SCHOOL OF ENGINEERING

DEPARTMENT OF MECHANICAL AND AERONATICAL ENGINEERING

STUDY GUIDE

THERMOFLOW MTV410





Prof JP Meyer


Date of last revision
January 2013


Copyright reserved
MWX410 St udy Guide
ii
From t hese general f act s I have concluded t hat t o det ermine numerically t he most varied
movement s of heat , it is suf f icient t o submit each subst ance t o t hree f undament al
observat ions.

Dif f erent bodies in f act do not possess in t he same degree t he power t o cont ain heat , t o
receive or t ransmit it across t heir surf aces, nor t o conduct it t hrough t he int erior of t heir
masses.

These are t he t hree specif ic qualit ies which our t heory dist inguishes and shows how t o
measure.

(JBJ Fourier, quot ed f rom PJ Schneider: Conduct ion Heat Transf er )


MWX410 St udy Guide
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Contents
1. USING THE STUDY GUIDE.................................................................................................... 2
2. WHAT IS THERMOFLOW? ................................................................................................... 2
3. GENERAL PREMISE AND EDUCATIONAL APPROACH ............................................... 3
4. MODULE OBJECTIVES .......................................................................................................... 3
5. MODULE ASSESSMENT ......................................................................................................... 4
6. LECTURER AND CONSULTING HOURS ........................................................................... 6
7. WHAT TO EXPECT OF ME AS A LECTURER .................................................................. 6
8. WHAT I EXPECT OF YOU AS A STUDENT........................................................................ 7
9. STUDY MATERIALS AND PURCHASES ............................................................................. 7
10. PRINTING ERRORS IN THE TEXTBOOK OF CENGEL ................................................. 8
11. LEARNING ACTIVITIES ...................................................................................................... 11
11.1. CONTACT TIME AND LEARNING HOURS ....................................................................................... 11
11.2. LECTURES .................................................................................................................................... 11
11.3. ASSIGNMENTS ............................................................................................................................. 12
11.4. LABORATORY WORK ................................................................................................................... 12
12. APPEALS AND QUERIES ON MARKS............................................................................... 12
13. RULES OF ASSESMENT ....................................................................................................... 12
14. ABSENCE FROM TEST(S) AND/OR EXAM ...................................................................... 13
15. PLAGIARISM .......................................................................................................................... 13
16. HANDING IN OF PRACTICAL REPORTS ........................................................................ 13
17. GENERAL................................................................................................................................. 13
18. MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES .............. 14
18.1. GENERAL OBJECTIVES ................................................................................................................. 14
18.2. PREREQUISITE LEARNING ............................................................................................................ 14
18.3. ARTICULATION WITH OTHER MODULES IN THE PROGRAMME ..................................................... 15
19. MODULE STRUCTURE ......................................................................................................... 16
20. STUDY THEME DESCRIPTIONS ........................................................................................ 18
21. PRACTICALS .......................................................................................................................... 21

MWX410 St udy Guide
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ORGANISATIONAL COMPONENT

1. USING THE STUDY GUIDE
This st udy guide should not be seen simply as a document t hat is handed out on
commencement of lect ures at t he beginning of a semest er. It is in f act an ext remely import ant
document t hat you should use like a road map t hroughout t he semest er in order t o complet e
t his course successf ully. Theref ore, we shall spend t he f irst lect ure period on working t hrough
t he st udy guide. This is t o ensure t hat you are aware of t he inf ormat ion cont ained in t he
document and t o demonst rat e t o you how t o put t he document t o opt imal use.

The document consist s of t hree part s. In t he f irst part , int roduct ory and organizat ional
inf ormat ion is given, f or example who t he lect urer is, what t o expect f rom t he lect urer and
what is expect ed f rom you. The second part cont ains very import ant st udy component
inf ormat ion and t he t hird part is t he laborat ory and experiment al guides.

This st udy guide is a crucial part of t he general st udy guide of t he Depart ment . In t he st udy
guide of t he Depart ment , inf ormat ion is given on t he mission and vision of t he depart ment ,
general administ rat ion and regulat ions (prof essionalism and int egrit y, course relat ed
inf ormat ion and f ormal communicat ion, workshop use and saf et y, plagiarism, class
represent at ive dut ies, sick t est and sick exam guidelines, vacat ion work, universit y
regulat ions, f requent ly asked quest ions), ECSA out comes and ECSA exit level out comes,
ECSA knowledge area, CDIO, new curriculum and assessment of cognit ive levels. It is
expect ed t hat you are very f amiliar wit h t he cont ent of t he Depart ment al St udy Guide. It is
available in English and Af rikaans on t he Depart ment s w ebsit e.

English
ht t p://web.up.ac.za/sit ef iles/f ile/44/1026/2163/not iceboard/Depart ment alSt udyGuide_Eng_20
12(1).pdf

Afrikaans
ht t p://web.up.ac.za/sit ef iles/f ile/44/1026/2163/not iceboard/Depart ement ele_St udiegids_Af r_2
012.pdf

2. WHAT IS THERMOFLOW?
Thermof low (f luid mechanics and heat t ransf er) concerns t he experiment al f act t hat heat
energy f lows f rom bodies at a higher t emperat ure t o bodies at a lower t emperat ure; in
agreement wit h t he Second Law of t hermodynamics. It includes st orage of heat as int ernal
energy, t he various mechanisms f or heat t ransf er and t he rat e at which t ransf er t akes place.
The f undament al principle is t he First Law of t hermodynamics: t he principle of energy
conservat ion.
W Q dU o o =
The change in int ernal energy (dU) equals heat gained (oQ) minus work done (oW). In heat
t ransf er t his principle is called t he heat balance. We are not int erest ed in t he work t erm, oW,
of t he f irst law, only t he heat t erm, oQ is relevant . Wit h oW = 0 t he f irst law becomes
Q dU o =
Thus, t he change in int ernal energy = heat t ransf erred.

MWX410 St udy Guide
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Heat t ransf er is phenomenological, i.e. it is based on laws t hat are empirically observed,
rat her t han deep t heory.

Even-t hough heat t ransf er is present ed very lat e in t he mechanical engineering course, it is
one of t he basic subject s of t he discipline. All mechanical and elect rical syst ems dissipat e
heat . In most mechanical engineering syst ems t he conversion of heat in mechanical work is a
f undament al principle of operat ion. St udent s wishing t o t rain t hemselves as mechanical
engineers must , accordingly, endeavour t o obt ain a comprehensive underst anding of t he
principles involved in heat t ransf er. In addit ion, a wide knowledge of t he applicat ion of t he
principles is required. MTV410 is only an int roduct ion t o t he subject ; af t er successf ul
complet ion of t he course t he st udent should have a t horough underst anding of t he principles.
The design of pract ical syst ems require more t han just comprehension of principles: an
elegant design solut ion requires experience and considerat ion of many f ine det ails. To design,
requires t hat t he designer int egrat es his knowledge of heat t ransf er, wit h his knowledge of
t hermodynamics, f luid f low and st rengt h of mat erials, et c.
3. GENERAL PREMISE AND EDUCATIONAL APPROACH
The general object ive wit h t his module is t o emphasize understanding rat her t han memorising,
in order t o visualize engineering solut ions and t o st imulat e creative thinking in t he f ield of heat
t ransf er. A problem-driven approach t o learning is f ollowed. St udent -cent red and co-
operat ive learning and t eaching met hods are applied during lect ures and pract ical sessions, in
order t o develop t he above-ment ioned skills opt imally, as well as t o st imulat e t he
development of communicat ion skills, int erpersonal skills and group dynamics.

Heat t ransf er is a crit ical component of not only mechanical engineering but also of various
ot her disciplines. In t he st udy of t his module skills are developed t hat will enable t he learner
t o underst and and apply t he basics and principles of heat t ransf er. These f undament als will be
used t o solve a vast majorit y of engineering problems.

