Design and Construction of a Large Bore Engine Flow Bench to Experimentally Determine Port Discharge Coefficients for Better Prediction of Airflow

2001 ◽  
Author(s):  
Kirby S. Chapman ◽  
Traci L. Brentano ◽  
Dustin Malicke ◽  
Jacob Brown
Keyword(s):  
Airflow Rate ◽  
State University ◽  
Reciprocating Engine ◽  
Discharge Coefficients ◽  
Engine Cylinder ◽  
Emission Regulations ◽  
Engine System ◽  
Kansas State University ◽  
Power Outputs ◽  
Cylinder Flow

Abstract This paper describes the design and preliminary construction of a large bore engine cylinder flow bench. The flow bench is designed to experimentally determine the discharge coefficients of large bore engine ports and valves. The discharge coefficients are an integral part in modeling and predicting the airflow through an engine system. This information can be used by designers to better match turbochargers and intercoolers to engines, and can also provide critical information to enhance the accuracy of the Turbocharger-Reciprocating Engine Computer Simulation (T-RECS) that is currently under development at Kansas State University (KSU). Large bore engine cylinders are typically are 35–56 cm (14–22 in.) in diameter, and the engines they occupy have power outputs ranging 745–3730 kW (1000–6000 hp). In general, the majority of these engines were built in the 1940–1950’s. The importance of predicting the airflow rate through these engines has become paramount due to increasingly stringent EPA emission regulations.

Experimentally Determined Port Discharge Coefficients From Large-Bore Reciprocating Engines

2003 ◽  
Author(s):  
K. S. Chapman ◽  
A. Keshavarz ◽  
Yuanhong Li
Keyword(s):  
Airflow Rate ◽  
Air Flow Rate ◽  
Gas Industry ◽  
Discharge Coefficients ◽  
Engine Cylinder ◽  
Emission Regulations ◽  
Natural Gas Industry ◽  
Power Outputs ◽  
Cylinder Liners ◽  
Stroke Cycle

This paper describes the collection and analysis of discharge coefficients from the ports of large-bore two-stroke cycle engines. The literature includes some information on discharge coefficients from very small ports. The literature was found to not include data collected from very large ports, such is in Cooper, Clark, and Worthington two-stroke cycle engines. The methodology was to construct and then use a flow bench that was sized for large-bore engine cylinder liners. The flow bench is designed to experimentally determine the discharge coefficients of large bore engine ports. The discharge coefficients are an integral part of determining the air flow rate through an engine, and in modeling and predicting the airflow through an engine system. This information can be used by designers to better match turbochargers and aftercoolers to engines. Large bore engine cylinders are typically are 35–56 cm (14–22 in.) in diameter, and have power outputs ranging 745–3730 kW (1,000–6,000 hp). In general, the majority of these engines were built in the 1940–1950’s. The importance of predicting the airflow rate through these engines has become paramount due to increasingly stringent EPA emission regulations. The data shows that there is a vast difference between the discharge coefficients of the three primary engines used in the natural gas industry.

Student and Institutional Achievements during an OIE Veterinary Education Twinning Project Collaboration between Sokoine University of Agriculture and Kansas State University

2020 ◽  
pp. e20190121
Author(s):  
Tesfaalem Tekleghiorghis Sebhatu ◽  
Rudovick Kazwala ◽  
Derek Mosier ◽  
Maulilio Kipanyula ◽  
Amandus Muhairwa ◽  
...  
Keyword(s):  
State University ◽  
Veterinary Education ◽  
Kansas State University

scholarly journals Cultivating Textbook Alternatives From the Ground Up: One Public University’s Sustainable Model for Open and Alternative Educational Resource Proliferation

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Jonathan Lashley ◽  
Rebel Cummings-Sauls ◽  
Andrew B. Bennett ◽  
Brian L. Lindshield
Keyword(s):  
Public Universities ◽  
Institutional Support ◽  
Educational Resources ◽  
Educational Resource ◽  
Faculty Participation ◽  
State University ◽  
Methodical Approach ◽  
The Creation ◽  
Kansas State University ◽  
Open Materials

