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The recently proposed NASA and ESA missions to Saturn and Jupiter pose difficult tasks to mission designers because chemical propulsion scenarios are not capable of transferring heavy spacecraft into the outer solar system without the use of gravity assists. Thus our developed mission scenario based on the joint NASA/ESA Titan Saturn System Mission baselines solar electric propulsion to improve mission flexibility and transfer time. For the calculation of near-globally optimal low-thrust trajectories, we have used a method called Evolutionary Neurocontrol, which is implemented in the low-thrust trajectory optimization software InTrance. The studied solar electric propulsion scenario covers trajectory optimization of the interplanetary transfer including variations of the spacecraft's thrust level, the thrust unit's specific impulse and the solar power generator power level. Additionally developed software extensions enabled trajectory optimization with launcher-provided hyperbolic excess energy, a complex solar power generator model and a variable specific impulse ion engine model. For the investigated mission scenario, Evolutionary Neurocontrol yields good optimization results, which also hold valid for the more elaborate spacecraft models. Compared to Cassini/Huygens, the best found solutions have faster transfer times and a higher mission flexibility in general.
When confining pressure is low or absent, extensional fractures are typical, with fractures occurring on unloaded planes in rock. These “paradox” fractures can be explained by a phenomenological extension strain failure criterion. In the past, a simple empirical criterion for fracture initiation in brittle rock has been developed. But this criterion makes unrealistic strength predictions in biaxial compression and tension. A new extension strain criterion overcomes this limitation by adding a weighted principal shear component. The weight is chosen, such that the enriched extension strain criterion represents the same failure surface as the Mohr–Coulomb (MC) criterion. Thus, the MC criterion has been derived as an extension strain criterion predicting failure modes, which are unexpected in the understanding of the failure of cohesive-frictional materials. In progressive damage of rock, the most likely fracture direction is orthogonal to the maximum extension strain. The enriched extension strain criterion is proposed as a threshold surface for crack initiation CI and crack damage CD and as a failure surface at peak P. Examples show that the enriched extension strain criterion predicts much lower volumes of damaged rock mass compared to the simple extension strain criterion.
Rocket engine test facilities and launch pads are typically equipped with a guide tube. Its purpose is to ensure the controlled and safe routing of the hot exhaust gases. In addition, the guide tube induces a suction that effects the nozzle flow, namely the flow separation during transient start-up and shut-down of the engine. A cold flow subscale nozzle in combination with a set of guide tubes was studied experimentally
to determine the main influencing parameters.
The complex questions of today for a world of tomorrow are characterized by their global impact. Solutions must therefore not only be sustainable in the sense of the three pillars of sustainability (economic, environmental, and social) but must also function globally. This goes hand in hand with the need for intercultural acceptance of developed services and products. To achieve this, engineers, as the problem solvers of the future, must be able to work in intercultural teams on appropriate solutions, and be sensitive to intercultural perspectives. To equip the engineers of the future with the so-called future skills, teaching concepts are needed in which students can acquire these methods and competencies in application-oriented formats. The presented course "Applying Design Thinking - Sustainability, Innovation and Interculturality" was developed to teach future skills from the competency areas Digital Key Competencies, Classical Competencies and Transformative Competencies. The CDIO Standard 3.0, in particular the standards 5, 6, 7 and 8, was used as a guideline. The course aims to prepare engineering students from different disciplines and cultures for their future work in an international environment by combining a digital teaching format with an interdisciplinary, transdisciplinary and intercultural setting for solving sustainability challenges. The innovative moment lies in the digital application of design thinking and the inclusion of intercultural as well as trans- and interdisciplinary perspectives in innovation development processes. In this paper, the concept of the course will be presented in detail and the particularities of a digital implementation of design thinking will be addressed. Subsequently, the potentials and challenges will be reflected and practical advice for integrating design thinking in engineering education will be given.
Achieving the 17 Sustainable Development Goals (SDGs) set by the United Nations (UN) in 2015 requires global collaboration between different stakeholders. Industry, and in particular engineers who shape industrial developments, have a special role to play as they are confronted with the responsibility to holistically reflect sustainability in industrial processes. This means that, in addition to the technical specifications, engineers must also question the effects of their own actions on an ecological, economic and social level in order to ensure sustainable action and contribute to the achievement of the SDGs. However, this requires competencies that enable engineers to apply all three pillars of sustainability to their own field of activity and to understand the global impact of industrial processes. In this context, it is relevant to understand how industry already reflects sustainability and to identify competences needed for sustainable development.
Within the framework of the project a genderand diversity-oriented teaching evaluation and modern, media-supported blended learning approaches were used in order to achieve the intended goals. First research results of the literature and status quo analysis were already implemented and tested in newly designed teaching approaches, for example in a multidisciplinary introductory lecture of civil engineering at RWTH Aachen University.