4. MODULE OBJECTIVES
- To develop a working knowledge of t he dif f erent ial equat ions of f luid mot ion.
- To est ablish t he governing equat ions and a f irm underst anding of t he applicat ions of
conduct ion, convect ion, and radiat ion heat t ransf er
- To develop a working knowledge of recognizing one-dimensional conduct ion heat
t ransf er problems in a given applicat ion or real lif e problem
- To develop a t horough underst anding of t he st eady st at e mult idimensional heat
t ransf er and t heir solut ion met hodologies
- To develop a t horough underst anding of t he unst eady st at e heat t ransf er and t heir
solut ion met hodologies
- To develop adequat e procedures f or quant if ying convect ion heat t ransf er ef f ect s in
ext ernal and int ernal f low applicat ions
- To develop t he abilit y t o use t he heat t ransf er principles in t hermal design problems

MWX410 St udy Guide
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5. MODULE ASSESSMENT

Module objective Intended educational outcomes Means of
assessment
Objective 1:
To derive t he dif f erent ial
equat ions of f luid f low

- Abilit y t o derive t he dif f erent ial
equat ions over a f init e cont rol
volume of f luid f low f or cont inuit y,
moment um, and energy.
- St udent s will demonst rat e t he abilit y
t o apply t hese equat ions (wit h
assumpt ions and simplif icat ions) t o
solve simple problems
Locally
developed t est s
and exams.
Assignment s

Objective 2:
To est ablish t he governing
equat ions and a f irm
underst anding of t he
applicat ions of conduct ion,
convect ion, and radiat ion
heat
t ransf er
- St udent s will demonst rat e an
underst anding of t he modes of heat
t ransf ers and solve problems using
t heir associat ed rat e equat ions.
- St udent s will recognize mult imode
heat t ransf er problems and
demonst rat e t he abilit y t o use t he
energy balance conservat ion t o
solve such problems.
Locally
developed t est s
and exams.
Assignment s
Pract ical
experiment s and
report s

Objective 3:
To develop a working
knowledge of recognizing
one-dimensional conduct ion
heat t ransf er problems in a
given applicat ion or real lif e
problem
- St udent s will demonst rat e an abilit y
t o solve one-dimensional
dimensional conduct ion including
heat sources and convect ive
boundary condit ions, solving
ext ended surf ace problems; st raight
pin f in; heat rat e and t emperat ure
dist ribut ion.
Locally
developed t est s
and exams.
Assignment s
Pract ical
experiment s and
report s

Objective 4:
To develop a t horough
underst anding of t he st eady
st at e mult idimensional heat
t ransf er and t heir solut ion
met hodologies
- St udent will demonst rat e an abilit y
t o est ablish a st eady st at e, t wo-
dimensional conduct ion problem.
- St udent s will demonst rat e an abilit y
t o solve t wo dimensional
conduct ion problems using t he
met hod of shape f act ors, numerical
and graphical met hods.
Locally
developed t est s
and exams.
Assignment s
Pract ical
experiment s and
report s

Objective 5:
To develop a t horough
underst anding of t he
unst eady st at e heat t ransf er
and t heir solut ion
met hodologies
- St udent s will demonst rat e t he abilit y
t o solve unst eady st at e, one-
dimensional conduct ion using
lumped capacit ance met hod.
- St udent s will demonst rat e t he abilit y
t o solve unst eady st at e, one-
dimensional conduct ion graphically
using Heisler chart s.
Locally
developed t est s
and exams.
Assignment s
Pract ical
experiment s and
report s
Numerical
modelling,
boundary values
and solut ions.
Objective 6:
To develop adequat e
procedures f or quant if ying
- Abilit y t o solve governing equat ions
of convect ive heat t ransf er f or
int ernal f low wit h ext ernal
Locally
developed t est s
and exams.
MWX410 St udy Guide
5
convect ion heat t ransf er
ef f ect s in ext ernal and
int ernal f low applicat ions
convect ion; f ully developed f low in
a pipe velocit y ef f ect s, convect ion
coef f icient ; t ransit ion ef f ect s;
t emperat ure dependent propert ies.

Assignment s
Pract ical
experiment s and
report s

Objective 7:
To develop t he abilit y t o use
t he heat t ransf er principles in
t hermal design problems
- St udent s will undert ake t he design of
a t hermal syst em t o demonst rat e
t he abilit y

Locally
developed t est s
and exams.
Assignment s
Pract ical
experiment s and
report s
Numerical
modelling,
boundary values
and solut ions.

MWX410 St udy Guide
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6. LECTURER AND CONSULTING HOURS
Name Room
Number
Tel. Email address
Lect urer Prof JP Meyer Eng 3, 6-54 420-3104 Josua.meyer@up.ac.za
Teaching
Assist ant s
Mr Jef f rey Baloyi Eng 3, 6-96 0733638125 ramot hwala@gmail.com
Mr Aggrey Mwesigye Eng 3, 6-78 0719068309 Aggrey.mwesigye@up.ac.za
Ms Marilize Evert s* Eng 3, 6-98 0725837584 mevert s@mweb.co.za
Mr Louw Coet zee Eng 3, 6-75 0832996537 U24137589@t uks.co.za
Mr Saheed Adio Eng 3, 6-73 0849421832 saheedadio@gmail.com
Mr Lloyd Ngo Eng 3, 6-73 0732755913 Lngo12000@yahoo.co.uk
Secret ary Ms T Evans Eng 1, 6-53 420-3104 Tersia.evans@up.ac.za
Note: Practical 4 is longer than the others as two different types of heat exchangers are considered as Practical
4.1 and Practical 4.2
* Marlize Everts will be the administrative contact for practicals and marks.
7. WHAT TO EXPECT OF ME AS A LECTURER
I undert ake t o:

a. share wit h you my knowledge and experience and, in doing so, prepare you f or
pract ice;

b. at t empt t o est ablish a love f or t he subject wit hin you and aid your academic
development ;

c. hand out t est result s as soon as possible (in most cases t he f ollowing day);

d. be well-prepared f or f ormal lect ures;

e. do everyt hing in my abilit y t o explain t he work t o you as well as possible and t o make
it as underst andable as possible;

f. t reat you in a prof essional manner;

g. be f air and court eous t owards you at all t imes;

h. never humiliat e you f or asking a quest ion during lect ures (even if you and/or your
class-mat es should regard it as a ' st upid' quest ion);

i. do everyt hing in my power t o help you pass t he course.

MWX410 St udy Guide
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8. WHAT I EXPECT OF YOU AS A STUDENT

I expect you t o:

a. work VERY hard

b. show loyalt y and int egrit y;

c. be dut if ul and ent husiast ic in your work;

d. behave in a disciplined manner in class (just one person speaks at a t ime);

e. discuss any problems you may experience wit h regard t o t he subject wit h me as soon
as possible;

f. ask quest ions f reely during lect ures;

g. act prof essionally.

9. STUDY MATERIALS AND PURCHASES
Prescribed book:
Fluid Mechanics, 7t h Edit ion, Frank M Whit e, McGraw-Hill, ISBN 978-007-131121-2, 2011.
Heat and Mass Transfer, Fundamentals and Applications: 4
t h
Edit ion, Yunus engel and
Af shin Ghajar, McGraw-Hil, ISBN-13: 978-007-131112-0, 2011.

Strongly recommended:
Basic Heat and Mass Transf er, 2
nd
Edit ion, AF Mills, Prent ice-Hall Inc., ISBN 0-13-096247-3,
1999.
Mills' is a recent t ext wit h modern exposit ion, good subject dept h and a pract ical point of
view. The book includes a set of comput er programs. Make cert ain t he sof t ware is included in
t he copy you obt ain.

A Heat Transf er Text book, JH Lienhard, Prent ice-Hall. Lienhard' s book is f airly recent wit h an
excellent , logical present at ion. It is, perhaps, a bit more t heoret ically orient ed t han t he books
by Mills and Holman. This book can be downloaded f or f ree f rom:
web.mit .edu/lienhard/www/aht t .ht ml

Heat Transf er, A Bejan, John Wiley & Sons, Inc. Bejan' s book is also very modern. A f eat ure
is t he design project s at t he end of each chapt er.

Heat Transf er, JP Holman, McGraw-Hill
Holman' s book is a good book f or ref erence but perhaps not as easy t o comprehend. The
mat hemat ics are of t en not explained f ully and t he present at ion somewhat out of dat e.

Useful for self-tuition:
Heat Transf er, DR Pit t s, LE Sissom, Schaum.
The Schaum series book cont ains a wealt h of worked out problems and a compact discussion
of t heory. At a relat ively low price it is a wort hwhile book f or self -t uit ion. A possible
disadvant age is t he ext ensive use of imperial unit s. However, imperial unit s are of t en
encount ered in engineering pract ice and it is not a bad idea t o learn t o use t hem.

