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Die Reduktion klimaschädlicher Emissionen ist ein wesentliches Ziel im modernen Luftverkehr. Dafür geeignete Ansätze stellen unter anderem emissionsoptimierte Flugprofile sowie der Einsatz hybrid-elektrischer Antriebstechnologien dar. Um damit verbundene Vorteile identifizieren und quantifizieren zu können, wurde am Lehrstuhl für Turbomaschinen und Flugantriebe der TU Dresden ein modularisiertes 1D-Triebwerksmodell entwickelt, welches die Leistungsrechnung und die Emissionen thermischer Flugantriebe im Auslegungspunkt sowie Off-Design (quasi-stationär) abbilden kann. Im Rahmen dieser Forschungsarbeit wird zunächst die Validierung des bestehenden Modells vertieft und dieses um ausgewählte thermische Triebwerksarchitekturen erweitert. Dabei stehen die Emissionsberechnung und der Off-Design-Betrieb aller Triebwerkskomponenten im Fokus. Von besonderer Bedeutung und Hauptteil der Arbeit ist die Integration hybrider Antriebskonzepte am Triebwerk selbst sowie hinsichtlich notwendiger Komponenten wie bspw. E-Maschinen und Batterie. Teil dessen ist die Literaturrecherche der Funktionsweise und die Ausarbeitung von Modellierungsansätzen zur Umsetzung hybrid-elektrischer Teilkomponenten und deren Verknüpfung zu Triebwerksarchitekturen. Die Implementierung und Validierung für stationäre On- und Off-Design-Berechnungen ist wesentlicher Bestandteil der Arbeit. Das entwickelte Triebwerksmodell kann für die vergleichende Betrachtung ausgewählter Triebwerksarchitekturen und Flugzyklen angewendet werden und liefert somit eine Grundlage für de-ren Optimierung. Der Brennstoffverbrauch und entstehende Emissionen können für verschiedene Triebwerke und Flugmissionen konkret ausgerechnet und abgeschätzt werden. Die Ergebnisse dienen als Grundlage für die Entwicklung neuer hocheffizienter Triebwerke. Dies ermöglicht die gezielte Reduzierung von Emissionen im Luftverkehr für konventionelle sowie für revolutionäre, fortschrittliche und noch in der Entwicklung befindliche Triebwerke.:Problem Zielstellung Methodik Ergebnisse Zusammenfassung

This thesis project aims to advance the modelling of pressure gradient turbulent boundary layers (PG TBLs) and offer new insights into TBLs modelling. Previous analytical studies have explored various mathematical models, but this research introduces an extended unstacked Deep Operator Networks (DeepONets) architecture with double outputs and five branch parameters. The objective is to capture the mean velocity and Reynolds stress of turbulent boundary layers under pressure gradients. Numerical and experimental datasets of PG TBLs were accessed and utilized to train the DeepONets models. These models successfully predicted the mean velocity and Reynolds stress profiles using outer-scaled parameters. The DeepONets effectively learned the operator that describes the desired profiles based on input parameters, which correspond to the development of boundary layer thickness and pressure gradients. To identify the model with the best prediction performance, error statistics and distribution were examined across different configurations and dimensions. Furthermore, the individual and global sensitivity analyses revealed the relationship between input parameters and their influence on modelling PG TBLs with DeepONets.

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This work has been done in collaboration with Northpower Stålhallar AB. The work is concentrating on column buckling, wind load and deflection of steel columns made of VKR profiles. VKR profiles are steel profiles that are hot-rolled structural pipes having a rectangular section. The analysis is made according to Eurokod 3 and with the finite element program Abaqus. A comparison has been made between these to see whether they differ in result or not regarding buckling curves and interaction formulas. In addition, the company wanted calculation templates in Excel. A proposal for a spreadsheet for different deflection limits are presented in Excel that the company can use, as well as a calculation template for wind loads where all municipalities in Sweden are included. The report contains theoretical background on how to design columns with respect to buckling, wind loading and deflection according to Eurokod 3.The work with Abaqus includes linear and non-linear analysis of column buckling. The analyses also include geometric imperfections, residual stresses, and plastic behavior of steel. The result showed a slight difference between Eurokod and Abaqus analyses but it was not a considerable deviation.

Secondary educators must be knowledgeable in their content while increasing the academic literacy of their students, a process further complicated when working with students who are long-term English learners (LTELs). This mixed-methods study explored the knowledge, practices, and perceptions of six secondary teachers working to develop the academic literacy of LTEL students in content-specific classrooms. Set within a sociocultural framework, the study provides a greater understanding of the challenges and successes educators experience when working at the secondary level with students with diverse learning needs. The data were collected in two phases. Phase I included a quantitative survey of teachers, designed to acquire demographic information from participants who met the inclusion criteria: educators who taught a content-specific course and had a minimum population of 10.7% LTEL students in at least one of their classes. These data were analyzed using descriptive statistics. Phase II consisted of qualitative one-on-one interviews, classroom observations, and follow-up interviews. Data analysis for Phase II included transcribing the interviews and taking notes on emerging themes. Qualitative data were also provided by the classroom observations using the Observation Protocol for Academic Literacies. Notes created in each of the classrooms were coded by themes and used in the creation of profiles for each educator. Themes that emerged through the one-on-one interviews and classroom observations were used to create questions for the follow-up interviews. Findings add to the body of research regarding content-specific secondary teachers’ knowledge and perceptions about the academic literacy development of their LTELs.