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Architects and civil engineers work together regularly during their professional days and are irreplaceable for each other. This co-operation is sometimes made more difficult by the differences in their disciplinary languages and approaches. Structures are evaluated by architects on the basis of criteria such as spatial impact and usability, while civil engineers analyze them more closely by their bearing and deformation properties, as well as by constructive aspects. This diversity of assessment criteria and approaches is often continued in both academic disciplines in the view on structures.
Within the framework of the Exploratory Teaching Space (ETS), a funding program to improve teaching at RWTH Aachen University and to promote new teaching concepts, a project was carried out jointly by the Junior Professorship of Tool-Culture at the Faculty of Architecture and the Institute of Structural Concrete at the Faculty of Civil Engineering. The aim of the project is to present buildings in such a way that the differences in perception between architects and civil engineers are reduced and the common understanding is promoted.
The project develops a database, which contains a collection of striking buildings from Aachen and the surrounding area. The buildings are categorized according to terms that come from both disciplinary areas. The collection can be freely explored or crossed through learning trails. The medium of film plays a special role in presenting the buildings. The buildings are assigned to different categories of load bearing structures as linear, planar and spatial structures, and further to different types of material, functional programs and spatial characteristics. Since the buildings are located in the direct vicinity of Aachen, they can be visited by the students. This makes them more sensitive to their environment. Intrinsic motivation, as well as implicit learning is encouraged. The paper will provide a detailed report of the project, its implementation, the feedback of the students and the plans for further development.
Combined with the use of renewable energy sources for
its production, Hydrogen represents a possible alternative gas
turbine fuel for future low emission power generation. Due to
its different physical properties compared to other fuels such
as natural gas, well established gas turbine combustion
systems cannot be directly applied for Dry Low NOx (DLN)
Hydrogen combustion. This makes the development of new
combustion technologies an essential and challenging task
for the future of hydrogen fueled gas turbines.
The newly developed and successfully tested “DLN
Micromix” combustion technology offers a great potential to
burn hydrogen in gas turbines at very low NOx emissions.
Aiming to further develop an existing burner design in terms
of increased energy density, a redesign is required in order to
stabilise the flames at higher mass flows and to maintain low
emission levels.
For this purpose, a systematic design exploration has
been carried out with the support of CFD and optimisation
tools to identify the interactions of geometrical and design
parameters on the combustor performance. Aerodynamic
effects as well as flame and emission formation are observed
and understood time- and cost-efficiently. Correlations
between single geometric values, the pressure drop of the
burner and NOx production have been identified as a result.
This numeric methodology helps to reduce the effort of
manufacturing and testing to few designs for single
validation campaigns, in order to confirm the flame stability
and NOx emissions in a wider operating condition field.
Biomechanical simulation of different prosthetic meshes for repairing uterine/vaginal vault prolapse
(2017)
Es existieren verschiedenste Arten von Spielen, die versuchen, die Motivation einer Spielsituation in einen ernsten Kontext zu überführen. In diesem Artikel wird der Überbegriff „Competence Developing Games“ definiert und anhand von Beispielen erläutert. Dafür werden Erkennungskriterien vorgestellt, entsprechende Spieltypen erläutert und eine Zuordnung durch-geführt.