GUIDED EDUCATIONAL EXPLORATION: Discovery of Thermoptim (exploration S-M4-V1) The objective of this exploration is to guide you in your first steps of using Thermoptim, by making you discover the main screens and functionalities associated with a simple refrigeration machine model.\nYou will discover the arrangement of the screens of the points and processes, the way they can be set and calculated, the concepts of useful and purchased energies making it possible to draw up global energy balances and to determine the COP.\nYou will see the cycle plot in the (h, ln (P)) thermodynamic chart.\n🔹 Access Exploration\nChapter 4: Combustion and Heat Exchangers B4.3 GUIDED EDUCATIONAL EXPLORATION: Exploration of a gas turbine model with combustion (exploration S-M3-V8-2) The objective of this exploration is to guide you in your first steps of modelling a combustion in Thermoptim.\n🔹 Access Exploration\nB4.5 GUIDED EDUCATIONAL EXPLORATION: Technological sizing of an air-water exchanger (exploration DTNN-1) In this guided exploration, you will learn how the surface of a heat exchanger can be determined and how its behavior in off-design conditions can be calculated.\n🔹 Access Exploration\nB4.7 GUIDED EDUCATIONAL EXPLORATION: Exploration of a simple steam plant condenser (exploration S-M3-V7-2) The objective of this exploration is to guide you in your first steps of setting a heat exchanger in Thermoptim.\n🔹 Access Exploration\nChapter 6: Second Law, Entropy, Exergy B6.3 GUIDED EXPLORATION: Exploration of a steam plant in the entropy chart (C-M4-V8) The objective of this guided exploration is to make you discover the cycle of a steam power plant in the entropy (T, s) thermodynamic chart.\nIt completes exploration (S-M3-V7), where the cycle was presented, with explanations on its settings and its representation in the (h, ln (P)) chart.\n🔹 Access Exploration\nB6.4 GUIDED EXPLORATION: Exploration of a gas turbine in the entropy chart (C-M4-V9) The objective of this guided exploration is to make you discover the cycle of a gas turbine in the entropy (T, s) thermodynamic chart.\nIt completes exploration (S-M3-V8), where the cycle was presented, with explanations on its settings and its representation in the (h, ln (P)) chart.\n🔹 Access Exploration\nB6.5 GUIDED EXPLORATION: Exploration of a refrigeration installation in the entropy chart (C-M4-V10) The objective of this guided exploration is to make you discover the cycle of a refrigeration installation in the entropy (T, s) thermodynamic chart.\nIt completes exploration (S-M3-V9), where the cycle was presented, with explanations on its settings and its representation in the (h, ln (P)) chart.\n🔹 Access Exploration\nB6.7 GUIDED EDUCATIONAL EXPLORATION: Exergy balance and productive structure of a simple steam cycle (exploration BESP-1) In this guided exploration, you will see how the productive structure of a steam plant cycle can be constructed and how it allows one to calculate the exergy balance of the modeled system.\n🔹 Access Exploration\nB6.8 GUIDED EDUCATIONAL EXPLORATION: Exergy balances and productive structures of various cycles (exploration BESP-2) In this guided exploration, you will analyse the productive structures associated with various cycles which have been the subject of guided explorations, with a view to establishing their exergy balances.\n🔹 Access Exploration\nChapter 7: Thermal Systems Integration and Optimization B7.1 GUIDED EDUCATIONAL EXPLORATION: Optimization of a heating network by the pinch method (OPT-1) The objective of this exploration is to show you, in a simple example, how the pinch method can be applied to optimize a heat network.\n🔹 Access Exploration\nB7.2 GUIDED EDUCATIONAL EXPLORATION: Optimization of a dual pressure combined cycle by the pinch method (OPT-2) The objective of this exploration is to show you how the pinch method can be applied to optimize a dual pressure combined cycle.