This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 08/09/2022 16:55:35
|
Title of Module: Advanced Heat Transfer and Energy Recovery |
|---|
|
Code: ENGG11032 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Computing, Engineering and Physical Sciences |
|---|
| Module Co-ordinator: | Mojtaba
Mirzaeian |
|---|
| Summary of Module |
|---|
The course will review boundary layer flow and its influence on rates of heat transfer.
The module also develops the coverage of heat transfer and discusses topics such as convection from first principles, conduction in solids with internal heat generation and numerical methods for modelling conduction in two and three dimensions.
The module tackles the concepts of the “Pinch” technology and discusses topics such as thermodynamic and economic targets of heat exchanger networks based on the second law of thermodynamics, hot and cold composite curves, number of units for maximum energy recovery, stream splitting for maximum energy recovery, problem table algorithms and grand composite curves, multiple utilities and their optimal use, as well as threshold problems. Boilers and furnaces will be covered and the selection of fuels with reference to their environmental impact will be discussed.
Two phase flow internal forced boiling and Nusselt analysis of condensation process for laminar flow will be discussed.
Design and performance calculations of heat exchanger based on the effectiveness-NTU method will be presented.
The course will discuss the intensification of heat transfer processes and heat transfer in micro-channels with practical applications.
Sample industrial applications will be used to illustrate the topics.
- 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 heat integration modelling software; Successful : autonomous, driven and resilient.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Develop a critical understanding of advanced concepts of heat transfer that covers both depth and breadth of the subject.
L2.
Develop advanced and critical knowledge of the role played by heat transfer in the design and analysis of equipment that will also take into consideration issues such as environmental protection, resources conservation and sustainability as well as economic viabiity.
L3.
Develop the underlying knowledge that will enable the analysis and design of equipment, even in the cases of missing and/or incomplete data through published research and innovation.
L4.
Develop the advanced skill required to use modern tools such as Aspen Energy Analyser in the design of heat transfer equipment and critical understanding of their scope and limitations. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate:
• A Critical knowledge that covers and integrates most of the main areas of the discipline of heat transfer and their relevance and application in engineering context and at advance level.
• A critical understanding of the principal theories, concepts and principles of advanced heat transfer.
• A critical understanding of a range of specialised theories, concepts and principles applied to heat transfer.
• Extensive, detailed and critical knowledge and understanding of the role of heat transfer in engineering applications as well as in other related areas.
• Develop a critical understanding of the implication of knowledge of heat transfer principles in the advancement of modern and innovative engineering design, conservation of resources and sustainability. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
• Use a significant range of the core engineering knowledge and skills to advance the knowledge of heat transfer and its application in engineering context.
• The ability to use a range of specialised skills, techniques, practices and/or materials that are informed by the recent advances the field of heat transfer.
• Apply a range of standard and specialised research and other techniques to advance understanding of heat transfer.
• Plan, develop and execute a relevant design based on advanced knowledge, research and innovation.
• Demonstrate originality, creativity and critical thinking.
• Apply knowledge of heat transfer in a wide variety of engineering applications that demand innovation.
|
| Generic Cognitive skills |
SCQF Level 11.
• Apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in the area of heat transfer and the interaction with the engineering aspects of the profession.
• Practice at a high level the ability to critically identify, analyse, conceptualise and define new and abstract problems related to heat transfer and the application of the concepts in the contexts of both engineering and established technology.
• Develop and demonstrate original and creative thinking and responses in dealing with complex or novel problems and issues.
• Critically review, consolidate and extend knowledge, skills, practices and thinking in the field of heat transfer.
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information through innovation and research.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
• Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
• Communicate with peers, more senior colleagues and specialists.
• Use a wide range of ICT applications to support and enhance work at this level and show critical understanding of the scope and limitations of the tools used and their underlying theoretical basis.
• Undertake critical evaluations of a wide range of numerical and graphical data with the ability to deal with situations involving missing data and lack of information using research.
|
| Autonomy, Accountability and Working with others |
SCQF Level 11.
• Exercise high level of autonomy and initiative in professional and equivalent activities with the ability to work independently on significant and demanding tasks.
• Take responsibility for own work and/or significant responsibility for the work of others providing leadership.
• Take responsibility for a significant range of resources
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development.
• Practise in ways which draw on critical reflection on own and others’ roles and responsibilities.
• Deal with complex ethical and professional issues in engineering context and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | Suitable engineering or physics undergraduate level study in heat transfer. |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| 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, open ended problem solving, flipped class teaching directly related to assessment tasks, practical exercises in calculation and modelling linked to 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 | 24 |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 152 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Reay, David, C Ramshaw & A Harvey (2013) Process Intensification, 2nd Edition, Butterworth-Heinemann
F N Incropera, D P DeWitt, T. L. Bergman and A. S. Lavine, Fundamentals of heat and mass transfer, 7th Edition, Wiley, 2011.
Cengel, Yunus A and Afshin J. Ghajar (2014) Heat and Mass Transfer: Fundamentals & Applications. 5th edition. McGraw-Hill Higher Education.
Kemp, I. C. and Lim, J.S., (2020) Pinch Analysis and Process Integration. 3rd Edition. Butterworth-Heinemann
Holman J. P. (2018) Heat Transfer. 10th Edition. Upper Saddle River, N.J. : Prentice Hall PTR.
Smith R. (2016) Chemical process design and integration. 2nd edition, Wiley-Blackwell.
R K Sinnott and G Towler (2019), Chemical Engineering Design: SI Edition, Butterworth-Heinemann 6th Edition.
|
|
(**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)
|
| Engagement Requirements |
|---|
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 |
[Top of Page]
Supplemental Information
| Programme Board | Engineering |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Engineering |
|---|
| Moderator | Cristina Rodriguez |
|---|
| External Examiner | R Ocone |
|---|
| Accreditation Details | This module is part of the MSc Chemical Engineering programme accredited by the IChemE. |
|---|
| Version Number | 1.14 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Assessment for the module includes both formative and summative assessment.
Formative assessment is provided during lectures in the form of class quizzes and exercise problems, during tutorial sessions and as part of the preparation for written submissions.
Summative assessment is provided by written assessment elements as well as a final exam.
Assessment Category 1:
Final exam worth 70% of the final mark. |
Assessment Category 2:
Continuous assessment assignments worth 30% |
(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.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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.
|
| Equality and Diversity |
|---|
The programme team have considered how the programme meets the requirements of potential students irrespective of age, disability, political belief, race, religion or belief, sex, sexual orientation, social background or any other protected characteristic. Students/participants with special needs (including additional learning needs) will be assessed/accommodated and any identified barriers to particular groups of students/participants discussed with the Enabling Support Unit (for further details, please refer to the UWS Equality, Diversity and Human Rights policy). Further guidance is available from UWS Health and Safety Services, CAPLeD, Student Services, School Disability Co-ordinators or the University’s Equality and Diversity Co-ordinator.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|