Presentation Transcript

1. Development of the MAE Undergraduate Thermal Sciences Laboratories John Abbitt
2. Background I was hired in April 2006 as Lecturer to support two classes: EML4304C – Thermo-Heats Design and Lab EML4147C – Thermo-Heats Design and Lab These two classes typically occur in the last or next-to-last semester prior to graduation.
3. Excerpts from Job Description The Lab Lecturer position is a faculty appointment that emphasizes teaching…It is a full time appointment that will require the laboratory lecturer to be present in the laboratory area during regular business hours for the Fall, Spring and Summer sessions. We are in the process of hiring two lab lecturers… A regular faculty member will be teaching the lecture portion of these courses. The lab lecturers will be responsible for the laboratory portions of the courses. This will include teaching several of the lab sections, grading laboratory reports and design projects, coordinating TA support, advising students during office hours, and supervising students on design projects …The lab lecturers will also …maintain the lab equipment, work with faculty to design and implement new lab experiments, improve existing facilities, and develop new experimental procedures. It is our intent to hire a dedicated laboratory lecturer that will be creative in developing a laboratory and design environment that will generate enthusiasm for student participation. The MAE department views these four laboratory courses as being critical to our curriculum.
4. Background ABET requires satisfactory coverage in the following areas: Engineering Analysis Design Experiments, Analyze and interpret data Thermal Systems Design Two ABET inspections ago, the department was found weak in the last two areas. Thermo-Heats Design and Lab (EML4147C) and Thermo-Fluids Design and Lab (EML4304C) were created to address these weaknesses. I will use these buttons throughout the talk to show how these classes support these areas.
5. Background ABET also requires good facilities and adequate support. I will point out where these courses help satisfy the requirements in these areas. Facilities Support $ In comparison with other undergraduate programs, we have a strong emphasis on laboratory and hands-on experiences
6. The Evolution of ME Curriculum Previously Current Thermo Thermo 1 Basic Engineering Sciences Thermo 2 Fluid Mechanics Heat Transfer 1 Heat Transfer Heat Transfer 2 ABET Thermo-Heats Design and Lab Fluid Mechanics 1 Practical and Design Component Fluid Mechanics 2 Thermo-Fluids Design and Lab Thermal Sciences Lab 1 Thermal Sciences Lab 2
7. Objectives To create a structure for students to synthesize topics learned in Thermodynamics (EML3100), Fluid Mechanics (EGN3353C), and Heat Transfer (EML4140) To pose complicated problems that students must solve independently, creatively, and cost-effectively To promote effective oral and written communication as part of a team as well as independently To synchronize lecture with lab content To provide the finishing touches to ensure that MAE students are as good or better as any engineering student anywhere. In terms of ABET, the Thermal Sciences faculty have determined that these courses are critical to ensure satisfaction of the thermal systems design requirement.
8. Method of Lab Development First year (Summer, Fall 2006) was devoted to learning the experiments and course material. During this year I ran the labs while the lectures were taught by other faculty members. Around Spring 2007, I began to teach the lectures and had sole responsibility for both lab courses. Concurrently, I began to upgrade the existing experiments. At this time, we had one version of each experiment. Resources were limited, but I was able to get all the experiments working, and no labs were ever canceled during this time.
9. Method (con’t) Recognizing the need for additional equipment, I developed the “Four Year Plan to Update the Thermo-Fluids and Thermo-Heats Laboratory”. The plan was to first locate a funding source, then build an infrastructure to support the equipment, and finally obtain two copies of each experiment, all within four years.
10. Method (con’t) In Fall 2007, the university instituted an equipment fee which was in addition to the existing lab fee. I submitted a proposal, and my two lab courses were selected as the first courses at the university to participate in the program. First fees were charged in Summer 2008, and generated $90 per student. In Fall 2008, equipment fee was increased to approximately $220 per student. At this time, equipment fees were extended to other courses. This money can be spent only on equipment for the lab and now brings in approximately $44,000 per semester. Facilities Support $$
11. Where does all this money go? Infrastructure Costs $65,000 $23,000 $20,000 Facilities Support $$
12. Infrastructure development First step was to install new lab benches, floor drains, water, compressed air, and electricity (120 and 220 V). Cost approximately $20,000. Paid with equipment fees. Facilities Support $$
13. New Equipment Next step was to begin obtaining new equipment. In a few cases, some old equipment was retained, but mostly all new modern equipment was purchased. First priority was given to EML4147C Thermo-Heats. Two sets of each experiment are now in place. EML4304C Thermo-Fluids is 50% complete and should be finished by Fall 2011. Facilities Support $$
14. EML4147C Thermo-Heats Double pipe heat exchanger Pool Boiling Cooling Tower Radiation Conduction Fall 2009 Spring 2008 Spring 2008 Summer 2009 Spring 2008 We have two of each! Facilities Support $$
15. Double Pipe Heat Exchanger Heat Exchanger Analysis Overall heat transfer coefficient Log Mean Temperature Difference Heat Exchanger Design Effectiveness-NTU method Multi-pass and Cross-flow HX Computer-based data acquisition Design Experiments, Analyze and interpret data Thermal Systems Design
16. Pool Boiling Dimensionless parameters Boiling Modes Boiling curve Modes of pool boiling Pool Boiling Correlations Critical heat flux Film Pool Boiling Design Experiments, Analyze and interpret data Thermal Systems Design
17. Cooling Tower Gas mixtures Gases and a vapor First Law applied to Gas-vapor mixtures Adiabatic Saturation Process Wet-bulb and Dry-bulb temperatures Psychrometrics Design Experiments, Analyze and interpret data Thermal Systems Design