\nThere you will find a detailed presentation of the Thermoptim optimization window and explanations on how to set the fluids that must be taken into account in the optimization process.\n🔹 Access Exploration\nChapter 8: Variants of Steam Power Plants B8.3 GUIDED EDUCATIONAL EXPLORATION: Steam power plants with reheat (C-M1-V3) This exploration shows how the simple steam cycle can be improved, the objective being to minimize irreversibilities.\nIn practice, the modifications of the basic cycles essentially concern:\non the one hand, on the reduction of temperature differences both outside the system and internally and on the other hand on the staging of compressions and expansions You will learn how to set a compression or expansion process according to a polytropic law.\n🔹 Access Exploration\nB8.4 GUIDED EDUCATIONAL EXPLORATION: Steam power plant regenerative and reheat Rankine cycle with open feedwater heater (C-M1-V5) The steam plant cycle with reheat, by staging the expansion, slightly improves the performance of the simple cycle.\nThe second area of improvement in power cycles consists in reducing irreversibility by temperature heterogeneity, here thanks to regeneration.\nYou will learn how to set a mixer and a divider.\n🔹 Access Exploration\nB8.5 GUIDED EDUCATIONAL EXPLORATION: Pressured Water Reactor (PWR) nuclear power plant (C-M1-V8) This example shows how a PWR cycle with moisture separator reheater (MSR) can realistically be modeled with Thermoptim.\nThis model is rather simple insofar as no extraction or reheat is taken into account, except for the moisture separator reheater.\n🔹 Access Exploration\nB8.6 GUIDED EDUCATIONAL EXPLORATION: Closed ammonia ORC cycle (C-M1-V9) This example shows how can be modeled a closed ORC cycle intended to generate electricity from the thermal gradient of the oceans.\n🔹 Access Exploration\nChapter 9: Conventional Internal Combustion Engines B9.1 GUIDED EDUCATIONAL EXPLORATION: Exploration of a regenerative gas turbine (exploration C-M2-V2) In this guided exploration, you will start by studying the configuration of combustion in a simple gas turbine cycle, then you will be interested in the regeneration cycle.\n🔹 Access Exploration\nB9.2 GUIDED EDUCATIONAL EXPLORATION: Exploration of a staged compression gas turbine (exploration C-M2-V3) This guided exploration presents a staged compression gas turbine cycle, which improves the basic cycle.\n🔹 Access Exploration\nB9.3 GUIDED EDUCATIONAL EXPLORATION: Exploration of a turbojet (exploration C-M2-V4) This guided exploration presents the cycle of a single-flow turbojet engine. As the components of the Thermoptim core are not sufficient to make such models, to represent the inlet diffuser and the outlet nozzle, it is necessary to use two external classes, i.e. two extensions of the software package.\n🔹 Access Exploration\nB9.4 GUIDED EDUCATIONAL EXPLORATION: Exploration of an industrial gas engine (exploration C-M2-V5b) This guided exploration presents an industrial gas engine modeled with a so-called Beau de Rochas cycle.\n🔹 Access Exploration\nChapter 10: Combined Cycles B10.1 GUIDED EDUCATIONAL EXPLORATION: Single pressure combined cycle (exploration C-M3-V1) This guided exploration presents a single pressure combined cycle. Emphasis is placed on the setting of the internal exchanger which allows the residual enthalpy of gases leaving the turbine to be transferred to the steam cycle, and which is called a heat recovery steam generator (HRSG).\nYou will learn how to set a triple heat exchanger and study the concept of pinch.\n🔹 Access Exploration\nB10.2 GUIDED EDUCATIONAL EXPLORATION: Optimization of a dual pressure combined cycle by the pinch method (OPT-2) The objective of this exploration is to show you how the pinch method can be applied to optimize a dual pressure combined cycle.