Old favourites:
MWX410 St udy Guide
8
These sources are old f avourit es. They are available in t he library.
Heat Transf er Vols. I en II, M Jakob
Heat and Mass Transf er, ERG Eckert , RM Drake
Heat Transmission, WH McAdams
Conduct ion Heat Transf er, PJ Schneider

Other textbooks:
Fundament als of Heat and Mass Transf er, FP Incropera, DP De Wit t
Heat Transf er, AJ Chapman
Engineering Heat Transf er, WS Janna
Engineering Heat Transf er, JR Welt y
Engineering Heat Transf er, BV Karlekar, RM Desmond
Heat Transf er, J Taine, J-P Pet it

For practical design:
Handbook of Applied Thermal Design, EC Guyer
Design of Thermal Syst ems, WF St oecker
Process Heat Transf er, DQ Kern
Handbook of Heat Transf er, WM Rohsenow, JP Hart net t , EN Ganic
Heat Exchanger Design Handbook, Hemisphere
Process Int egrat ion f or t he Ef f icient Use of Energy, The Inst it ut ion of Chemical Engineers, UK
Compact Heat Exchangers, WM Kays, AL London
Solar Engineering of Thermal Processes, JA Duf f ie, WA Beckman
Development s in Heat Exchanger Technology-1, D Chisholm
Radiat ion Conf igurat ion Fact ors, JR Howell
Applied Process Design f or Chemical and Pet rochemical Plant s / Volume 3, EE Ludwig
Ext ended Surf ace Heat Transf er, DQ Kern, AD Kraus

More advances:
Conduct ion Heat Transf er, D Poulikakos
Analysis of Heat and Mass Transf er, ERG Eckert , RM Drake
Convect ion Heat Transf er, LC Burmeist er
Convect ive Heat Transf er, A Bejan
Radiat ive Heat Transf er, MF Modest
Handbook of Heat Transf er, Rohsenow

10. PRINTING ERRORS IN THE TEXTBOOK OF CENGEL
For more recent updates check: http://highered.mcgraw-
hill.com/sites/0073398128/information_center_view0/errata-text.html

Errata below as on 13 December 2011

Conversion Factors (Inside Front Cover)
Thermal resistance: Change 1 K/W = 0.52750 F/hBtu to 1 K/W = 0.52750 Fh/Btu

Chapter 1
p. 58, Prob. 1-129, 6
th
line: Change c = 3 mm to o = 3 mm

MWX410 St udy Guide
9
Chapter 2
p. 124, Prob. 2-88, 2
nd
line: Change k to k
p.127, Prob. 2-128,6
th
line: Change at after decrease to in and delete surface after ball
bearing. The sentence should read temperature decrease in the ball bearing at a given

Chapter 3
p. 161, 15
th
line below Eq. (3-50): change 0.05 W/m
2
K to 0.05 W/mK.
p. 171, Table 3-4, 1
st
line, last two columns: Change to in two places
p. 174, 5
th
line after Eq. (3-83): Change L=L=
5
1
m to L = 5/m
p. 208, Prob. 3-112: Delete Fig. P3-112

Chapter 4
p. 239, Table 4-3, the last four Bessel function values in the last column should be positive, as
shown below:
2.6 0.0968 0.4708
2.8 0.1850 0.4097
3.0 0.2601 0.3391
3.2 0.3202 0.2613
p. 253, Figure 4-29(c), top curve: Change Time, t = 0.01 h to Time, t = 10 h
p. 257, Figure 4-36: move the Plane Wall up, it should only cover the pink portion of the Long
Cylinder
p.278, Prob. 4-12: Replace problem statement with To warm up some milk for a baby, a mother
pours milk into a thin-walled cylindrical container whose diameter is 6 cm. The height of the milk in
the container is 7 cm. She then places the container into a large pan filled with hot water at 70C.
The milk is stirred constantly, so that its temperature is uniform at all times. If the heat transfer
coefficient between the water and the container is 120 W/m2K, determine how long it will take for
the milk to warm up from 3C to 38C. Assume the entire surface area of the cylindrical container
(including the top and bottom) is in thermal contact with the hot water. Take the properties of the
milk to be the same as those of water. Can the milk in this case be treated as a lumped system?
Why? Answer: 4.50 min"

Chapter 5
p. 309, Fig. 5-20 (lower part volume element of a general interior node of the fin): Change the
right hand side length from L (m )Ax to from L (m + )Ax

Chapter 6
p. 409, Figure P6-10: Change bottom plate label from T
s,1
to T
s,2

p. 411, Figure P6-45: Change Air to Water

Chapter 7
p. 439, Figure 7-25: Change the figure caption to Flow patterns for in-line and staggered tube
banks

MWX410 St udy Guide
10
Chapter 8
p. 505, Reference 5, last line after No.8: Change 2010 (in press) to (2010), pp. 646-657.
p. 516, Prob. 8-99, 4
th
line: Delete at after enters

Chapter 9
p. 550, 13
th
line from top of the page: Change transfort to transport
p. 552, section heading: Change SCPECIAL to SPECIAL
p. 565, Prob. 9-13: Change problem number to 9-13E

Chapter 10
p. 599, 4
th
line after Eq. 10-8: Change A
c
= po to A
c
= po
p. 600, 6
th
line from the bottom of the page: Change 450< Re < 1800 to 30< Re < 1800
p. 601, 3
rd
line above Eq. 10-12: Change in the numerator of the equation ( y) to (o y)
p.603, 3
rd
line above Eq. 10-22: Change Eq. 10-9 to Eq. 10-9a
p. 611, 5
th
line from the top of the page: Change Rohsenow to Rohsenow (1973)
p. 611, Eq. 10-36: Change 22C < T
sat
, 100C to 22C < T
sat
< 100C
p. 617, 15
th
line of the right hand side column, in the denominator of equation for h
vert
: change (T
s
-
T
sat
) to (T
sat
- T
s
)
p. 617, last line of the right hand side column, in the denominator of equation for h
horiz
: change (T
s

- T
sat
) to (T
sat
- T
s
)
p. 618, Equation for h
internal
: In the denominator, insert a D into the denominator in the brackets
after (T
sat
- T
s
)
p.621, Top right hand side of the page, below page number: Change Chapter 7 to Chapter 10
p.623, Top right hand side of the page, below page number: Change Chapter 7 to Chapter 10
p. 625, Prob. 10-98, Answers: Change 3345 to 8413 and 0.0242 to 0.0608

Chapter 11
p.655, 1
st
line below Eq. 11-38: Change ratio to rate
p.660, Example 11-8, 4
th
line: Change 1.08 m to 108 m
p.672, Figure P11-70: Change the direction of the two black arrows from left to right to right to
left

Chapter 12
p. 696, Eq. 12-15: Change the color of black integrals to orange
p.724, Prob. 12-44, 3
rd
line: Change 2.87 10
-5
to 2.87 10
5

p.724, Figure P12-44: Change E
b
=2.87 10
-5
to E
b
=2.87 10
5


Chapter 13
p.748, 5
th
line above Eq. 13-21: Change t
I
to
i

p.770, 3
rd
line: Change (Figs. 12-36 and 12-37) to (Figs. 13-36 and 13-37)
MWX410 St udy Guide
11


Chapter 14
p. 802, Eq. 14-13 for Mass basis: Change
dx
dr
A
to
dx
d
A

p. 802, Eq. 14-14: Change to
p. 808, Example 14-2, 7
th
line: Change 62,900 bar to 62,000 bar
p. 810, 1
st
equation in the analysis portion of Example 14-4: Change to
p. 811, 5
th
line above Eq. (14-21): Change A m
diff ,
to
A diff
m
,

p. 833, Expression below Figure 14-44: Change ) (
, ,
0

=
=
c
c

A s A mass
y
A
AB
w w h
y
C
D to
) (
, ,
0

=
=
c
c

A s A mass
y
A
AB
w w h
y
w
D
p. 835, Eq. 14-82: Change ) (
, ,
0
,
=
=
c
c
=
A s A mass
y
A
AB s A
w w h
y
w
D j to
) (
, ,
0
,
=
=
c
c
=
A s A mass
y
A
AB s A
w w h
y
w
D j
p. 848, 2
nd
Column, 4
th
line: Change Le = 1 to Le
2/3
~ 1

11. LEARNING ACTIVITIES
11.1. Contact time and learning hours
Number of lect ures per week: 3
Number of t ut or classes per week: 1
Laborat ory word: Four pract ical sessions of approximat ely one hour each. Pract ical f our is
longer and t akes about t wo hours.

This module carries a weight ing of 16 credit s, indicat ing t hat on average a st udent should
spend some 160 hours t o mast er t he required skills (including t ime f or preparat ion f or t est s
and examinat ions). This means t hat on average you should devot e some 10 hours of st udy
t ime per week t o t his module. The scheduled cont act t ime is approximat ely t hree hours per
week, which means t hat anot her seven hours per week of own st udy t ime should be devot ed
t o t he module.