<p class="3">This note from the field reviews the sustainability of an institution-wide program for adopting and adapting open and alternative educational resources (OAER) at Kansas State University (K-State). Developed in consult of open textbook initiatives at other institutions and modified around the needs and expectations of K-State students and faculty, this initiative proposes a sustainable means of incentivizing faculty participation via institutional support, encouraging the creation and maintenance of OAER through recurring funding, promoting innovative realizations of “educational resources” beyond traditional textbooks, and rallying faculty participation in adopting increasingly open textbook alternatives. The history and resulting structure of the initiative raise certain recommendations for how public universities may sustainably offset student textbook costs while also empowering the pedagogies of educators via a more methodical approach to adopting open materials.</p>

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

scholarly journals Development of a Recombinant Nucleoprotein-Based Enzyme-Linked Immunosorbent Assay for Quantification of Antibodies against Porcine Reproductive and Respiratory Syndrome Virus

2000 ◽  
Vol 7 (4) ◽  
pp. 700-702 ◽  
Author(s):  
Steven B. Witte ◽  
Cindy Chard-Bergstrom ◽  
Thomas A. Loughin ◽  
Sanjay Kapil
Keyword(s):  
Immunosorbent Assay ◽  
Respiratory Syndrome Virus ◽  
Enzyme Linked Immunosorbent Assay ◽  
State University ◽  
Kansas State University ◽  
Porcine Respiratory

ABSTRACT A rapid, inexpensive enzyme-linked immunosorbent assay (ELISA) to quantitate antibodies to porcine respiratory and reproductive syndrome virus (PRRSV) in serum was developed using a recombinant PRRSV nucleoprotein (rN). The sensitivity (85.3%) and specificity (81.7%) of the Kansas State University ELISA were good, correlating well (82.4%) with the IDEXX HerdChek ELISA.

Undergraduate Program Revision at Kansas State University

1973 ◽  
Vol 55 (4_Part_1) ◽  
pp. 604-610 ◽  
Author(s):  
John Sjo ◽  
Frank Orazem ◽  
Arlo Biere
Keyword(s):  
State University ◽  
Undergraduate Program ◽  
Kansas State University

Feminism and the Education of Women

1976 ◽  
Vol 159 (3) ◽  
pp. 11-24
Author(s):  
Florence Howe
Keyword(s):  
Higher Education ◽  
Women's Studies ◽  
Women's History ◽  
Second Phase ◽  
State University ◽  
History Of Higher Education ◽  
Women’S Studies ◽  
Education Of Women ◽  
Kansas State University ◽  
Women’S History

This essay grew out of an attempt to discover, through a search in the archives of nine colleges and universities, whether curriculum could be found that was not male-centered and male-biased. While the search for curriculum that included women's history and achievements proved fruitless, the research illuminated controlling feminist assumptions behind three phases of women's education: the seminary movement that established secondary education for women; the movement that established elite women's colleges; and the current women's studies movement. The author also reviews some aspects of coeducation — at Oberlin and at Kansas State University — that reflect the first phase. In its first phase, feminists interested in the education of women claimed only that women needed higher education in order to teach young children, either as paid teachers (until they married) or as mothers. The curriculum offered to women was, therefore, different from (and less demanding than) that being offered to men in colleges at the time. Indeed, seminaries could not claim to be colleges for women. In its second phase, feminists interested in the education of women insisted that women could and should study what men did: the curriculum was the “men's curriculum.” Today, we have both tendencies present, along with a third, the seven-year old women's studies movement that for the first time in the history of higher education for women has challenged male hegemony over the curriculum and over knowledge itself. The movement aims to transform the curriculum through the study of women's history, achievements, status, and potential.

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