\nThere you will find a detailed presentation of the Thermoptim optimization window and explanations on how to set the fluids that must be taken into account in the optimization process.\n🔹 Access Exploration\nB10.3 GUIDED EDUCATIONAL EXPLORATION: Industrial gas engine used in cogeneration (exploration C-M3-V2) This guided exploration presents a cogeneration installation using the industrial gas engine that we modeled with a Beau de Rochas cycle in another guided exploration (C-M2-V5b).\nEmphasis is placed on the calculation of the performance indicators of the cogeneration system.\nYou will learn how to set a thermocoupler.\n🔹 Access Exploration\nChapter 11: Compression Refrigeration Cycles B11.1 GUIDED EDUCATIONAL EXPLORATION: Total injection refrigeration installation (exploration C-M3-V3) In this guided exploration, you will see how a total injection two-stage compression cycle can be modeled.\nYou will learn how to set a phase separator and a mixer.\n🔹 Access Exploration\nB11.3 GUIDED EDUCATIONAL EXPLORATION: Ejector refrigeration installation (exploration C-M3-V4) This exploration presents an ejector refrigeration cycle with compressor.\nYou will learn how to set an ejector, a phase separator and a mixer.\n🔹 Access Exploration\nChapter 12: Air Conditioning and Humid Air B12.1 GUIDED EDUCATIONAL EXPLORATION: Summer air conditioning cycle (exploration CLIM 1) The objective of this guided exploration is to guide you through your first steps in using Thermoptim to study a building air conditioning cycle.\n🔹 Access Exploration\nB12.2 GUIDED EDUCATIONAL EXPLORATION: Winter air conditioning cycle (exploration CLIM 2) The objective of this guided exploration is to guide you through your first steps in using Thermoptim to study a building air conditioning cycle.\n🔹 Access Exploration\nChapter 15: Advanced Cycles B15.1 GUIDED EDUCATIONAL EXPLORATION: High temperature nuclear cycle (exploration C-M4-V4) This exploration presents the model of a high temperature nuclear cycle using gas turbines operating in closed system, and not open system like those studied in previous explorations. It shows in particular how to balance a turbine with a compressor in Thermoptim.\n🔹 Access Exploration\nB15.2 GUIDED EDUCATIONAL EXPLORATION: Oxycombustion cycle (exploration C-M3-V5) This exploration presents the model of an OxyFuel type oxycombustion cycle.\n🔹 Access Exploration\nChapter 16: Solar Energy B16.1 GUIDED EDUCATIONAL EXPLORATION: Micro-turbine solar concentrator (exploration C-M4-V1) This exploration presents the cycle of a parabolic solar concentrator with regenerative gas micro-turbine: the hot air solar receiver is placed upstream of the combustion chamber of a regenerative gas micro-turbine, thus reducing consumption of fuel.\n🔹 Access Exploration\nComplete Library 🔹 Complete Guided Explorations Library (45+ explorations with models)\n© Renaud Gicquel, 2021.2\nReturn to Suggested Activities\n","title":"Guided Explorations","uri":"https://server.s4e2.com/crc/esna/activities/_guided-explorations/"},{"content":" 📚 Table of Contents Energy Systems: A New Approach to Engineering Thermodynamics\nPreliminaries Searching References in the Thermoptim-Unit Portal (xx) Forewords: Foreword to the First Edition by John W. Mitchell (xiii) Foreword to the First Edition by Alain Lambotte (xx) About the Author (xxii) General Introduction (xxv) Structure of This Book (xxx) Objectives of This Book (xxii) A Working Tool on Many Levels (xxiii) Mind Maps (xxv) Symbols (xxxi) Acronyms (xxxv) Conversion Factors (xxxvii) 📌 Part I: First Steps in Engineering Thermodynamics Chapter 1: A New Educational Paradigm (p. 3) Introduction (p. 3) General Context (p. 3) Difficulties Encountered in Teaching Applied Thermodynamics (p. 4) Educational Issues (p. 