11.2. Lectures
Lect ures do not cover t he t ext book mat erial; t hey concent rat e on cent ral t hemes and
examples. In order t o improve comprehension, part s of t he class discussion are based on
alt ernat ive sources. However, st udent s can base t heir st udies on t he t ext book and t he class
not es. St udent s are expect ed t o read t he t ext book in advance t o be able t o ask quest ions
during t he ot her lect ures. The examples in t he t ext book are most import ant and must be
caref ully st udied.

MWX410 St udy Guide
12
In t he class discussions t he lect urer ident if ies t hose part s of t he course mat erial which he
regards as of primary import ance. These t opics are of t en f urt her clarif ied t hrough alt ernat ive
sources. Cent ral t hemes are explained. Obviously, t est and t he examinat ion t end t o
concent rat e on t he issues which are discussed in t he lect ures; but , a f ew quest ions are also
included t o measure t he self -t uit ion ef f ort s of st udent s. St udent s who are absent f rom
lect ures must decide f or t hemselves which part s of t he course mat erial are more import ant .
These st udent s are clearly at a disadvant age and will have t o work a lot harder. The most
ef f icient way of st udying heat t ransf er is t o at t end all lect ures f ully prepared, and t o f ollow
t he discussion caref ully. St udent s at t ending lect ures unprepared will derive much less
benef it . The lect urer assumes t hat , at least , the part icular sect ions of t he t ext book t hat are
being discussed, as well as t he examples, and t he problems at t he end of t he part icular
chapt er, have been read t hrough caref ully.

Do not hesitate to ask questions during the lecture.

11.3. Assignments
For every chapt er, homework is assigned. The homework will be assessed in a class t est one
week af t er t he appropriat e chapt er has been complet ed by t he lect urer.

11.4. Laboratory work
There are f our pract ical sessions. It is a precondit ion f or admission t o t he f inal examinat ion
t hat ALL f our pract icals be passed. The pract ical guide gives more inf ormat ion about t he
experiment s.

St udent s are expect ed t o prepare f or each pract ical session. A short report on each
experiment must be handed in. The report s must st at e very brief ly t he goal, t heory, result s
obt ained and a conclusion f or each experiment . The minimum mark f or a pract ical report is
50%. Marks below 50% are discarded and t he report must be correct ed.
12. APPEALS AND QUERIES ON MARKS
The marks awarded f or assignment s and semest er t est s will be post ed on BlackBoard. If you
have appeals or queries regarding marks you must f ollow t he procedure out lined below wit hin
14 days f rom receiving t he marks. Af t er t he 14 days no marks will be alt ered.

12.1 Appeals process.
- Writ e down t he quest ion number on t he t op of t he cover of your quest ion paper.
- Explain short ly what t he problem is or your disagreement .
- Hand your quest ion paper t o me in class.
- Collect t he paper f rom t he hand-out cent re at t he CDIO lab wit hin t hree days.
- Make sure t he marks has been changed on BlackBoard (wait unt il t he mark sheet has
been uploaded f or t he next assignment ).

13. RULES OF ASSESMENT
To be admitted to write exam:
1. obt ain a semest er mark of 40% and higher
and
2. obt ain a subminimum of 50% f or every pract ical
and
MWX410 St udy Guide
13
3. also at t end all t he scheduled laborat ory sessions.

Pass requirements: In order t o pass t his module a st udent must
1. obt ain a f inal mark of at least 50%
and
2. obt ain a subminimum of 50% f or every pract ical and also at t end all t he scheduled
laborat ory sessions.
and
3. obt ain subminimum of 50% f or t he comput er project .


Calculation of the final mark: The f inal mark is calculat ed as f ollows:
Semest er mark: 50%
Examinat ion mark: 50%

Calculation of the semester mark: The semest er mark is compiled as f ollows:
Semest er t est s 60%
Laborat ory work 20%
Class t est s on assignment s 20%

Semester tests. Two t est s of 90 minut es each will be writ t en during t he scheduled t est
weeks of t he School of Engineering. Dat es, t imes and venues will be announced as soon as
t he t imet ables become available.
14. ABSENCE FROM TEST(S) AND/OR EXAM
Ref er t o t he St udy Guide of t he Depart ment .
15. PLAGIARISM
Ref er t o t he St udy Guide of t he Depart ment .
16. HANDING IN OF PRACTICAL REPORTS
All pract ical report s should be submit t ed wit hin seven days af t er a chapt er was complet ed (or
seven days af t er t he pract ical was conduct ed).
17. GENERAL
This st udy guide is part of t he of f icial st udy guide of t he Depart ment .

I t rust you will enjoy t he lect ures and your st udies and complet e t he course wit h great
success!
All the best!

STUDY COMPONENT

MWX410 St udy Guide
14
18. MODULE OBJECTIVES, ARTICULATION AND LEARNING
OUTCOMES

18.1. General objectives
Heat t ransf er is not a dif f icult subject . The level of abst ract ion in t he basic concept s is quit e
low, and t he required level of mat hemat ical skill is not high. St udent s who are f amiliar wit h
solut ion of t he basic part ial dif f erent ial equat ions, of e.g. f luid f low, should experience no
dif f icult y. It is assumed t hat st udent s are capable of solving st andard dif f erent ial equat ions
and are f amiliar wit h surf ace- and volume int egrals, as well as mat rices. The solut ion of t he
dif f usion equat ion, t hrough t he separat ion of variables t echnique, and ot her boundary value
problems, are discussed brief ly in t he lect ures. St udent s who are knowledgeable of t he
solut ion of t wo-dimensional pot ent ial problems wit h complex analysis will derive benef it f rom
t his knowledge, but no complex number algebra is used in t he lect ures.

The art of st udying heat t ransf er successf ully, is t o absorb a large number of new concept s
quickly, and t o learn t o discriminat e bet ween t he huge variat ions of problems. The variat ions
are caused by t he dif f erent mechanisms of heat t ransf er (conduct ion, convect ion, radiat ion,
lat ent heat , et c.), and t he complicat ions caused by many dif f erent physical geomet ry s. In
addit ion, a great deal of empirical knowledge (mainly concerned wit h convect ion), must be
int egrat ed wit h t he f undament al principles. Please not e t hat it is impossible t o absorb t hese
det ails a f ew hours bef ore a t est or examinat ion. The best way of preparat ion is t o learn t o
discriminat e bet ween various cases by at t empt ing t o do as many problems as possible.
St udent s who diligent ly work, and each week make cert ain t hat t hey underst and t he work,
should succeed wit h good result s.

Due t o t he large number of concept s, and many det ails, comprehensive discussion of t he
subject mat t er in t he lect ures is impossible. The lect ures concent rat e on cent ral t hemes and
are t o be regarded as supplement ary t o t he prescribed t ext book. The t ext book is not
discussed in t he lect ures, but is used f or self -t uit ion. Self -t uit ion is t he most import ant
component of t he course. St udent s who f ail t o prepare t hemselves for t he lect ures will not
derive much benef it f rom at t endance. On t he ot her hand: no st udent who f ails t o at t end t he
lect ures can expect t o do well. In t he lect ures import ant concept s are point ed out and
explained.

Test s and t he examinat ion are int ended t o measure t he st udent s' underst anding of basic
principles, and t o evaluat e t he insight and capabilit y of st udent s t o solve specif ic problems.
Evaluat ion is always based on t he st udy goals t hat f ollow lat er in t his st udy guide.

18.2. Prerequisite learning
The subject is present ed lat e in t he mechanical engineering curriculum because it is t o a large
ext ent based on prior knowledge f rom ot her subject s. For conduct ion, st udent s must have
knowledge of t he solut ion of part ial dif f erent ial equat ions. Convect ion is based on f luid f low
(boundary layer t heory). Radiat ion is based on quant um mechanical principles of elect ro-
magnet ic radiat ion.
MWX410 St udy Guide
15
18.3. Articulation with other modules in the programme

Thermodynamics
MTX221, MTX311
Thermoflow
MTV410
Thermoflow
MTV310
Mathematics
WTW158, WTW168,
WTW161, WTW258,
WTW256
Physics/Electricity
FSK116, EBN111
Design
MOX410
Research Project
MSC412/422
MSC412/422

MWX410 St udy Guide
16
19. MODULE STRUCTURE

Study theme and
Study units
Mode of
instruction
Learning
hours
Contact
session:
estimated
Differential relationships for fluid flow
Accelerat ion f ield of a f luid
Dif f erent ial equat ion of mass
conservat ion
Dif f erent ial equat ion of linear
moment um
Dif f erent ial equat ion of angular
moment um
Dif f erent ial equat ion of energy
Boundary condit ions
St ream f unct ion
Vort icit y and irrot at ionalit y
Frict ionless irrot at ional f low
Incompressible viscous f lows

