Complex Engineering Problem (CEP) Descriptive Form

Course Code: ME-324

Course Name: Theory of Machines II

Concerned Teacher: Tahir Asif

Problem Statement

A gas or steam turbine in which the expansion of the steam or gas from its initial pressure to its final
pressure and the conversion of its thermal energy into mechanical work takes place in a number of
stages arranged in tandem, rather than in one stage. Each stage is basically an elementary turbine and
consists of fixed guide vanes and moving rotor blades. The steam or gas expands on the guide vanes,
and the kinetic energy of its flow is converted on the rotor blades to the work of turning the turbine’s
rotor. Since only a portion of the available pressure and heat differential is used in each stage, the
velocity of the steam or gas is moderate. This makes possible good efficiency at a relatively low speed
of rotation of the rotor, which is necessary for direct coupling of a turbine to machines such as electric
generators and compressors.

The number of stages in a multistage turbine is selected in the design process, taking into account the
parameters specified for the working medium and the efficiency and overall dimensions of the turbine.
As the number of stages increases, the economy improves because the thermal losses of each stage
are used in the subsequent stage, but the size, weight, and cost of the turbine increase. If the number
of stages is small (up to ten to 15), they are arranged in a single housing (a cylinder); large numbers of
stages (up to 30–40) are placed in two or three housings. Virtually all turbines, except for small
auxiliary turbines, are of the multistage type.

A multistage steam turbine was installed in Lalpir, Muzaffargarh back in 2001. When the turbine came
in running condition it was observed that turbine was having a vibration that was above the safe limits.
After the inspection from the commissioning team it was found that one blade in each three
consecutive stages (of total 15 stages) had bigger masses than they would have. Though this situation
came into existence because of the manufacturing fault. This could have done the serious damage for
the plant and the workers as well, so to overcome this situation as the turbine can’t be stopped for
longer period it was advised for the engineers to balance the shaft to minimise the vibrations and to
make it work smoothly.
And this could be done by adding balancing masses on the other stages.

The each stage of the turbine was of 100 mm diameter and had thickness of 35 mm, each stage is 60
mm apart and carries 20 blades each rotating at 900 rpm. The material used for the blades was
austenitic steel and the three blades in three different stages which were overweight were of nickel
by fault. The distance of the blades from the axis of rotation was 11mm. The balancing masses could
only be added on either side skipping the one next to unbalance stage. Remember unbalance stages
are present in the middle and the blades which are overweight are at angular positions of 30, 60 and
90 degrees as we move in the ascending order. So if u were the maintenance engineer there how
could you balance the shaft using the appropriate method of balancing for the safety of the workers
and engineers there?????? You could use two balancing masses at your desired distance from the axis
of rotation.

Submission Guidelines for Students

 Students should submit the assignment in groups. Each group should contain maximum 8
students.
 The contribution of each student should be written at the front page. No assignment will be
accepted without the contribution page.
 The report should be in hand written assignments will be credited.
 Neat and organized reports will be appreciated.
 No assignment will be accepted after the due date.
 Drawings drawn on AutoCAD will be appreciated.
 Rubric for Assessment
5 (outstanding) 3 (Best) 2 (Average) 1 (weakest)

Clarity of the drawings All the unbalanced masses One unbalancing mass is More than two masses are Most of the masses are
of the unbalanced are accurately placed in the not accurately placed in the displaced or not placed displaced or not placed
system. drawings. drawing. correctly. correctly.

Data is tabulated in the Table is tabulated in the Cells are not in the order as Cells are missing some data. Tables are not readable or
table in the same perfect sense. given in the table. hard to understand.
manner as prescribed
in the given table.

Couple polygon and Couple and force polygons One of the polygons carries Both polygons are drawn Both are not
force polygon are are drawn perfectly. some errors. wrong. understandable.
drawn to balance the
system.

Organization Students present
information in a logical
sequence which assessor
can follow easily and the
information were presented
Mechanics Presentation/report has no
misspellings or grammatical
errors.
Students presents
information in logical
sequence which the
assessor can follow
Presentation/report has no
more than three
misspellings and/or
grammatical errors.
Assessor has difficulty
following report because
student jumps around.
The Presentation/reports had
five misspellings and/or
grammatical errors.
Assessor cannot
understand report because
there is no sequence of
information.
Students’
presentation/report had 10
or more spelling/ errors and
/or grammatical errors.

Team work Each group member made Most group members Some group members Few group members
contributions to project contributed to project contributed to project contributed to project
material and presentation. materials and materials and presentations. materials and presentation.
presentations.
 CEP Attribute Attribute Assessment Topic
Mapping Method
Depth of knowledge
X
required

Range of conflicting
requirements B
X R al
Depth of analysis
u a
Familiarity of issues X b n
ri ci
Extent of applicable c n
codes s g
o
Extent of stakeholder f
involvement and R
needs

Interdependence

Consequences

Judgment