5) Sequencing the Course (p. 10) Comparison with Other Tools with Teaching Potential (p. 14) By Way of Summary (p. 15) Bibliography (p. 16) Chapter 2: Components, Functions, and Reference Processes (p. 17) Introduction (p. 17) Main Functionalities Associated with Energy Technologies (p. 17) Energies Brought into Play in the Processes (p. 30) Chapter 3: Modeling of Simple Cycles in Thermodynamic Charts and Thermoptim (p. 49) Introduction (p. 49) Properties and Charts of Pure Substances (p. 49) Thermodynamic Charts (p. 59) Plot of Cycles in the (h, ln(P)) Chart (p. 63) Complements for Cycle Studies (p. 85) 📌 Part II: Components and Conventional Cycles Chapter 4: Combustion and Heat Exchangers (p. 87) Introduction (p. 87) Combustion (p. 87) Heat Exchangers (p. 100) Bibliography (p. 119) Chapter 5: Steam Systems Components (p. 121) Introduction (p. 121) Boiler and Steam Generators (p. 121) Steam Turbines (p. 126) Cooling Towers (p. 130) Extension System for Thermoptim by Adding External Classes (p. 138) Bibliography (p. 144) Further Reading (p. 144) Chapter 6: Second Law, Entropy, and Exergy (p. 145) Introduction (p. 145) Entropy (p. 145) Exergy (p. 157) Energy and Exergy Balances (p. 161) Bibliography (p. 168) Chapter 7: Optimization by Thermal Integration (Pinch Method) (p. 169) Introduction (p. 169) Basic Principles (p. 169) Pinch Point (p. 170) Integration of Complex Heat System (p. 171) Design of Exchange Networks (p. 173) Minimizing the Pinch (p. 175) Implementation of the Algorithm (p. 175) Establishment of Actual Composite Curves (p. 178) Plot of the Carnot Factor Difference Curve (CFDC) (p. 179) Matching Exchange Fluids (p. 181) Thermal Machines and Heat Integration (p. 186) Bibliography (p. 187) 📌 Part III: Main Conventional Cycles Chapter 8: Variants of Steam Power Plants (p. 191) Introduction (p. 191) General Technological Constraints on Steam Cycles (p. 192) Reheat Steam Power Plants (p. 192) Regenerative and Reheat Rankine Cycle (p. 197) Supercritical Cycles (p. 202) Binary Cycles (p. 204) Nuclear Power Plant Cycles (p. 205) ORC Power Plants (p. 212) Bibliography (p. 215) Chapter 9: Conventional Internal Combustion Engines (p. 217) Introduction (p. 217) Gas Turbine Cycles and Variants (p. 217) Reciprocating Internal Combustion Engines (p. 230) Bibliography (p. 263) Chapter 10: Combined Cycle, Cogeneration, or CHP (p. 265) Introduction (p. 265) Combined Cycles (p. 265) Cogeneration or CHP (p. 272) Trigeneration (p. 283) Bibliography (p. 286) Chapter 11: Compression Refrigeration Cycles (p. 287) Introduction (p. 287) General (p. 287) Improvement of the Simple Refrigeration Cycle (p. 288) Cryogenic Cycles (p. 308) Heat Pumps (p. 315) Bibliography (p. 318) 📌 Part IV: Innovative Cycles Including Low Environmental Impact Chapter 12: Thermodynamics of Moist Mixtures and Air Conditioning (p. 319) Introduction (p. 319) Moist Mixture Properties (p. 319) Water Vapor/Gas Mixture Processes (p. 326) Air Conditioning (p. 340) Bibliography (p. 347) Chapter 13: Liquid Absorption Refrigeration Cycles (p. 349) Introduction (p. 349) Real Fluid Mixtures (p. 349) Principle of the Absorption Machine (p. 360) Bibliography (p. 371) Chapter 14: Advanced Gas Turbine Cycles (p. 375) Introduction (p. 375) Humid Air Gas Turbine (p. 375) Supercritical CO₂ Cycles (p. 379) Advanced Combined Cycles (p. 384) Bibliography (p. 396) Chapter 15: Stirling, Future Nuclear Reactor, and Oxyfuel Cycles (p. 397) Introduction (p. 397) Stirling Engines (p. 397) Future Nuclear Reactors (p. 411) Oxy-combustion Cycles (p. 424) Bibliography (p. 434) Chapter 16: New and Renewable Thermal Energy Cycles (p. 437) Introduction (p. 437) Solar Thermodynamic Cycles (p. 437) OTEC Cycles (p. 449) Geothermal Cycles (p. 451) Energy Use of Biomass (p. 458) Bibliography (p. 467) Chapter 17: Evaporation, Mechanical Vapor