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Jet Propulsion

Department of Mechanical Engineering


Howard University
Professor Oliver G. McGee III, Ph.D., M.B.A., CFRM, AFWCI
MEEG 318 Midterm Examination
Jet Propulsion
Spring Semester 2015
Open Notes, Solve all problems showing all work clearly for full credits shown, and make sure to attach this
printed exam sheet on top of your submitted examination work for grading purposes with your name on all
sheets submitted. Please submit your completed examination to Ms. Gibson in the ME Department office by
Friday, April 3, 2015 at 4pm to receive credit for your examination. No late submissions will be accepted.

Problem 1 (25%)
A German turbo-jet uses petrol having a calorific value of 4.184 x 104 (kJ/kg). The fuel consumption is
0.1427 (kg/N) of thrust when the thrust is 8829 (N). The aircraft velocity is 425 (m/sec) and the weight of
air passing through the compressor is 19.5 (kg/sec). Calculate the air fuel ratio and overall efficiency.
Problem 2 (25%)
A turbojet engine takes 50 (kg/sec) of air and propels an aircraft with uniform flight speed of 880 (km/hr).
Isentropic enthalpy change for the nozzle is 188.28 (kJ/kg) and its velocity coefficient (being a ratio of the
velocity of the jet relative to the aircraft speed over the exit velocity of gases) is 0.96. The fuel/air ratio is
1.2 percent. Combustion efficiency is 95 percent, and the calorific value of fuel is 4.393 x 104 (kJ/kg).
Find: (1) the thermal efficiency of the engine, (2) the fuel flow in (kg/hr) and specific fuel consumption,
(3) the thrust power, propulsive efficiency, and overall efficiency.
Problem 3 (25%)
The exit velocity from a jet unit is 650 (m/sec) for an air flow of 40 (kg/sec) through the unit. The aircraft
is flying at 250 (km/hr). Calculate: (1) the thrust developed; (2) the thrust power; (3) the propulsion
efficiency. Neglect the effect of fuel.
Problem 4 (25%)
A jet propulsion unit working with the Joule cycle uses an air/fuel ratio of 100:1, the calorific value of the
fuel being 4.184 x 104 (kJ/kg). Air is taken in at pressure 1 bar and temperature 300 (degree K), and is
compressed to pressure 3.5 bar. The fuel is then injected in the burner at constant pressure after which it is
expanded adiabatically to pressure 1 bar. The air is then cooled back to its initial state. Find: (1) the ideal
efficiency of the cycle, (2) the compression ratio, (3) the temperature at the beginning and end of the
adiabatic expansion. Neglect the effect of friction.
Academic Policies of Integrity and Intellectual Freedom and Pluralism: The instructor wants to remind students enrolled in this course about
Howard Universitys policies concerning academic misconduct and our mechanisms for addressing the concerns of students who believe they
have experienced treatment that is inconsistent with Howard Universitys commitment to freedom of thought and expression. Academic integrity
is essential to maintaining an environment that fosters excellence in teaching, research, and other educational and scholarly activities. At Howard
University we presume that all students have read and understand the university's Code of Student Conduct. The instructor recommends that
students enrolled in this course review this code, emphasizing that ignorance of this policy is never considered an excuse for academic
misconduct. This statement is provided as another helpful preventive tool in making a clear statement in this syllabus of the instructors
expectations of students in completing all assignments with fairness and honesty. A faculty member who believes that a student has committed
academic misconduct must report the student to the universitys Committee on Academic Misconduct (COAM). If COAM finds that the student
has violated the Code of Student Conduct, then sanctions could include a failing grade and suspension or dismissal from the University.
Academic integrity cannot exist in the absence of academic freedom and intellectual pluralism. Howard University publicly reaffirms its
commitment to the principles of academic rights and responsibilities and broadly disseminated information about mechanisms for addressing the
concerns of those who believe they have experienced treatment that is inconsistent with our institutional commitment to academic freedom.