CHEM ENG 2014 - Heat and Mass Transfer
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code CHEM ENG 2014 Course Heat and Mass Transfer Coordinating Unit School of Chemical Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge MATHS 2201 Course Description In this course the theories and applications of heat transfer as well as mass transfer will be introduced. The course will equip the participant with the knowledge and skills required to solve problems for the design, assessment, and analysis of heat and mass transfer processes. Presentation of the course follows separate discussions on the three modes of heat transfer: conduction, convection and radiation. At the end of the course mass transfer is introduced by drawing parallels between heat and mass transfer. The types of problems solved in the course focus on heat and mass transfer systems for industrial and real-life applications in the chemical process industries. The approaches introduced to solve problems include analytical solutions, use of numerical methods and empirical approaches based on experimental data.
Course Coordinator: Dr Philip van Eyk
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Explain what Process Engineering is; 2 Explain at a basic level how processes are defined and described; 3 Explain at a basic level how processes are implemented physically; 4 Interpret basic diagrammatic representations of processes; 5 Sketch basic diagrammatic representations of processes based on their description; 6 Work with and present quantities of relevance to process engineering; 7 Complete simple material and energy balance analysis in the process engineering context; and 8 Complete simple analysis of a number of unit operations such as heat exchangers, reactors and turbines.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.6 2.1 2.2 2.3 3.1
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 4, 6-8
Holman, J.P., Heat Transfer, 10th edition, (McGraw-Hill)
Heat Transfer, A practical Approach, 2nd Edition, Cengel, (McGraw-Hill)
Online LearningA range of online resources will be provided via MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a number of different teaching and learning approaches including lectures and tutorial classes.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact hours Workload hours Lectures 24 48 Tutorials 19 38 In-class test 2 10 TOTAL 45 96
Learning Activities SummaryTopic 1: Introduction to Heat Transfer
Topic 2: Steady-state conduction Heat Transfer
Topic 3: Unsteady-state conduction Heat Transfer
Topic 4: Convection Heat Transfer
Topic 5: Radiation Heat Transfer
Topic 6: Convection Heat Transfer
Topic 7: Heat Exchangers
Topic 8: Condensation and Boiling Heat Transfer
Topic 9: Diffusion Mass Transfer
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Further information will be available prior to the start of the Semester Total 0
This assessment breakdown is registered as an exemption to the University's Assessment for Coursework Programs Policy. The exemption is related to the Procedures clause(s): 1. a. iii 1. b. 3.
No information currently available.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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