Compression, Desalination, and Drying by Hot Gas (p. 469) Introduction (p. 469) Evapoconcentration (p. 469) Desalination (p. 478) Drying by Hot Gas (p. 486) Bibliography (p. 492) Chapter 18: Electrochemical Converters: Fuel Cells and Electrolyzers (p. 493) Introduction (p. 493) Fuel Cells (p. 493) Electrolyzers (p. 510) Bibliography (p. 513) Conclusion General Conclusion (p. 515) Index (p. 517) ","title":"Table of Contents","uri":"https://server.s4e2.com/crc/esna/general/toc/"},{"content":"First Steps with Thermoptim Installation of Thermoptim Demo Version To use Thermoptim without a paid license, you can install one of the demo versions available at: 🔗 Download Thermoptim\nThermoptim requires the Java Runtime Environment (JRE), preferably version 1.8, to be installed on your machine. If Java is not installed, download it here: 🔗 Download Java\nLaunching Thermoptim To open Thermoptim, double-click the ThoptExec.jar file.\nFor guidance on getting started—such as opening existing project files or using an example catalog—visit this page on the Thermoptim-Unit portal: 🔗 Getting Started with Thermoptim\nGuided Explorations Thermoptim offers a wide range of guided model explorations to help you learn the software. For more details, visit: 🔗 Guided Explorations\nInstalling an Example Catalog To install an example catalog, follow these steps:\nPlace the catalog folder (containing the proj and schema directories, as well as the text file defining the links to these files) in the Thermoptim installation directory. Edit the loadLib.ini file to include the path to the text file mentioned above. The example catalog will be available the next time you launch Thermoptim, accessible from the Project Files menu.\n","title":"First steps with Thermoptim","uri":"https://server.s4e2.com/crc/esna/general/first-steps-thopt/"},{"content":" 🛠️ Worked Examples Below is the complete list of worked examples from the book, with detailed explanations, organized by chapter.\nChapter 5: Steam Cycle Components B5.2 WORKED EXAMPLE: Refrigeration machine condenser with cooling tower This example corresponds to a R134a refrigeration machine ensuring the production of 200 kW of cooling at -12 °C, whose condenser is cooled by air at 25 °C.\nObjective: Compare the performance of the machine depending on whether one uses an air exchanger with a pinch of 16°C or a cooling tower, the minimum pinch between water and the refrigerant being below 12°C.\nResult: The result is a COP increase of 16 to 19% when the cooling tower is used.\nIt is presented in the portal guidance pages. 🔹 Access Worked Example\nChapter 8: Variants of Steam Power Plants B8.1 WORKED EXAMPLE: Extraction of noncondensable gases from a condenser This example analyses the use of ejectors to remove the noncondensable gases from the condenser of a steam propulsion engine of the Merchant Marine, to understand the mechanisms that come into play and to estimate its impact on the energy balance of the ship.\nIt is presented in the portal guidance pages.\n🔹 Access Worked Example\nChapter 9: Conventional Internal Combustion Engines B9.5 WORKED EXAMPLE: Modeling of a Diesel engine cycle This example shows how a Diesel engine cycle can realistically be modeled with Thermoptim. It is presented in the portal guidance pages as well as in the Diapason session 38.\nSuch a model is a little difficult to set, given its complexity.\n🔹 Access Diapason Session 38 | Access Guidance Page\nChapter 10: Combined Cycles B10.4 WORKED EXAMPLE: Cogeneration plant producing electricity and providing heat to a district heating This example which corresponds to a real-world case, is presented in the Diapason session S47En.\nThis cogeneration plant produces electricity and provides heat to the district heating network of a town of 30,000 inhabitants.