Valid for: 2021/22
Faculty: Faculty of Engineering, LTH
Decided by: PLED F/Pi
Date of Decision: 2021-04-23
Elective for: F4, F4-f, MFOT1
Language of instruction: The course will be given in English on demand
The aim of the course is to provide a fundamental understanding (based on physics) of the potential for laser-based techniques to non-intrusively measure parameters such as species concentrations and temperatures under harsh conditions, such as reacting flows and energy conversion processes. Of central importance is interaction between radiation and matter, lasers and their characteristics, optics, optical measurement techniques, molecular physics and combustion. The unique information that can be obtained from laser diagnostics techniques can together with advanced modelling lead to improved detailed knowledge in field relevant to the industry and transport sector. Typical areas can be high temperature chemistry and use of renewable fuels. Such understanding is highly important to improve efficiency and decrease harmful emissions, which is of global importance since 90% of the energy usage in the world can be related to combustion processes. Also after a transition to renewable energy sources, combustion will be an important tool for converting chemical energy into heat.
Knowledge and understanding
For a passing grade the student must
Competences and skills
For a passing grade the student must
In the initial part of the course some topics are presented and discussed which for students with different backgrounds will mean repetition and extension to different degree. The areas that are treated are molecular spectroscopy, combustion and experimental equipment for laser-based diagnostics. Comparison is performed between probe methods and optical methods. A detailed discussion is made of the most important methods for applied diagnostics. They mainly include Rayleigh scattering, Raman scattering, laser-induced incandescence, laser-induced fluorescence, coherent anti-Stokes Raman spectroscopy, particle-image velocimetry and thermographic phosphors. The techniques are discussed from their physical background and the analysis of measurement data performed for evaluation of relevant parameters such as species concentrations, temperature, velocities, particle properties, etc. Emphasis is put on identifying the potential and the limitations of the techniques.
The scientific papers studied by the students in their projects should be close to the front line of research and present extensions of the already discussed techniques. Orientation about new techniques developed within the research field is made. Frequently during course demonstrations are made in the research laboratories of the division to illustrate different parts of the course.
The laboratory exercises are laser-induced incandescence(LII) and laser-induced fluorescence (LIF). The laboratory exercise on LII treats measurements of soot concentrations in reacting flows, and the one in LIF treats visualisation of radicals in gas phase. Both exercises are relatively student-oriented where the students take relatively big part in the alignment and optimisation of the experimental setup.
Grading scale: TH - (U,3,4,5) - (Fail, Three, Four, Five)
Assessment: To pass the course the student must pass the written examination, the laboratory exercises and the project. The grade is dictated by the examination result. The written examination tests the students ability to synthesize the course material. For the exam, understanding the course content is more important than memorizing. The work on the laboratory exercises are summarized in technical reports, written by a single student or in a group of 2. The grading is based on preparatory exercises, engagement during laboratory exercise, and the quality of the technical report. The voluntary exercises assist the student in understanding and assimilating knowledge. In the project work the student analyzes a scientific paper which is summarized and presented orally for the other students in the course. Re-examination is scheduled after discussion with the responsible teacher, and is normally a written examination directly followed by a discussion where the questions from the written examination are penetrated in greater depth.
The examiner, in consultation with Disability Support Services, may deviate from the regular form of examination in order to provide a permanently disabled student with a form of examination equivalent to that of a student without a disability.