535.652.81 - Thermal Systems Design and Analysis

• Introduction to Thermal Systems
• Modeling Components of Thermal Systems
  • Heat Exchanger Simulation
  • Piping Systems and Systems Curves
  • Curve Fits
  • Prime Movers
• Engineering Economics
• System Simulation
  • Successive Substitution
  • Newton-Raphson Solution Methods
• Optimization
  • Formulation of Problems
  • Lagrange Multipliers
  • Search Methods
  • Genetic Algorithms
  • Geometric Programming

To formulate a solution approach to a design problem involving systems meant to transfer energy through heat and mass transfer and to then apply optimization methods to obtain the best solution given particular criteria

• Apply principles of thermodynamics, heat transfer, and fluid mechanics to model the performance of key components of a thermal system.
• Construct a mathematical model of performance of a thermal system using curve fits.
• Create a set of equations that represent the performance of a thermal system.
• Solve systems of nonlinear equations that represent the performance of a thermal system.
• Evaluate whether a given design of a thermal system will meet the requirements of the design.
• Formulate an optimization problem of a thermal system in mathematical terms.
• Apply mathematical methods of optimization to determine the best set of operating or design parameters.
• Compare the benefits and drawbacks of utilizing particular optimization techniques for solving thermal systems problems.

Students will be required to conduct some basic programming in the course. The instructor recommends Matlab, which is available to students via the Johns Hopkins intranet. You are not obligated to use it, but you will need to be able to solve sets of linear equations.

It is expected that each module will take approximately 6 - 10 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 1-2 hours per week) as well as some outside reading, viewing annotated slide presentations (approximately 1-2 hours per week), participating in online discussion (approximately 1–2 hours per week), and completing assignments (approximately 3-4 hours per week).

This course will consist of three basic student requirements:

1. Preparation and Participation (Module Discussions) (20% of Final Grade Calculation)

Each student is responsible for carefully reading all assigned material and being prepared for discussion. Reading will be assigned from documents supplied by the instructor.

Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness) 

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least one classmate (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

Your instructor will monitor module discussions and will respond to some of the discussions as discussions are posted.

Evaluation of preparation and participation is based on contribution to discussions. Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%) – 0.5 point is deducted for each day a post is made beyond the due date
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

• 100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].
• 79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].

2. Assignments (50% of Final Grade Calculation)

Assignments will involve quantitative problem sets. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately. All assignments are due according to the dates in the Calendar 

Late submissions will be accepted for up to one week past the due date. These late submissions will be reduced by 1 point out of 10 (no exceptions without prior coordination with the instructor).

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (10%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)
6. Implications of answer are discussed (10%)

Quantitative assignments are graded as follows:

• 100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.
• 89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.
• 79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.
• <70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

3. Final Project (30% of Final Grade Calculation)

A course project will be assigned several weeks into the course and will have several devlierables due throughout the semester.  The final report and presentation will be due during Module 13. The course project is evaluated by the following grading elements:

1. Written problem definition and description (5 %)
2. Component identification and schematic of system (10 %)
   
3. Appropriate modeling of each component (20%)
4. Development of a workable solution (15%)
5. Formulation of optimization problem (5%)
6. Choice of appropriate optimization procedure for finding optimal solution (10%)
7. Evidence of successful determination of optimal operating conditions. (10%)
8. Graphical presentation of results (5%)
9. Written discussion of findings and limitations of analysis. (5%)

 Course Project is graded as follows:

• 100–90 = A—Student clearly describes problem, selects appropriate simulation and optimization methods, calculates performance and optimal solution correctly, and presents results in a clear and concise manner. Student demonstrates an understanding rich in content; full of thought, insight, and analysis.
• 89–80 = B—Student clearly describes problem, selects appropriate simulation and optimization methods, and presents results in a clear and concise manner. Student demonstrates an understanding of substantial information; thought, insight, and analysis has taken place.
• 79–70 = C—Student describes problem but fails to properly implement procedures discussed in class to simulate and optimize the problem. Student Understanding is generally competent; information is thin and commonplace

Student assignments are due according to the dates identified in each module. Your instructor will post grades one week after assignment due dates.

Spelling and grammar are not directly graded. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work.

Your final grade will be based on the final criteria weighting: 

Your final grade will be calculated using the following scale:

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.