\n🔹 Access Diapason Session S47En\nB10.5 WORKED EXAMPLE: Modeling of a Trigeneration Plant The modeling of a micro-turbine LiBr-H₂O trigeneration plant is presented in a guidance page of the Thermoptim-UNIT portal (in French).\nThe resolution of the thermodynamic model presented is explained, with its implementation in the external class LiBrAbsorption.\nKey Feature: Uses the external class LiBrAbsorption.\n🔹 Access Worked Example\nChapter 15: Advanced Cycles B15.3 WORKED EXAMPLE: Modeling of an Advanced Zero Emission Power Cycle (AZEP) Objective: Study an innovative power generation cycle using oxy-combustion.\nTools Used:\nMIEC_Inlet.java and MIEC.java (ceramic membrane modeling). It is presented in the portal guidance pages.\n🔹 Access Worked Example\nChapter 16: Solar Energy B16.2 WORKED EXAMPLE: Modeling of a SEGS solar plant The modeling of a SEGS solar power plant is presented in a guidance page of the Thermoptim-UNIT portal.\nIt allows you to study the operation of solar power plants and show how they can be realistically modeled with Thermoptim. The solar collector is type SEGS developed by the company Luz. The cycle is as a simple variant of a Rankine cycle, where the boiler is replaced by a steam generator in which the thermal fluid is heated by the field of collectors.\nFeatures:\nSolar collector modeled as an external class. Uses Dowtherm A as the thermal fluid. The model uses two external classes, \u0026ldquo;solar concentrator\u0026rdquo; and \u0026ldquo;Dowtherm A\u0026rdquo;.\n🔹 Access Worked Example\nChapter 18: Fuel Cells B18.1 WORKED EXAMPLE: Diapason sessions on fuel cells A series of sessions (S61 to 65) has been prepared to enable students to become familiar with the operation and modeling of fuel cells.\nIt is presented in the portal guidance pages 🔹 Access Worked Example\nSession S61: We study a SOFC fuel cell, fueled by pure hydrogen, using the simple two parameters model.\nAccess Diapason Session 61\nSession S62: The previous model is progressively refined, first by taking into account the equation of polarization of the cell and then introducing a cooling of the stack. Finally, an exercise shows how to couple the battery to a gas turbine to form an installation of high efficiency cogeneration.\nAccess Diapason Session 62\nSession S63: We see how to modify the previously established models to replace hydrogen with a fuel such as methane.\nAccess Diapason Session 63\nSession S64: Deals with reforming (in French).\nAccess Diapason Session 64\nSession S65: Models a PEMFC fuel cell (in French).\nAccess Diapason Session 65\n© Renaud Gicquel, 2021.2\nReturn to Suggested Activities\n","title":"Worked examples","uri":"https://server.s4e2.com/crc/esna/activities/_worked-examples/"},{"content":"Important Information 📚 Complementary Digital Resources On these pages, you will find links and guidance to digital resources designed to enrich and expand the explanations provided in the book. These materials are intended to deepen your understanding and offer practical applications of the concepts discussed.\nTypes of Resources Available We provide several types of complementary materials, including:\nDiapason audio sessions (guided explanations and discussions), Guided explorations (step-by-step interactive simulations), Thematic pages from the Thermoptim-Unit portal. 🔍 Important Notes 1. About Diapason Sessions Many of the Diapason sessions were created several years ago. As a result:\nSome Thermoptim screenshots may appear outdated. Certain titles and terms have been updated to align with current Anglo-Saxon terminology (for example, \u0026ldquo;controller\u0026rdquo; instead of older French-inspired terms like \u0026ldquo;driver\u0026rdquo; or \u0026ldquo;pilot\u0026rdquo;). These differences are minor and should not hinder comprehension—the core concepts and methodologies remain fully relevant. 