Thermal Engineering Design Project: Heat Transfer from a Cylinder in Crossflow

1996 ◽  
Vol 24 (3) ◽  
pp. 195-206 ◽  
Author(s):  
R. S. Mullisen
1997 ◽  
Vol 25 (3) ◽  
pp. 222-230 ◽  
Author(s):  
R. S. Mullisen

A thermal engineering class design project involving friction calorimeter apparatuses that produce Joule's constant is described. The class assignment required design and construction of equipment, trial-and-error experimentation, and data reduction to obtain the relationship between work and heat given by Joule's constant (J = 778 (ft lbf)/Btu). The student's designs used falling weights, rotating flywheels, and swinging pendulums that produced rubbing friction on a small piece of copper that acted as a calorimeter. The author's design employed a bicycle with a copper calorimeter friction brake on the front tyre. Heat loss into the rubber tyre was analysed. Also, aerodynamic drag and rolling friction were analysed using bicycle coast-down data. The combined results from eleven different student designs yielded an average Joule's constant that was 32% high. The author obtained a Joule's constant that was 16% high.


2003 ◽  
Vol 31 (1) ◽  
pp. 63-75
Author(s):  
R. S. Mullisen

A thermal engineering design project requiring the design, construction, and operation of a calorimeter that measures the specific heat of aluminum was assigned to a class of third-year mechanical engineering students. Before making the assignment, the author developed his own design, which consisted of two individual calorimeters — each an assembly of 13 aluminum plates with electric resistance heater wires laced between the plates. The exterior surfaces of both calorimeters and the surrounding insulation were identical. However, the interior plates were different — one calorimeter had solid interior plates and the other had perforated interior plates. By initially adjusting the electrical power into each calorimeter the temperature versus time curves for each calorimeter were matched. This curve match allowed cancellation of the unknown heat loss from each calorimeter and cancellation of the unknown heater thermal capacity. The final result was a specific heat for the aluminum alloy that deviated by 4.4% from a published value. A class of third-year mechanical engineering students, working in teams, produced designs using the method of mixtures (aluminum and water) and electrically heated aluminum samples. The 17 student groups plus the author produced 129 data points with a mean specific heat value that deviated by 19.5% from a published value.


1997 ◽  
Vol 25 (4) ◽  
pp. 299-305 ◽  
Author(s):  
R. S. Mullisen

A thermal engineering design project involving simulated cooling of vented and nonvented disk brakes is described. A heated copper tube was rotated in a manner that replicated the motion of a single vented passageway inside a disk brake rotor. The class assignment required design and construction of equipment, and data reduction using the lumped heat capacity method to obtain heat transfer correlations. The seven student groups plus the author produced 238 data points which were collectively correlated into two Nusselt number curves. The curve for the nonvented brakes simulation was benchmarked against the published literature for a cylinder in crossflow; the deviation was about 31%. The results from the vented brakes simulation which, in addition to the external air flow, had an internal radial flow driven by the rotation produced a 30% cooling augmentation over the nonvented simulation.


Author(s):  
Patricia Kristine Sheridan ◽  
Jason A Foster ◽  
Geoffrey S Frost

All Engineering Science students at the University of Toronto take the cornerstone Praxis Sequence of engineering design courses. In the first course in the sequence, Praxis I, students practice three types of engineering design across three distinct design projects. Previously the final design project had the students first frame and then develop conceptual design solutions for a self-identified challenge. While this project succeeded in providing an appropriate foundational design experience, it failed to fully prepare students for the more complex design experience in Praxis II. The project also failed to ingrain the need for clear and concise engineering communication, and the students’ lack of understanding of detail design inhibited their ability to make practical and realistic design decisions. A revised Product Design project in Praxis I was designed with the primary aims of: (a) pushing students beyond the conceptual design phase of the design process, and (b) simulating a real-world work environment by: (i) increasing the interdependence between student teams and (ii) increasing the students’ perceived value of engineering communication.


2020 ◽  
Vol 22 ◽  
pp. 100794
Author(s):  
Weiguang An ◽  
Xiangwei Yin ◽  
Minglun Cai ◽  
Yanhua Tang ◽  
Qing Li ◽  
...  

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