Lect ures
Problems in class
Self -st udy
18 5
Transient heat conduction
Lumped syst ems analysis
Transient heat conduct ion in large plane
walls, long cylinders, and spheres wit h
spat ial ef f ect s
Transient heat conduct ion in semi-
inf init e solids
Transient heat conduct ion in
mult idimensional syst ems
Lect ures
Problems in class
Self -st udy

19 6
Numerical methods in heat conduction
Why numerical met hods?
Finit e dif f erence f ormulat ion of
dif f erent ial equat ions
One-dimensional st eady heat
conduct ion
Two-dimensional st eady heat
conduct ion
Transient heat conduct ion
Comput at ional
f luid dynamics
t raining
11 2
Fundamentals of convection
Physical mechanism of convect ion
Classif icat ion of f luid f lows
Velocit y boundary layer
Thermal boundary layer
Laminar and t urbulent f lows
Heat and moment um t ransf er in
t urbulent f low
Derivat ion of dif f erent ial convect ion
equat ions
Solut ions of convect ion equat ions f or a
f lat plat e
Non-dimensionalized convect ion
equat ions and similarit y
Lect ures
Problems in class
Self -st udy
25 5
MWX410 St udy Guide
17
Funct ional f orms of f rict ion and
convect ion coef f icient s
Analogies bet ween moment um and
heat t ransf er
External forced convection
Drag and heat t ransf er in ext ernal f low
Parallel f low over f lat plat es
Flow across cylinders and spheres
Flow across t ube banks
Lect ures
Problems in class
Self -st udy
Guest lect urer

12 3
Internal forced convection
Int roduct ion
Average velocit y and t emperat ure
The ent rance region
General t hermal analysis
Laminar f low in t ubes
Turbulent f low in t ubes
Lect ures
Problems in class
Self -st udy

7 3
Natural convection
Physical mechanism of nat ural
convect ion
Equat ion of mot ion and t he Grashof
number
Nat ural convect ion over surf aces
Nat ural convect ion f rom f inned surf aces
Nat ural convect ion inside enclosures
Combined nat ural and f orced
convect ion
Lect ures
Problems in class
Self -st udy

7 3
Heat exchangers
Types of heat exchangers
The overall heat t ransf er coef f icient
Analysis of heat exchangers
The log mean t emperat ure dif f erence
met hod
The ef f ect iveness NTU met hod
Select ion of heat exchanger
Lect ures
Problems in class
Self -st udy

19 6
Radiation heat transfer
Thermal radiat ion
Blackbody rat ion
Radiat ion int ensit y
Radiat ive propert ies
At mospheric and solar radiat ion
View f act or
View f act or relat ions
Radiat ion heat t ransf er: black surf aces
Radiat ion heat t ransf er: dif f use, gray
surf aces
Radiat ion shields and radiat ion ef f ect
Radiat ion exchange wit h emit t ing and
absorbing gasses
Lect ures
Problems in class
Self -st udy
19 3
Tot al 160

36

The not ional hours include t he cont act t ime, as well as t he est imat ed t ime allowed f or
preparat ion f or t est s and exams

MWX410 St udy Guide
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20. STUDY THEME DESCRIPTIONS

STUDY THEME 1: DIFFERENTIAL RELATIONS FOR FLUID FLOW
Study unit: White Chapter 4

Outcomes
When you finish studying this chapter, you should be able to:
Derive the continuity equation (Cartesians coordinates).
Be able to use the continuity, momentum and energy equation to solve and derive simple analytical solutions.
Understand what a stream function is and be able to solve basic flow fields with it.
Understand what vorticity and irrotationality are, and be able to calculate it from a given flow field.
Derive Couette flow between two plates, and be able to solve practical problems using it.
Derive fully developed laminar pipe flow, and be able to solve practical problems using it.

Assignments to be assessed.
Problems: 4.12, 4.17, 4.36, 4.59, 4.66, 4.73


STUDY THEME 2: TRANSIENT HEAT CONDUCTION
Study unit: engel and Ghajar: Chapter 4

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Assess when the spatial variation of temperature is negligible, and temperature varies nearly uniformly with time, making
the simplified lumped system analysis applicable,
Use analytical solutions for transient one-dimensional conduction problems in rectangular, cylindrical, and spherical
geometries using the method of separation of variables, and understand why a one-term solution is usually a reasonable
approximation,
Solve the transient conduction problem in large mediums using the similarity variable, and predict the variation of
temperature with time and distance from the exposed surface, and
Construct solutions for multi-dimensional transient conduction problems using the product solution approach.

Assignments to be assessed
Problems: 4.11, 4.12, 4.37, 4.73, 4.86


STUDY THEME 3: NUMERICAL METHODS IN HEAT CONDUCTION
Study unit: engel and Ghajar: Chapter 5

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Understand the limitations of analytical solutions of conduction problems, and the need for computation-intensive
numerical methods,
Express derivates as differences, and obtain finite difference formulations,
Solve steady one- or two-dimensional conduction problems numerically using the finite difference method, and
Solve transient one- or two-dimensional conduction problems using the finite difference method.

Assignments to be assessed
Problems: Practical


STUDY THEME 4: FUNDAMENTALS OF CONVECTION
Study unit: engel and Ghajar: Chapter 6

MWX410 St udy Guide
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Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Understand the physical mechanism of convection, and its classification,
Visualize the development of velocity and thermal boundary layers during flow over surfaces,
Gain a working knowledge of the dimensionless Reynolds, Prandtl, and Nusselt numbers,
Distinguish between laminar and turbulent flows, and gain an understanding of the mechanisms of momentum and heat
transfer in turbulent flow,
Derive the differential equations that govern convection on the basis of mass, momentum, and energy balances, and
solve these equations for some simple cases such as laminar flow over a flat plate,
Nondimensionalize the convection equations and obtain the functional forms of friction and heat transfer coefficients, and
Use analogies between momentum and heat transfer, and determine heat transfer coefficient from knowledge of friction
coefficient.

Assignments to be assessed
Problems: 6.42, 6.53, 6.62, 6.66


STUDY THEME 5: EXTERNAL FORCED CONVECTION
Study unit: engel and Ghajar: Chapter 7

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Distinguish between internal and external flow,
Develop an intuitive understanding of friction drag and pressure drag, and evaluate the average drag and convection
coefficients in external flow,
Evaluate the drag and heat transfer associated with flow over a flat plate for both laminar and turbulent flow,
Calculate the drag force exerted on cylinders during cross flow, and the average heat transfer coefficient, and
Determine the pressure drop and the average heat transfer coefficient associated with flow across a tube bank for both
in-line and staggered configurations.

Assignments to be assessed
Problems: 7.24, 7.52, 7.80, 7.105


STUDY THEME 6: INTERNAL FORCED CONVECTION
Study unit: engel and Ghajar: Chapter 8

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Obtain average velocity from a knowledge of velocity profile, and average temperature from a knowledge of temperature
profile in internal flow,
Have a visual understanding of different flow regions in internal flow, such as the entry and the fully developed flow
regions, and calculate hydrodynamic and thermal entry lengths,
Analyze heating and cooling of a fluid flowing in a tube under constant surface temperature and constant surface heat
flux conditions, and work with the logarithmic mean temperature difference,
Obtain analytic relations for the velocity profile, pressure drop, friction factor, and Nusselt number in fully developed
laminar flow, and
Determine the friction factor and Nusset number in fully developed turbulent flow using empirical relations, and calculate
the pressure drop and heat transfer rate.

Assignments to be assessed
Problems: 8.37, 8.42, 8.52, 8.77, 8.98


MWX410 St udy Guide
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STUDY THEME 7: NATURAL CONVECTION
Study unit: engel and Ghajar: Chapter 9

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Understand the physical mechanism of natural convection,
Derive the governing equations of natural convection, and obtain the dimensionless Grashof number by
nondimensionalizing them,
Evaluate the Nusselt number for natural convection associated with vertical, horizontal, and inclined plates as well as
cylinders and spheres,
Examine natural convection from finned surfaces, and determine the optimum fin spacing,
Analyze natural convection inside enclosures such as double-pane windows, and
Consider combined natural and forced convection, and assess the relative importance of each mode.

Assignments to be assessed
Problems: 9.24, 9.28, 9.36, 9.39, 9.50


STUDY THEME 8: HEAT EXCHANGERS
Study unit: engel and Ghajar: Chapter 11

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Recognize numerous types of heat exchangers, and classify them,
Develop a awareness of fouling on surfaces, and determine the overall heat transfer coefficient for a heat exchanger,
Perform a general energy analysis on heat exchangers,
Obtain a relation for the logarithmic mean temperature difference for use in the LMTD method, and modify it for different
types of heat exchangers using the correction factor,
Develop relations for effectiveness, and analyze heat exchangers when outlet temperatures are not known using the
effectiveness-NTU method,
Know the primary considerations in the selection of heat exchangers.