2. About Guided Explorations The links to guided explorations will take you to their online versions, which are not directly coupled with Thermoptim. To work with the full interactive application:\nDownload and install the Thermoptim version on your computer. Access the explorations directly from the application’s menu. 💡 How to Use These Resources For learners and students: Use these materials to reinforce your understanding of key concepts through practical examples and guided exercises. For educators and professionals: Integrate these resources into your teaching or training programs to provide hands-on, real-world applications of thermodynamic principles. For all users: If you encounter any technical terms or interfaces that seem unfamiliar, refer to the latest version of Thermoptim or the Thermoptim-Unit portal for updated information. 📩 Need Help? If you have questions about accessing or using these resources, or if you’d like further clarification on any of the materials, please don’t hesitate to contact us.\nRenaud Gicquel – Bridging theory and practice in energy systems education.\n","title":"Important Information","uri":"https://server.s4e2.com/crc/esna/general/_avertissement/"},{"content":" 💻 Online Course 2022 on Energy Systems The objective of this course is to allow you to become familiar with thermal energy systems by limiting the prerequisites in mathematics and physics as much as possible.\nThis course focuses on both Modes 1 (Light) and 2 (Progressive) and offers a detailed online version of the lightweight presentation, as well as a partial presentation of a set of cycles modeled with Thermoptim.\nThese cycles have been primarily chosen from those that are the subject of guided explorations.\nCourse Structure The course is organized into four parts:\nPart 1: Lightweight Presentation (First Part, Mode 1 (Light)) Introduction to thermal energy systems Basic thermodynamic concepts Simple cycle presentations 🔹 Access First Part - Lightweight presentation\nPart 2: Lightweight Presentation (Second Part) Continuation of fundamental concepts Additional basic cycles Component functions 🔹 Access Second Part - Lightweight presentation\nPart 3: Models of Classical Cycles (Mode 2 (Progressive) Steam power plants Gas turbines Refrigeration cycles Thermoptim models and guided explorations 🔹 Access Third Part - Classical cycles\nPart 4: Models of Innovative Cycles with Low Environmental Impact Combined cycles Cogeneration systems Advanced technologies Thermoptim models and guided explorations 🔹 Access Fourth Part - Innovative cycles\nImportant Notes Guided Explorations:\nGuided explorations are included within the course pages for ease of reading However, it is recommended to use the ones contained in the Thermoptim browser installed on your computer, as they are coupled with Thermoptim and all corresponding working files Technological Issues:\nThis course does not address technological issues For technological topics, please refer to the relevant pages on the Thermoptim-UNIT portal Key Features ✅ Minimal prerequisites: Mathematics and physics requirements reduced\n✅ Interactive learning: Use Thermoptim to build and analyze models\n✅ Guided explorations: Step-by-step simulations\n✅ Real-world focus: Study actual energy systems\n✅ Flexible pace: Suitable for self-study or classroom use\n✅ Mode 1 focused: Accessible lightweight presentation\nAdditional Resources 🔹 Complete Online Course 2022 – Main course page\n🔹 Self-Assessment Module – Interactive exercises\n🔹 Thermoptim Software – Download for full functionality\n🔹 Pedagogical Approach – Understanding the three modes\n© Renaud Gicquel, 2026.3\nReturn to Suggested Activities\n","title":"Online Course 2022","uri":"https://server.s4e2.com/crc/esna/activities/online-course/"},{"content":"","title":"Search","uri":"https://server.s4e2.com/crc/esna/search/"}]