CHEM ENG 2014 - Heat and Mass Transfer

North Terrace Campus - Semester 2 - 2023

In this course the theories and applications of heat and mass transfer will be introduced. The course will equip the participant with the knowledge and skills required to solve problems for the design, assessment, and analysis of heat and mass transfer processes. Presentation of the course follows separate discussions on the three modes of heat transfer: conduction, convection and radiation. The design and analysis of heat exchanger will be covered. Mass transfer is introduced by drawing parallels between heat and mass transfer. The types of problems solved in the course focus on industrial and real-life applications in the process industries. The approaches introduced to solve problems include analytical solutions, use of numerical methods and empirical approaches based on experimental data.

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Course Details

Course Code	CHEM ENG 2014
Course	Heat and Mass Transfer
Coordinating Unit	School of Chemical Eng and Advanced Materials(Ina)
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	MATHS 2106
Assessment	Mid-Semester tests, tutorials, quizzes, final examination

Course Staff

Course Coordinator: Associate Professor Philip van Eyk

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Understand the basic concepts and laws of the three modes of heat transfer.
2	Apply analytical solution techniques, approximate methods and numerical methods based techniques to the solution of conduction heat-transfer problems.
3	Utilise empirical equations to solve forced and natural convection heat-transfer problems.
4	Solve simple radiation heat transfer problems.
5	Perform basic calculations of common heat exchangers to determine relevant design parameters.
6	Solve simple diffusion and convection mass transfer problems.
7	Analyse heat and mass transfer in a small process plant setting.

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.6 2.1 2.2 2.3 3.1

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1-7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1-7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	7
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1-7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	7

Learning Resources

Recommended Resources

Suggested reading:

Heat and Mass Transfer, Fundamentals & Applications, 6th Edition, Cengel, (McGraw-Hill)

Online Learning

A range of online resources will be provided via MyUni.

Learning & Teaching Modes

The activities for this course are structured by week and include the following activities:

Online Theory Lectures

To be viewed before Workshop session

Practice Workshops

Solve problems together in class and go through solutions

Tutorials

Solve problems individually and submit answers for assessment
Due a week after tutorial

Practical

Perform experiment in groups and write up short lab report

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Activity	Contact hours	Workload hours	Expected total workload hours
Online Lectures	0	14	14
Workshops	24	24	48
Tutorials	22	40	62
In-class test	4	10	14
Practical	2	10	12
TOTAL	52	98	150

Learning Activities Summary

Topic 1: Introduction and 1D Steady-state conduction Heat Transfer

Topic 2: 2D Steady-state conduction Heat Transfer

Topic 3: Unsteady-state conduction Heat Transfer

Topic 4: Diffusion Mass Transfer

Topic 5: Principles of Convection Heat Transfer

Topic 6: Forced Convection Heat Transfer

Topic 7: Natural Convection Heat Transfer

Topic 8: Convection Mass Transfer

Topic 9: Heat Exchenagers

Topic 10: Fundamentals of Radiation Heat Transfer

Topic 11: Applications of Radiation Heat Transfer

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting (%)	Individual/ Group	Formative/ Summative	Due (week)*	Learning outcomes
On-line Theory Quizzes	5	Individual	Formative	2-12	1-6
Workshop Engagement	5	Individual	Formative	1-12	1-6
Tutorials	20	Individual	Formative	2-12	1-6
Practical Report	5	Individual	Formative	11	7
Tests (x2)	20	Individual	Formative	6, 11	1-6
Final Exam	45	Individual	Summative	Exams	1-6
TOTAL

* The specific due date for each assessment task will be available on MyUni.

This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. iii 1. b. 3.

Assessment Detail

In this course the following assessments will be completed:

Quizzes (individual) - weekly online quizzes before the next workshop based on the theory covered in the online lecture videos.

Tutorials (individual) - weekly problems submitted a week after the tutorial session.

Practical Report (individual) - small report on outcomes of laboratory experiment.

Tests (individual) - 2 tests taken in class covering the two halves of the course.

Final Exam - undertaken during the exam period.

Submission

All quizzes, tutorials, practical report will be submitted via MyUni. The tests will occur in class.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Maintained by:	Course Outlines Administrator