Assignments to be assessed:
Problems: 11.38, 11.57, 11.83, 11.89,


STUDY THEME 8: RADIATION
Study unit: engel and Ghajar: Chapters 12 and 13

Outcomes
As specified by engel and Ghajar: : When you finish studying this chapter, you should be able to:

Define view factor, and understand its importance in radiation heat transfer calculations,
Develop view factor relations, and calculate the unknown view factors in an enclosure by using these relations,
Calculate radiation heat transfer between black surfaces,
Determine radiation heat transfer between diffuse and gray surfaces in an enclosure using the concept of radiosity,
Obtain relations for net rate of radiation heat transfer between the surfaces of a two-zone enclosure, including two large
parallel plates, two long concentric cylinders, and two concentric spheres,
Quantify the effect of radiation shields on the reduction of radiation heat transfer between two surfaces, and become
aware of the importance of radiation effect in temperature measurements.
Understand the concentration gradient and the physical mechanism of mass transfer,
Recognize the analogy between heat and mass transfer,
Describe the concentration at a location on mass more mole basis, and relate the rate of diffusion to the concentration
gradient by Fick's law,
Calculate the rate of mass diffusion through a plain layer under steady conditions,
MWX410 St udy Guide
21
Predict the migration of water vapoor in buildings,
Perform a transient mass diffusion analysis in large mediums,
Calculate mass transfer by convection, and
Analyze simultaneous heat and mass transfer.

21. PRACTICALS

There are five experiments that should be completed.

Practical Experiment Description
1 1 Transient heat conduction
Louw Coetzee
2 2 Radiative heat transfer
Saheed Adio
3 3 Heat conduction
Louw Coetzee
4
4.1 and
4.2
Heat exchangers
Part 4.1 Jeffrey Baloyi
Part 4.2 Aggrey Mwesigye

Practical 1 and 3 will be presented in one session.
The practical sessions are attended in groups of five/six persons. Book your practicals via the information provided in
the announcement.

PRACTICAL 1: TRANSIENT HEAT CONDUCTION
1. Goal

The goal of the practical is to observe unsteady state conduction of heat to the centre of a solid
sphere when a step change is applied to the temperature at the surface of the shape; and by
using analytical transient-temperature charts to determine the conductivity of a solid sphere
from measurements taken on a similar sphere but having a different conductivity.

2. Preparation

a. Read and understand the principles of transient heat conduction (Cengel 4) with
emphasis on transient heat conduction in spheres with spatial effects (Cengel 4-2).
b. Review convection, its determining factors and concepts such as the Biot number and
Fourier number.
c. A short quiz will be held at the beginning of the session to ensure preparation. Failure to
display the required knowledge would result in the group being disallowed to perform the
practical in that session.

3. Apparatus

A schematic representation of the apparatus appears in Figure 1 of the appendix. It consists of
a heated water bath with a circulating pump and a flow duct in which the various shapes are
MWX410 St udy Guide
22
placed. The shapes used for this experiment are a sphere 45 mm diameter manufactured in
Brass and a sphere 45 mm diameter manufactured in Stainless Steel.

The heat transfer service unit serves as a power source for the circulating pump, data logger
for the thermocouples and as computer-accessory interface.

Thermocouple T1 is located at the base of the flow duct, inside the water bath, and allows the
temperature of the water to be monitored and adjusted to the required temperature before
immersing the shapes.

Thermocouple T2 is mounted on the shape holder and contacts the hot water at the same
instant as the solid shape does and provides an accurate datum for temperature/time
measurements.

A Thermocouple T3 is installed permanently inside each of the solid shapes.



4. Experimental procedure

a. Adjust the thermostat on the water heater to setting 4 and check that the red light is
illuminated indicating that power is connected to the heating element.
b. Set the voltage to the circulating pump to 12 Volts, using the control box on the mimic
diagram software screen.
c. Allow the temperature of the water to stabilise (monitor the changing temperature T1 on
the software screen).
d. The water must be in the range 80 - 90C for satisfactory operation. If outside this range
adjust the thermostat and monitor T1 until the temperature is satisfactory.
e. Attach the brass sphere to the shape holder (insert the insulated rod into the holder and
secure using the transverse pin) but do not hold the metal shape or subject it to a change in
temperature. Check that the thermocouple attached to the shape is connected to T3 on the
service unit. Check that the thermocouple wire is located in the slot at the top of the shape
holder.
f. Check that the temperature of the shape has stabilised (same as air temperature T2).
g. Switch off the electrical supply to the water bath (switch off the RCD on the connection
box) to minimise fluctuations in temperature if the thermostat switches on/off.
h. Start continuous data logging by selecting the GOicon on the software toolbar.
i. Allow the temperature of the shape to stabilise at the hot water temperature (monitor the
changing temperature T3 on the mimic diagram software screen).
j. When temperature T3 has stabilised, select theSTOP icon to end data logging.
I. Create a new results sheet.
II. Switch on the electrical supply to the water bath to allow the thermostat to maintain the
water temperature.
III. Remove the brass sphere from the shape holder then fit the stainless steel sphere.
MWX410 St udy Guide
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IV. Repeat the above procedure to obtain the transient response for the stainless steel sphere.
Remember to create a new results sheet at the end, ready for the next set of results.

5. Questions

a. Plot the graph of T2 and T3 versus time for the brass sphere on a single graph.
b. Using the graphical solution, calculate the convection heat transfer coefficient h assuming
k = 121 W/mK for brass.
c. Plot the graph of T2 and T3 versus time for the stainless steel sphere on a single graph.
d. Using the same method, for the second graph, calculate the thermal conductivity k for the
stainless steel sphere.
e. What conclusions can be drawn from the material properties of the respective spheres
based on the above graphs?
f. Using the approximate analytical solution, determine the time duration for to reach -
20C; to reach -10C; and to reach -3C. (Assume = 3.7 x 10-5 m
2
s
-1
for brass
and = 0.6 x 10-5 m
2
s
-1
for stainless steel).

6. Report

Hand in a complete report, containing sample calculations where relevant, and graphs of T3 &
T2 versus time, for brass and stainless steel. The graphs should include the three analytically
determined points as outlined in question 6. Answer all questions and discuss your results
paying attention to the following points:

- Conductivity and diffusivity of the respective materials.
- What physical parameters of the experiment can be varied as to increase or decrease the
time to reach steadystate.
- Critically analyse the experimental setup and discuss its limitations.

Appendix:

Figure 1: Heat Transfer Service Unit and Unsteady Heat Transfer Accessory (Armfield, 2010)
MWX410 St udy Guide
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Practical 2: Radiative Heat Transfer
1. Goal

The goal of this practical is to investigate the basic precepts of radiation and to determine the view
factors and emissivities of various materials.
2. Preparation

Read through and understand Cengel 1-8 for the basic concepts of radiation, Cengel 12-5 for
emissivity and Cengel 13-1 for view factors.
3. Apparatus

The experimental setup (Figure 2) consists of a heated 100 mm diameter copper plate (1) which is
coated with a matt black paint which provides a emissivity close to unity. Radiation is measured using
a radiometer (3) which measures radiation in W/m
2
. Various plates (2) are used to test their
emissivities. All the components are mounted on a track (4) which allows the movement of the plates
and radiometer.
The voltage and current across and through the heater can be measured and thermocouples are
mounted on the heater and plates for temperature measurements.


Figure 2 Experimental Setup (Armfield 2010)






MWX410 St udy Guide
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4. Experimental Procedure

a. Zero the radiometer measurement at a position of 900 mm.

b. Adjust the voltage across the heater to 20 V and wait until the heater temperature stabilises.

View Factor

c. Take measurements (atmospheric temperature, heater temperature and radiometer radiation)
from a 900 mm to 300 mm distance at a 100 mm interval.

Emissivities
d. Move the radiometer 900 mm away from the heater (to prevent its heating)

e. Place the black plate at a distance of 50 mm from the heater and wait for the temperature to
stabilise.

f. Move the radiometers to the 300 mm position and wait for its value to stabilise.

g. Take measurements of the heater temperature, plate temperature and ambient temperature as well
as the radiometer reading.

h. Repeat steps 4 to 7 for the anodized aluminium plate and the polished aluminium plate.

