535.633.81 - Intermediate Heat Transfer

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted on the Course Outline page. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Introduction to Heat Conduction
• Heat Conduction - Part 2
• Extended Surfaces
• Multi-Dimensional Heat Conduction
• Transient Heat Conduction
• Convection Heat Transfer– Part 1
• Convection Heat Transfer: External Flow – Part 2
• Convective Heat Transfer: Internal Flow
• Natural Convection and Phase Change
• Heat Exchangers
• Radiation Heat Transfer from Blackbody Surfaces
• Radiation Properties of Real Surfaces
• Radiation Exchange Between Surfaces
• Radiation Heat Transfer – Numerical Methods and Course Wrap-up

Course Goals

The goal of this course is to provide students a deeper understanding of the fundamentals of heat transfer which will provide the foundation for more advanced courses in heat transfer and multi-disciplinary topics where heat transfer is important.

Course Learning Outcomes (CLOs)

• Develop an engineering model of a complex thermal systems, applying appropriate simplifications and assumptions to make the problem tractable
• Identify the appropriate governing equations and boundary conditions to model the thermal response of a physical system;
• Determine the temperature distribution of a physical domain using appropriate analytic or numerical techniques;
• Determine the thermal energy entering or leaving a physical system using appropriate analytic or numerical techniques;
• Specify the physical system (material, size, geometry) to meet desired thermal performance for given loads and satisfying constraints;
• Solve the heat conduction equation using analytic and numerical techniques for various conduction problems;
• Determine solutions for boundary layer flows over a flat plate, using appropriate solution techniques;
• Apply empirical correlations to determine the heat transfer coefficient for forced external flows and internal flows, for problems involving natural convection, and for problems involving phase- change;
• Determine the rate of heat transfer between black and/or gray surfaces engaged in radiant exchange using appropriate solution techniques.

Textbooks

“Heat Transfer,” Gregory Nellis and Sanford Klein, Cambridge, 2012; ISBN: 9781107671379. Other reference material, as deemed necessary, will be distributed by the instructor. Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website.

Required Software

You will need access to a recent version of MATLAB. A license is provided at no cost to you, through JHU. Visit the JHU IT Services Portal. Log in with your JHED ID and type “Matlab” in the search bar. Click on “Matlab for Students” in the search results and follow the instructions provided.

Student Coursework Requirements

This course will consist of four basic student requirements.  Grading is based on the “Grading System” provided in the Graduate Programs catalog, p. 10 and discussed in detail later in this syllabus.

1. Discussions (10% of Final Grade Calculation)

Students are required to participate in Discussions.  There will be four article-based discussions throughout the semester.

Discussion interactions are graded as follows:

• A - Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].
• 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].
• C - Timeliness [infrequently participates; some required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].
• D - Timeliness [rarely participates; few required postings; may be posted outside the time guidelines]; Critical Thinking [often off topic or irrelevant]
• F - Timeliness [almost never participates; may be posted outside the time guidelines]; Critical Thinking [irrelevant and misguided]

2. Assignments (40% of Final Grade Calculation) 

Assignments will consist primarily of quantitative problem sets. On the first page, clearly indicate 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. Assignments must be submitted as a single PDF file.

All assignments are due on the due date specified. Late submissions will be accepted up 5 calendar days late and the score will be reduced by one letter grade (no exceptions without prior coordination with the instructor).

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered
2. Assumptions are clearly stated
3. Intermediate derivations and calculations are provided
4. Answer is technically correct and is clearly indicated
5. Answer precision and units are appropriate

Assignments are graded as follows:

• A - All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct or nearly correct and is clearly indicated; Answer precision and units are appropriate.
• B - All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct or at least consistent with work shown and is indicated; Answer precision and units are appropriate.
• 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.
• D – Some parts of the question are addressed; Assumptions are not stated; Few intermediate derivations and calculations are provided; Answer is not technically correct and may not be indicated; Answer precision and units are inappropriate
• F - Few 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. Course (Team or Individual) Projects (15% of Final Grade Calculation)

Two projects will be assigned during the course. The course projects will be evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description)
2. Student technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description)
3. Team preparation and participation (as described in Course Project Description)
4. Team technical understanding of the course project topic (as described in the Course Project Description)

Course Project is graded as follows:

• A - Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team work product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis].
• B - Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team work product(s) agreed to and prepared; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place].
• C - Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace].
• D - Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities not clearly assigned; some individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally lacking understanding; information is thin, incorrect and misguided].
• F - Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities not assigned; few individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [lack of understanding; information is missing or incorrect].

4. Exams (35% of Final Grade Calculation)

There will be three exams given during the course. The exams will be turned in as part of the module completion in the module they are given. You may use the course text and notes to complete the exams.

Exams will consist of quantitative problems similar in nature to those assigned on homework assignments. The grading elements and structure will be the same as those for Course Assignments listed above.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Assignments section. I will post grades one week after assignment due dates.

I generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted.  Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).  The following grades are used for the course: A+, A, A– (excellent), B+, B, B– (good), C+, C, C- (limited satisfactory), D+, D (unsatisfactory), F (failure)

These criteria apply to both undergraduates and graduate students taking the course.

Final grades will be determined by the following weighting:

Individual assignments will be scored out of the points available.  For each assignment, a quantitative score (e.g. 17 points out of 20).  Since letter grading is qualitative (e.g. B = good), the relationship between quantitative score and letter grade from assignment to assignment is not always fixed.  In general, the following scale will be used. 

Academic Policies

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.