18. Radiation Radiation Intensity Irradiation Radiosity Black body radiation Radiation Exchange between surfaces View Factor Circuit diagrams Design Experiments, Analyze and interpret data Thermal Systems Design
19. Conduction Fourier’s Law Thermal Conductivity Heat Diffusion Equation 1-D Temperature Distribution Thermal Resistance Composite walls Contact resistance Radial systems Computer-based data acquisition Design Experiments, Analyze and interpret data Thermal Systems Design
20. Thermo-Fluids Pipe loss Pump Performance Tank Discharge Hydro-rocket Air Conditioning Summer 2010 Spring 2011 Fall 2009 Summer 2011 Fall 2010 Facilities Support $$
21. Flow in Pipes Laminar & turbulent flow Entrance region Pressure drop and head loss Moody Chart Minor losses Piping systems with pumps Computer-based data acquisition Design Experiments, Analyze and interpret data Thermal Systems Design
22. Pump Performance Turbomachinery Pumps Performance curves Matching a pump to a piping system Scaling laws Dimensional analysis Design Experiments, Analyze and interpret data Thermal Systems Design
23. Tank Discharge Compressible flow Isentropic flow through nozzles Shock waves Discharge coefficient Isentropic relations Mach number relations Computer-based data acquisition Design Experiments, Analyze and interpret data Thermal Systems Design
24. Hydro-Rocket Momentum flux Thrust Isentropic relations Bernoulli’s equation Impulse-momentum Computer-based data acquisition Design Experiments, Analyze and interpret data Thermal Systems Design
25. Air Conditioning Vapor-compression refrigeration cycle Working fluids Carnot cycle Ideal cycle Actual cycle Coefficient of performance Energy efficiency rating Design Experiments, Analyze and interpret data Thermal Systems Design
26. Structure of Classes Approximately 100 students enrolled per course per semester (200 total) Four lectures per week per course that are synchronized with the labs Ten labs during the semester Design project Engineering Analysis Design Experiments, Analyze and interpret data Thermal Systems Design
27. Assignments for Each Student Eight homeworks per semester Pre-lab assessment Two tests Five lab reports Design report Engineering Analysis Design Experiments, Analyze and interpret data Thermal Systems Design Total assignments graded during the semester for both classes - 3328 Obviously, grading is an issue!
28. Management of the Courses
29. Web CT is used to introduce each lab There is a instructional video for each lab that provides theory as well as detailed instructions on how to operate the equipment. (Special thanks to Pam Dickrell and EDGE.) Students must pass a multiple-choice pre-lab assessment prior to attending the laboratory session. Engineering Analysis
30. Design Project This is a major component of each course! The projects address the ABET requirement for thermal systems design. Thermo-Heats students design a heat exchanger. This project is completely open-ended and students are free to identify any type of project they use and design a heat exchanger. Thermo-Fluids students are given a project with specifications. Typically, they design a pipe/fan system and are required to use data obtained in lab to determine performance. Design Experiments, Analyze and interpret data Thermal Systems Design
31. Results To create a structure for students to synthesize topics learned in Thermodynamics (EML3100), Fluid Mechanics (EGN3353C), and Heat Transfer (EML4140). YES Students should be able to solve complicated problems independently, creatively, and cost-effectively. YES Students should be able to communicate effectively both orally and in the written format, and should do so either as part of a team or independently. YES These two courses should provide the finishing touches to ensure that MAE students are as good or better as any engineering student anywhere. YES Engineering Analysis Thermal Systems Design Design Experiments, Analyze and interpret data
32. Results (con’t) Stable, sustainable funding source YES Excellent equipment YES Facilities Support $$
33. Future Plans: Phase 2 Two new wind tunnels – new lab (304 NSC), Dr. Chung has graciously agreed to re-locate to free up space, space is doubled Increased time in labs for students – increase from 1 hour to 2 hours per week Additional time spent on data analysis
34. Future Plans: Phase 2 We are now moving from an emphasis on facilities development into an emphasis on improved coordination between all the MAE labs and analytical courses. We have started a working group among the Thermal Sciences faculty headed by Dr. Hahn where faculty members are “paired” with experiments, and the faculty are charged with reviewing and recommending upgrades for these experiments. In addition, labs will be integrated into other courses such as Aerospace Design and Aerodynamics. Aerospace content will be expanded in EML4304C.
35. Additional Activities EML 4930 - Computer Based Data Acquisition EAS 3020C - Introduction to Flight EGM 3400/3401-Dynamics (6 semesters) Departmental Lab and Equipment Fee Coordinator Undergraduate advisor Student Conduct Committee
36. Excerpts from Job Description The Lab Lecturer position is a faculty appointment that emphasizes teaching…It is a full time appointment that will require the laboratory lecturer to be present in the laboratory area during regular business hours for the Fall, Spring and Summer sessions. We are in the process of hiring two lab lecturers… A regular faculty member will be teaching the lecture portion of these courses. The lab lecturers will be responsible for the laboratory portions of the courses. This will include teaching several of the lab sections, grading laboratory reports and design projects, coordinating TA support, advising students during office hours, and supervising students on design projects …The lab lecturers will also …maintain the lab equipment, work with faculty to design and implement new lab experiments, improve existing facilities, and develop new experimental procedures. It is our intent to hire a dedicated laboratory lecturer that will be creative in developing a laboratory and design environment that will generate enthusiasm for student participation. The MAE department views these four laboratory courses as being critical to our curriculum.
37. Thank you!