5. Additional Information

For this specific setup, the view factor for the heater and the radiometer can be calculated
from the equation below
|
2
sin = F
and Figure 3.
MWX410 St udy Guide
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Figure 3 View Factor

For the emissivity measurements, assume that the black plate has an emissivity of one and use it to
calculate the view factor. Then calculate the emissivity for the anodized aluminium plate and the
polished aluminium plate using that view factor.
6. Report

A report must be completed where the following must be included:
- Calculation of the seven view factors for the radiometer and heater. Both experimental and
analytical results must be given.
- Calculation of the emissivities and view factors of the three plates.

Standard scientific report format must be followed for the report. A discussion must be included for all
results.




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Practical 3: Heat Conduction
1. Goal:

The aim of this experiment is to give the students the opportunity to investigate the application of the
Fourier Rate equation for simple one dimensional steady-state conduction as well as introduce typical
steady heat conduction calculations to determine the thermal conductivity of a certain material from
the measured heat flow.
2. Preparation:

In preparation do the following:
a. Make certain you understand the principles of the general heat conduction equation and
boundary conditions (Cengel 2-2 up to and including 2-5).
b. Make certain you understand the principles of steady heat conduction in plane walls as
well as thermal contact resistance (Cengel 3-1 and 3-2).
c. Read Cengel 3-3 to understand the concept of thermal resistances.
d. Review the principles of operation of thermocouples and review the operation of the Heat
Transfer Service Unit (HT10XC Appendix B).
e. A short quiz may be held at the beginning of the practical session to ensure preparation. If
the group is insufficiently prepared they will not be allowed to do the practical in that
session.

3. Apparatus:

The Linear Heat Conduction accessory consists of:
a. A heating section manufactured from a 25 mm diameter cylindrical brass bar with a
cartridge type electrical heating element.
b. Intermediate sections incorporating different metal specimens as follows:
I. 30 mm long brass specimen (25 mm diameter cylindrical bar), fitted with 2 thermocouples
15 mm apart.
II. 30 mm long stainless steel specimen (25mm diameter cylindrical bar)
III. 30 mm long aluminium alloy specimen (25mm diameter cylindrical bar)
IV. 30 mm long brass specimen with reduced diameter (13mm diameter cylindrical bar)
c. A cooling section manufactured from a 25 mm diameter cylindrical brass bar which is
cooled at one end be passing water through galleries in the section

Three thermocouples (T1, T2 and T3) are positioned along the heated section at uniform intervals of
15 mm. Three thermocouples (T6, T7 and T8) are positioned along the cooling section at uniform
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intervals of 15 mm. Two thermocouples (T4 and T5) are positioned along the brass intermediate
section, also at 15 mm intervals. This can be seen in Figure 1.

These thermocouples measure the temperature gradient along the section to which they are attached.
A schematic representation of the Linear Heat Conduction accessory can be found in Figure 2 and
Figure 3 of Appendix A.














Figure 1: Thermocouple positions.
4. Experimental Procedure:

a. Clamp the intermediate section between the heated and cooled section of the Linear Heat
Conduction accessory having lightly coated the mating faces with thermal paste.
b. Set the voltage of the heating section by adjust the voltage control potentiometer to give a
reading of 12 V on the top panel display with the selector switch set to position V.
c. Allow the temperature reading to stabilize.
d. When the temperatures have stabilized use the lower selector switch on the console to set
the console display to each temperature sensor in turn and record the following T1, T2, T3,
T4, T5, T6, T7, T8, V, I and Fw.
e. Repeat steps (b) to (d) for 15 V and 17 V.

Follow steps (a) to (e) for the 25 mm diameter brass intermediate section (instrumented with two
thermocouples)
15mm
15mm
15mm
15mm
15mm
7.5m
m
7.5m
m
7.5m
m
7.5m
m
T1
T2
T3
T4
T5
T6
T7
T8
T
hot

T
cold

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Follow steps (a) to (e) for the 25 mm diameter aluminium alloy intermediate section.
5. Questions:

For each of the voltages for the 25 mm diameter brass intermediate section calculate the following:
a. Determine the heat flow (power input to the heater).
b. Determine the temperature difference across the heated section.
c. Determine the thermal conductivity of the heated section.
d. Determine the temperature difference across the intermediate section.
e. Determine the thermal conductivity of the intermediate section.
f. Determine the temperature difference across the cooled section.
g. Determine the thermal conductivity of the cooled section.
h. Compare the calculated value for the thermal conductivity of the brass in the three sections
at the same heat flow.
i. Plot a graph of temperature against position along the bar and draw the best straight line
through the points.
j. Calculate the average thermal conductivity of the brass bar using the gradient of each
straight line and the corresponding heat flow through the bar. Compare the value obtained
with the values previously obtained for each individual section of the bar and comment on
any difference.

For each of the voltages for the 25 mm diameter aluminium alloy intermediate section do the following:
a. Determine the heat flow (power input to the heater).
b. Determine the temperature of the hot surface of the intermediate section (Thot).
c. Determine the temperature of the cold surface of the intermediate section (Tcold).
d. Determine the temperature difference across the intermediate section.
e. Determine the thermal conductivity of intermediate section.
f. Determine the total resistance to heat flow.


g. Determine the overall heat transfer coefficient.
h. Compare the two values obtained for the Overall Heat Transfer Coefficient U and U = 1/R
and comment on any difference in the values obtained.
i. Compare the values obtained for the thermal conductivity of intermediate section at the
different settings of heat flow through the specimen.
j. Plot a graph of temperature against position along the bar and draw the best straight line
through the points for the heated section and cooled section. Extrapolate each line to the
joint with the intermediate section then join these two points to give the gradient through
the intermediate section.
k. Calculate the average thermal conductivity of the aluminium alloy bar using the
temperature gradient of each straight line and the corresponding heat flow through the
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intermediate section. Compare with previous values obtained and comment on any
difference

6. Report:

Hand in a complete report covering all of the questions mentioned above. Include one sample
calculation for each question.
Discuss your results paying special attention to the following points:
a. What was the effect of varying the heater power, if any?
b. Temperature gradients of the different materials.

Appendix A:
2)Thermocouples
Figure 1: Side view of Linear Heat Conduction accessory (Armfield, 2010)
Figure 2: Top view of Linear Heat Conduction accessory (Armfield, 2010)
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3) Miniature thermocouple plug
5) 30 mm long brass specimen (25 mm diameter cylindrical bar), fitted with 2 thermocouples
6) Heating element
7) Heating section
8) Cooling section
14) Intermediate sections (described in part 3 of this guide)
15) Toggle clamps
16) Cold water inlet
Appendix B:



1) Mains standby switch
2) Manual / Remote switch
3) Multi-turn potentiometer
5) Top panel meter
6) Measurement selector switch
Figure 1: Front view of Heat Transfer Service Unit (Armfield, 2010)
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11) Cooling water flow sensor is connected to the socket marked Fw
12) Thermocouple socket
13) The required temperature reading is selected via a switch
14) Adjacent panel meter
15) The Auxiliary drive potentiometer
16) The Residual Current Circuit Breaker
17) The mains power output socket
18) The low voltage DC export socket
19) The auxiliary output
20) The mains power input socket













(Armfield, 2010)
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Practical 4.1: Heat Exchangers (Plate/Shell and Tube)
1. Goal

Investigate and assess the different types and methodologies of heat exchangers. To introduce
typical characteristics necessary, for example the overall heat transfer coefficient and energy
balance analysis of heat exchangers. Demonstrate the heat transfer process using different
heat exchangers.
2. Preparation

Read and understand principles of operation of the different heat exchangers (Cengel 11-1 to
11-5). In addition, read Cengel 8-5 and 8-6 to understand the relationship between
Reynolds number and Nusselt number.
A short quiz will be held at the beginning of the session to ensure that proper preparation is
done. If the group is insufficiently prepared they will not be allowed to do the practical in the
session.
3. Apparatus

3.1. Plate heat exchanger

A schematic representation of the plate heat exchanger in a counterflow configuration
appears in Figure 1. Hot and cold water flow on either side of the plates to promote heat
transfer. Table 1 is the technical data needed to do calculations in conjunction with the
experimental data you obtain from the practical session for the plate heat exchanger.
Table 1: Technical data for plate heat exchanger
Number of active plates 5
Plate overall dimensions 75 mm x 115 mm
Effective diameter 3 mm
Plate thickness 0.5 mm
Wetted perimeter 153 mm
Projected heat transfer area 0.008 m
2
per plate
Correction factor for LMTD 0.95

3.2. Shell and tube exchanger

This type of exchanger consists of a number of tubes in parallel enclosed in a cylindrical shell.
Heat is transferred between one fluid stream flowing through the tubes and another fluid
stream flowing through the cylindrical shell around the tubes. A schematic representation of
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the shell and tube heat exchanger appears in Figure 2. The exchanger is operated in
counterflow configuration.
Table 2: Technical data for shell and tube heat exchanger
Number of tubes 7
Heat transfer length of each tube 0.144 m
Tube inside diameter 0.00515 m
Tube outside diameter 0.00635 m

The specific heat capacity and density appears in Table 3 and Table 4 in the Appendix,
respectively, for both heat exchangers.
4. Experimental procedure

a. Adjust the water flow rate to lit/min for the cold water side and 2.5 lit/min for the hot side.
b. Wait for conditions to reach steady state. Check that temperature readings are realistic.
c. Log the flow- and temperature readings.
d. Repeat procedure at 3 different flow rates.

