535.634.81 - Applied Heat Transfer

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the 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 Enhanced Heat Transfer
• Heat Transfer Fundamentals
• Performance Evaluation Criteria
• Plate-and-Fin Extended Surfaces Part I
• Plate-and-Fin Extended Surfaces Part II
• Finned-Tube Heat Exchangers
• Twisted-Tape Inserts
• Internally-Finned Heat Exchangers
• Internally Roughened Tubes
• Pool Boiling
• Film Condensation Part I
• Film Condensation Part II
• NIST Refrigerant/Lubricant Pool Boiling Heat Transfer Research

Course Goals

The goal of this course is to develop the ability to select the proper heat transfer enhancement and to solve real problems. The student will learn the difference between a sizing and rating problem and learn how to design a heat exchanger and select an enhancement to meet various design criteria such as reduced size, reduced frontal area, or reduced weight. In addition, the Performance Evaluation Criteria (PEC) will be overview to provide the student with a means of selecting the right heat transfer surface to satisfy the chosen optimizing criteria such as reduced pumping power or reduced surface area. 

Course Learning Outcomes (CLOs)

• Explain fundamental heat transfer mechanism of various enhancements, and why one enhancement is better than another.
• Apply basic heat transfer models and correlations to size and rate a heat exchanger.
• Select the appropriate heat transfer enhancement for a particular heat transfer application.
• Interpret the effect of the variation of heat transfer geometry in order to choose a favorable design.
• Illustrate how the Performance Evaluation Criteria (PEC) is used to optimally design a heat exchanger for a given performance constraint.
• Apply the Performance Evaluation Criteria (PEC) for exercising a fair comparison of selected heat transfer enhancements.

Textbooks

Required 

Webb, R. L., and Kim, N-H. (2005) Principles of Enhanced Heat Transfer (2nd ed.). New York, NY: Taylor & Francis Group. 

ISBN-10: 1591690145 

ISBN-13: 978-1591690146 

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore. 

Optional 

Additionally, several papers and handouts will be made available on Adobe Connect as pdf documents. 

Required Software

The student will need on several occasions plot a small amount of data and predictions from correlations. This can be done with any software that the student is comfortable using and has available. 

MATLAB 

A license for a recent version of MATLAB 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

It is expected that each module will take approximately 8–12 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 2–3 hours per week) as well as some outside reading, listening to the audio annotated slide presentations (approximately 2–3 hours per week), and writing assignments (approximately 4–6 hours per week). 

This course will consist of four basic student requirements: 

Preparation and Participation (Module Discussions) (10% of Final Grade Calculation) 

You are responsible for carefully reading all assigned material and being prepared for discussion. The readings are from the course notes, text, and handouts. Technical publication reading may be assigned to supplement text readings. 

You are responsible for reading the posted discussion questions for each module and providing at least one response. The deadlines for posting your response coincide with the deadlines for the module assignments. Posting a response is part one of your grade for module discussions. 

Half of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with classmates (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. I 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%) 
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]. 

Assignments (70% of Final Grade Calculation) 

Assignments will consist entirely of homework problems that are given for each of the first thirteen modules. 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 reduced by 10% for first three days late and then they will be reduced by 25% for those that are more than three days late.  Assignments more than a week late will be given a zero grade (no exceptions without prior coordination with the instructors). For example, if the total possible points of an assignment is 10, then I'll subtract 1 late point for being 3 days late.  For an assignment that is four days late, that assignment would be deducted by 2.5 points.

Qualitative assignments vary from a total score of between 6 to 14 points and are evaluated by the following grading elements: 

1. Technical accuracy. (each answer is typically 1 or 2 points for each question) All equations used must be shown. Each equation must also show the numbers used with appropriate units. If you calculate a dimensionless number, you need to show how it was calculated and how the units cancel. Partial credit depends on the particular problem. 
2. Problem Introduction. (Up to 2 points are deducted from the total score if it is missing or it is inadequate.) Each problem must show a problem summary that provides a summary of the problem statement, a listing of the givens, a listing of the unknowns, a listing of the assumptions, and brief statement of what is to be determined.

All writing is expected to meet or exceed accepted graduate-level English and scholarship standards. For example, a one point technical question requiring six equations is graded as follows: 

1 point—All parts of the question are addressed, with all the correct equations shown, with all the correct numbers and units, and the correct answer is clearly displaced with an underline or it is boxed. 

0.75 points— All parts of the question are addressed, with all the correct equations shown, with all the correct numbers and units, and the wrong answer is clearly displaced with an underline or it is boxed. (I will forgive you for up to five calculation errors in the homework for the entire course). 

0.5 points— All parts of question are addressed, with only one incorrect equation shown or with only one incorrect number with the answer clearly displaced with an underline or boxed. 

0.25 points—All parts of the question are addressed; with only two incorrect equations shown or with only two incorrect numbers with the answer clearly displaced with an underline or boxed. 

0 points—Three or more incorrect equations shown or with three or more incorrect numbers with the answer clearly displaced with an underline or boxed. 

Because not all of the equations in a problem share the same significance, not all problem grading can rigorously follow the above example. The above example is meant to show how partial credit may be given. In the real world, partial credit is never given for engineering. You either get the full credit or the full blame. That being said, if the grading of a particular problem seems to differ from the above example, you can nevertheless be assured that it will be consistent between students. 

Final Exam (20% of Final Grade Calculation) 

The final exam will be available in the last Module. The time to complete the exam will be given in the last Module or the Welcome Letter. You may use the course text and notes to complete the exams. 

The exams are evaluated by the following the same grading elements as for the homework assignments above with the exception that a problem introduction is not required. 

Grading Policy

I will return a marked-up pdf of your homework assignment to show you what you did correctly and a brief explanation of what was not done correctly. I will not share a correctly completed assignment of the homework problems. 

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

We generally do not directly grade spelling and grammar. 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. These criteria apply to both undergraduates and graduate students taking the course. 

Course Policies

If you have an extenuating circumstance that prevents you from submitting a homework assignment on time, you must make arrangements with me prior to the original deadline to obtain a revised deadline for the homework. 

Reduced credit is given for homework received after a deadline as outlined in the Student Coursework Section above. Frequent use of deadline extension, i.e., abuse, will not be permitted. 

Plagiarism 

Plagiarism is defined as taking the words, ideas or thoughts of another and representing them as one's own. For this course plagiarism mainly refers to copying the work of another individual. Sharing homework so that someone else can either copy answers or correct their own work based on yours is academically dishonest and meets the standards of plagiarism. A student will receive a warning at the first incident. Any further incidents will result in the student receiving a zero on the assignment and the matter will be referred to the Associate Dean. Contact me if you have a question about this policy, or if you have questions about a particular assignment. 

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.