Last updated: 1/15/08

MAE 314 - Heat & Mass Transfer, Spring 2008

Instructor	Teaching Assistant	Teaching Assistant
R.J.Ribando	Sae woong Kil	Isaac Cecil
310 MEC	116 MEC	MEC 346A
924-6289	924-4087	924-6298
rjr@virginia.edu	sk2re@virginia.edu	ibc2k@virginia.edu
Office Hours: When door open	Office Hours: TBA	Office Hours: TBA

Schedule #'s: Class MW 10:00-10:50: 10007, Tuesday Studio (2:00–4:00): 100ZB, Thursday Studio (2:00-4:00): 100RP

Course Goals:

1. To provide students with a basic understanding of engineering heat transfer, including the physics underlying the three modes of heat transfer: conduction, convection and radiation.
2. To give students the ability to perform analysis and design calculations involving all three modes for a wide variety of practical situations.
3. To expose students to modern heat transfer equipment, measuring devices and applications.
4. To expose students to modern computational and visualization algorithms similar to those they will encounter in industry and to collect and analyze data from a number of simple simulated heat transfer experiments.
5. To provide a bridge from the basic science and math courses predominant in the early curriculum to the engineering design courses of the upper years by implementing a simple design project.
6. To provide those students opting for graduate school a strong theoretical background for more intensive study.  

Student Learning Objectives:

Upon completion of this course, the student will be able to: (Note: Letters in brackets refer to ABET outcomes)

1. Understand the rudiments of conduction, convection and radiation, including Fourier's Law, Newton's Law of Cooling and the Stefan-Boltzmann Law. [a]
2. Recognize when a one-dimensional conduction model is adequate and be able to solve such problems using analytical means; e.g., by solving a differential equation or applying a network model, where appropriate. [a,e,k]
3. Apply numerical methods to transient one-dimensional and steady-state two-dimensional problems including deriving the appropriate heat balance equations for a representative volume for both cases. [a,e,k]
4. Interpret graphical representations of conduction solutions. [a,e,k]
5. Understand the concept of DC electrical network analogies for steady-state and transient conduction. [a]
6. Understand the physics underlying both the forced and free convection processes and have an appreciation for the effects of various fluid properties and flow parameters on that process. [a]
7. Apply empirical and analytical correlations for external and internal forced and free convection. [a,e]
8. Apply standard techniques for finding the radiative exchange among opaque surfaces, including the determination of viewfactors from charts and software and use of the DC network model for radiative exchange among black and gray surfaces. [a,e]
9. Work collaboratively with a partner in the studio on computer-oriented analysis and design problems, each helping the other to discover and understand the material better than they would in isolation. [b,d,e,g,k]
10. Work with a partner to produce a lucid, written report of laboratory and studio activities. [d,g]
11. Use a spreadsheet to process data derived from computer "experiments" and also be able to do some "light" spreadsheet macro programming. [a,b,e,i,k]
12. Identify heat transfer-related materials and equipment and have an appreciation for their thermal design. [c,h,j,k]
13. Design a simple thermal system involving several modes of heat transfer, e.g., a heat sink. [a,b,c]

Text: Heat Transfer: A Practical Approach, 3rd Ed., Yunus A. Cengel, McGraw-Hill, 2007, ISBN 978-0-07-312930-3.

In addition I will be giving those who want it a CD containing all the software that we will use in workshop. This CD also contains the majority of the PP slides I’ll use in class. You are strongly encouraged to use the software at home. You can also download the same software from the ITC Labs and Classroom server. Since I have recently signed a contract with a major publisher to write a complete textbook (yes, 230,000 words!) centered upon these materials, I would certainly appreciate all constructive feedback.

Meeting Times, Attendance and Classroom Decorum:

Students are expected to attend all classes, both the morning lecture and the afternoon workshops. Attendance will be taken. A point will be deducted from the final grade of any student for each unexcused absence in excess of three. In extreme cases of habitual absence or tardiness, the student will be dropped from the course. The room where we have the workshops (MEC 214) was designed with a computer for each pair of students specifically to encourage the "collaborative" type of instruction we will be using in this course. Between 2:00 and 4:00 these computers are to be used only for course purposes - and then only when you are instructed to do so. This especially means no e-mailing, netsurfing, working on other assignments (including those for this course), etc. The penalty for inappropriate use of the computers is the same as for habitual tardiness or absence. Students must turn off all cell phones before entering class. In addition students will be expected to dress and act professionally in both the studio and classroom environment.

Quizzes:

Two major quizzes are scheduled during the semester. One will be held the sixth week and cover the conduction chapters. The second will be held in April and cover the convection and heat exchanger chapters. The format of these quizzes will be announced in class. There will also be many short quizzes, most of them administered online through the new UVa Collab instructional management system. These quizzes are designed to encourage you to look at concepts as you work with the Heat Transfer Today software throughout the semester. The software was designed for you to study trends, look at the effects of parameters, etc., so you should anticipate seeing questions testing your understanding of concepts on both the short quizzes and the major ones. Online quizzes are pledged. You may open them only once, and you must complete them before you log out. Only your first attempt will count. It is suggested that you take them on Grounds or somewhere with a very reliable connection. It is your responsibility to make sure you take them before the posted deadlines.

Homeworks:

Please do not assume that since we will be doing many hands-on "homework" type projects during the studio sessions, you are not obligated to put in significant effort outside the classroom! First of all, in some cases you will not finish the "studio" assignment during the session. This situation will be exacerbated especially if you do not prepare in advance for the studio sessions. If you do not finish the assignment in studio, it is to be finished with your partner outside of class. Unless so directed do not plan on doing it during the next session because in most cases we will have gone on to another topic by then. Additional homework assignments besides those begun in workshop may be assigned during the semester. Most of them will be unpledged, but a few may be pledged and will be so identified. In any case working these problems on your own and understanding them thoroughly will be vital to your success on exams. Usually about one week will be given for the completion of both "studio" assignments and problem sets. The problems to be done and due dates will be posted on the Collab website for this course. You are responsible for checking it regularly.

Studio Session:

Beginning in 1996 with the help of the University's Teaching + Technology Initiative an afternoon "studio" session replaced one of the three-a-week lectures in this course. We dubbed this mode of instruction a "partial studio" approach. In some cases you will be running modern computational simulations of heat and mass transfer problems.  These simulations should help you in visualizing and understanding the physics behind the various topics we cover and allow you to study the effects of the various parameters easily.  (Indeed one long-standing criticism of the usual heat transfer pedagogy is that the effects of the physical parameters are conveniently obfuscated in non-dimensional numbers, thus leading, unfortunately, to rote application of formulae.)  In some cases you will be implementing the calculations yourself, most likely using a spread sheet .   Attendance at all sessions is crucial; you will not be able to complete most of the assignments without attending studio session, and you definitely will do poorly on the exams.

Writeups for the weekly studio projects will be posted on Collab.

The software we are using is the subject of a continuous improvement program – work on some of these programs began when we got our first PC’s before you were even born. You are helping in its debugging! You should quickly realize that the software itself has almost no learning curve - assuming you use it in conjunction with what you learn reading the book and diligent listening and note taking in class. As we like to claim, "Learning the software is learning the heat transfer!" You will also find all modules on the MAE Design Lab server. In most cases the exact activities and requirements for a particular studio session will be posted on the Collab site. Normally the studio report will be due a week after the session in which it is done and at the beginning of your session.

Collaboration in the Studio Sessions:

The studio sessions ARE designed to encourage collaborative learning; in fact, MEC 214 was deliberately equipped with two chairs per computer especially for this course. The idea of collaborative learning is that you work together and by doing so you learn more. But, do not depend on your partner having done the preparatory work and reading, nor are you to be working on one of the assigned studio problems while your partner does another. During the studio sessions you should be discussing with your partner what you are seeing on the screen, how it relates to what you have read in the textbook and heard and seen in class, how you are going about attacking a problem or creating a spreadsheet, etc. You are also welcome to discuss these matters with the students around you, the GTA’s and the instructor. The studio reports that you turn in, however, are expected to be a fair record of your work and your understanding of the material and that of your own partner. Your partner is not there to carry you. You each have equal responsibility for doing the exercises and learning the material.

The exercises we will be doing in class are not just tasks to be checked off! If you do not prepare appropriately before class, ask questions, discuss and reflect on what you see on your computer screen (including the self tests included in most of the updated modules), you will be shortchanging yourself! Like it or not, engineers do use computers in the real world - a lot! We want UVa MAE graduates to be known for using them adeptly and, more importantly, wisely.

More Information on the MAE 314 Studio Sessions (MAE 314 is the only SEAS course mentioned in the “Pictorial History of the University of Virginia,” (the book with the fireworks seen exploding behind the Rotunda). You can read more about it on the ASME website.)

Design Project

This year again we will be embedding a simple design project into this course. The goals and specifications for the project (a heat sink for cooling an electronic application) will be introduced very early in the course and some aspects of the project may be covered in MAE 384. As we cover the topics you will need to know as background, we will give you additional handouts and assignments directed toward the successful completion of the design. Finally toward the end of the semester you will actually build the design that you and your partner have come up with, and you will be graded on the success of your design in meeting the stated objectives. It would be very helpful if you get a studio partner who will also be your design project partner.

Prerequisites:

CS 101 (Programming) and MAE 321 (Fluids) are prerequisites to this course.

Honor System:

Homework (beyond the studio assignments) is to be prepared individually, although it is not required to be "pledged". Collaboration with others on the homework may be educationally beneficial, but any substantial help should be acknowledged in writing.

Collaboration IS expected in the studio sessions! This is why you will have a partner and why two students are assigned to each computer. Indeed, if at first you do not understand what you see on the screen in front of you, then it is your partner's responsibility to make sure that you DO! This is the essence of collaborative learning! Studio reports are to be an accurate reflection of the effort, expertise and understanding of you and your studio partner. Thus all written work turned in for the studio sessions, including computer assignments, is to be that of you and your partner. Quizzes and exams are obviously "pledged." Violations of the Honor Pledge WILL be forwarded to the Honor Committee.

The Fundamental Canons of Engineering provides for engineers to give proper credit for engineering work to those to whom credit is due. Therefore, references should be cited on all written work to acknowledge the aid of other individuals and both published and unpublished references.

Impairments

Any student who feels that he or she needs an accommodation because of an impairment should see me in my office.

Grading

Grades will be determined from the following:

Homeworks	5
Studio Reports	25
Short Quizzes	10
Design Project	10
Quizzes (2)	30
Final Exam	20

Schedule of Topics and Assignments, Section 1 Heat and Mass Transfer

Prerequisite Skills for MAE 314, Section 1 Heat and Mass Transfer