5. Questions

a. Determine the heat balance for the heat exchangers through measurements of the
temperatures and mass flow rates of the fluids.
b. Determine the effective heat transfer areas and LMTD between the two fluids.
c. Determine the overall heat transfer coefficients (h).
d. Determine the mean temperature efficiency.
e. Determine the Reynolds number (Re) and Nusselt number (Nu).
f. Determine the number of transfer units (NTU) and effectiveness () of the shell and tube
heat exchanger only.
g. Plot on a graph Nu versus Re and h versus Re

6. Report

Hand in a complete report containing one sample calculation for h and Nu. Include the graphs
from (g) and also plot LMTD, Nu and versus Reynolds number. Discuss your results paying
attention to the following points:

- Critically analyse the experimental set-up and discuss its limitations.
- Comment on the effects of changing in the cold water side flow rate and what would you
expect if we change the hot water side flow rate.
- Comment in the effect of countercurrent flow versus concurrent flow.
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- Compare on the performance of the plate heat exchanger in comparison to the shell and
tube heat exchanger and comment on the differences.
- Comment on what could be expected if the working fluid changed.




Figure 1: Counter current plate heat exchanger (Armfield, 2010)





Figure 2: Schematic of the shell and tube heat exchanger (Armfield, 2010)

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PRACTICAL 4.2: EXTENDED TUBULAR HEAT EXCHANGER

1. Goal

The goal of this experiment is:
- To demonstrate the differences between parallel and counter volume fluid flows in tubular
heat exchangers;
- To determine the Overall Heat Transfer Coefficient using the Logarithmic Mean
Temperature Difference (LMTD) method;
- Investigate the effect of changes in hot and cold fluid flow rates on the Temperature
Efficiencies and Overall Heat Transfer Coefficients.

2. Preparation

To prepare for the practical, do the following:
- Read Cengel 11.1 11.5 (included).
- Make certain that you understand the principle of operation of the heat exchanger and the
calculation of U-value, LMTD, NTU and to characterise the heat exchanger. You need to
understand the calculation of for various fluid flow speeds. You must be able to analyse
both parallel- and counter flow configurations.
- Identify the equations in Tables 11.4 and 11.5 which are applicable.
- What do you understand by the properties of fluids that vary with temperature?
- Do you know what a balanced heat exchanger is? Do you know how to calculate the LMTD
in this case?
- How do you measure the temperature of a fluid in a tube?
- What is the principle of operation of a rotameter?

3. Apparatus

The Extended Tubular Heat Exchanger consists of two thin walled concentric (co-axial) tubes,
exchanging heat via a metal (stainless steel) wall from the inner tube to the outer annulus,
carrying the hot and cold fluid streams, respectively (figure 1).


Figure 1: Heat Transfer process (Armfield, 2010)

The cold fluid stream flows either in the same direction as the hot fluid stream (parallel or
concurrent flow) or in the opposite direction (counter or countercurrent flow) of four
adjustable sets of concentric tubes, arranged in series in the form of a coil (figure 2 and 3).
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This configuration has significantly reduced the overall length of the tubes and allowed
measurement and monitoring of the temperature along both fluid streams.



(a) (b)
Figure 2: Flow configuration (a) Parallel flow; (b) Counter flow (Armfield, 2010)


(a) (b)
Figure 3: Temperature profile (a) Parallel flow; (b) Counter flow

Note: This arrangement minimizes heat loss from the inner stainless steel tube to the clear
outer tube without the need for additional insulation.

The water flow rates are measured with rotameters, whereas the inlet and outlet
temperatures of water are measured with semi-conductor heat sensors, which are placed
inside the fluid stream. In addition, a set of valves allows both parallel and counterflow
configurations.

4. Experimental Procedure

Using the software:

a. In the number of tubes box, select 4.
b. In the control box, set power on.
c. Set the cold flow rate to about 1 lit/min by adjusting the arrows on the side of the cold
water flow rate display box.
d. Click on the Heater control box and set:
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- Set the heater temperature to a set point of 50

C
- Ensure that the Proportional Band, the Integral Time and the Derivative Time are
set to 5%, 200 s and 0 s, respectively.
- Select Automatic control
- Click on Apply and then Ok to close the controller window.
e. Click on the Hot water flow control box and set:
- Set the hot water flow rate to a set point of 2 lit/min
- Ensure that the Proportional Band, the Integral Time and the Derivative Time are
set to 100%, 3 s and 0 s, respectively
- Select Automatic control
- Click on Apply and then Ok to close the controller window.
f. Allow the temperatures at different stages of the heat exchanger to stabilise by
monitoring it closely on the mimic diagram display (marked by A on figure 4
below). Then select Sample Configuration from the Sample menu on the top toolbar
and select:
- Select Automatic Sampling Operation
- Set Sample Interval to 5 seconds.
- Select Continuous Duration of Sampling.
g. Click on the GO icon to record the following:
Table 1: Results sheet for the countercurrent exercise
Unit Hot fluid Cold fluid
Volume flow rate (lit/min) Fhot Fcold
Inlet Temperature
o
C T1 T6
Intermediate Temperature 1
o
C T2 T7
Intermediate Temperature 2
o
C T3 T8
Intermediate Temperature 3
o
C T4 T9
Outlet Temperature
o
C T5 T10


NOTE: The results sheet may be viewed by selecting the Table icon (marked by B on figure
5 below).
h. Adjust hot and cold volume flow rates to:
Table 2: Hot and cold flow rate variations
Fhot (lit/min) Fcold (lit/min)
2 1
3 1
2 2
1 2
1 3


NOTE: Allow sufficient time for the flow rates to readjust to newly entered values. This may be
monitored using the Table icon.
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i. Click on the Heater control box and adjust the controller from Automatic to Off.
Click on the Hot water flow control box and adjust the hot water pump to the set
point of 0 lit/min. Also set the cold water flow control valve to 0%.
j. Select Save from the File menu on the top toolbar to save your results sheet as:
- File name: Counter_flow_GroupX
- Save as type: Excel 4.0 or 5.0 file (*.xls)
k. Select Load New Experiment from the File menu, select the Cocurrent exercise.
NOTE: The measurements for the concurrent exercise are as follows
Table 3: Results sheet for the concurrent exercise
Unit Hot fluid Cold fluid
Volume flow rate (lit/min) Fhot Fcold
Inlet Temperature
o
C T5 T6
Intermediate Temperature 1
o
C T4 T7
Intermediate Temperature 2
o
C T3 T8
Intermediate Temperature 3
o
C T2 T9
Outlet Temperature
o
C T1 T10


l. Repeat steps 1 to 9 as for the countercurrent part of this practical. And later save your
results sheet as:
- File name: Parallel_flow_GroupX
- Save as type: Excel 4.0 or 5.0 file (*.xls)



Figure 4: Software mimic diagram display (Armfield, 2010)

5. Questions

Complete the rest of the practical by finding the answers to the following questions:
1
2
3
4
5
7
6
1
0
1
1
B A
10
11
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a. For one set of measurements (of your choice), plot the temperatures at inlet, mid
positions and outlet against position, for both parallel and counter flow.
b. Determine all fluid properties (Specific Heat, Density and Dynamic Viscosity) using the
average fluid temperatures.
c. Using the fluid properties, determine the Reynolds Number for each set of
measurements. Discuss your results.
d. Using the temperature changes and differences, calculate the heat energy transferred
(emitted, absorbed and lost) and the temperature efficiencies. Discuss your results
e. Using different flow rate combinations of the hot and cold fluids, determine the LMTD
and the corresponding Overall Heat Transfer Coefficient for each flow configuration.
Discuss your results
f. Comment on the change in thot and tcold when the heat exchanger is converted from
parallel to counter flow configuration.

6. Report

The following must be included in a report on your practical: assumptions made, the
measured results and conclusions that can be drawn from these results. In addition, compare
the performance and comment on the differences between the tubular, plate and shell-and-
tube heats exchangers.
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Useful information: