Performance evaluation and assessment of combined cycle cogeneration systems are not taught well in academia. One reason is these parameters are scattered in the literature with each publication starting and ending at different stages. In many institutions professors do not discuss or even mention these topics, particularly from a second law perspective. When teaching combined cycle cogeneration systems to undergraduates, the professor should introduce pertinent parameters in a systematic fashion and discuss the usefulness and limitations of each parameter. Ultimately for a given situation, the student should be able to determine which parameters form the most appropriate basis for comparison when considering alternative designs. This paper provides two approaches, one based on energy (the First Law of Thermodynamics) and the other based on exergy (the Second Law of Thermodynamics). These approaches are discussed with emphasis on the “precise” teaching of the subject matter to undergraduates. The intent is to make coverage of the combined cycle cogeneration systems manageable so that professors can appropriately incorporate the topic into the curricula with relative ease.

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