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Session: 2022/23
Last modified: 29/06/2022 11:02:58
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Title of Module: Thermal Systems Analysis and Design |
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Code: ENGG10045 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Mojtaba
Mirzaeian |
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| Summary of Module |
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This module deals with important heat transfer topics building on students’ prior knowledge and advances their competence in the field.
- Radiation discusses reflection, absorption and transmission of surfaces before moving on to emission, blackbody radiation, Stefan-Boltzmann law; radiation properties of surface, view-factor concept and the calculation of view factors from formulae, charts and cross-string method, radiation shields, then moving to radiation through absorbing media for boiler and furnace design.
- Heat transfer properties of solids and solution to their transient heat transfer problems using graphical representation of temperature distribution in solids with two and three dimensions is discussed.
- Unsteady-state heat transfer and its applications in areas such as the food processing industry are discussed with example operations such as thermal processing and freezing.
During the course of this module students will develop their UWS Graduate Attributes (https://www.uws.ac.uk/current-students/your-graduate-attributes/ ). Universal: Academic attributes - critical thinking and analytical & inquiring mind; Work-Ready: Academic attributes - knowledge of radiation heat transfer, transient heat transfer problems and also industrial food processing and relevant skills; Successful: autonomous, driven and resilient.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Develop comprehensive understanding of more complex aspects of energy balance and heat transfer.
L2.
Formulate and analyse complex problems to reach substantiated conclusions to select appropriate equipment for heat transfer and to carry out equipment sizing calculation for both steady state and unsteady state heat transfer processes.
L3.
Develop a critical awareness and limitations of the transfer properties of materials and the interaction between heat, temperature and the properties of material being processed and its transformation to end product in terms of their functionality especially in the food industry. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Develop a deep understanding of issues related to heat transfer and energy use in chemical and process plants.
Master practical techniques for the design of more complex thermal systems and the sizing of heat transfer equipment in such systems. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Carry out detailed calculation for the design of thermal systems.
Develop critical understanding of the use of design software to size heat transfer equipment and apply this to practical situations. |
| Generic Cognitive skills |
SCQF Level 10.
Demonstrate the ability to gather information from different sources and in different formats and to use the information to make sound judgement about the design, operation and monitoring of thermal systems. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Gather relevant information from different sources and in different formats. Use both general purpose (e.g. Excel, Mathcad, Polymath)and specialist engineering software (flowsheeting, design and equipment sizing, etc.) to analyse and specify equipment details |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work effectively and cooperatively with others in practical sessions.
Identify and address individual learning needs in the subject area associated with the module.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
ENGG08021
| Module Title:
Introduction to Thermo-Fluids
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module covers a wide variety of theoretical, conceptual and practical areas, which require a range of knowledge and skills at a more advanced level to be displayed and exercised. Delivery of its syllabus content therefore involves a diversity of teaching and assessment methods suitable to the learning outcomes of the module; these include formal lectures, structured tutorials (work closely integrated with the lecture material), practical exercises in calculation and modelling linked to experimental analysis of equipment performance, completion and submission of written coursework making use of appropriate forms of IT and VLE, and independent study. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 18 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 76 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
F N Incropera, D P DeWitt, T. L. Bergman and A. S. Lavine, Fundamentals of heat and mass transfer, 6th Edition, Wiley, 2007.
J P Holman, Heat transfer, 10th Edition, McGraw-Hill, 2010.
R Paul Singh and D R Heldman, Introduction to Food Engineering, 5th Edition, Academic Press, 2013.
CJ Schaschke, Food Processing, 2nd Edition, BookBoon, 2018.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Engineering |
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| Moderator | Li Sun |
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| External Examiner | R Ocone |
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| Accreditation Details | This module is part of BEng (Hons) Chemical Engineering and Mechanical Engineering Programmes of accredited by IChemE and IMechE. |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Assessment for the module includes both formative and summative assessment.
Formative assessment is provided during lectures in the form of class exercise problems, during tutorial sessions, and as part of the preparation for written submissions.
Summative assessment includes written assessment elements and a final exam.
(a) final written exam worth 70% of the final mark, |
| (b) continuous assessments consist of written assignment worth 30% of the final mark. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is suitable for any student with the appropriate prerequisites, however it should be noted that in order for the student to complete this module the laboratory element of coursework would require to be undertaken. Special support can be provided where necessary, consequently, if special support is needed to complete this part of the module, then the University’s Health and Safety Officer should be consulted to make sure that safety in the computing laboratory is not compromised. Current University Policy on Equality and Diversity applies.
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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