| Subject name (in Hungarian, in English) | Thermal Engineering | |||
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Thermal engineering
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| Neptun code | BMEGEENBMHO | |||
| Type | study unit with contact hours | |||
| Course types and number of hours (weekly / semester) | course type: | lecture (theory) | exercise | laboratory excercise |
| number of hours (weekly): | 1 | 2 | 0 | |
| nature (connected / stand-alone): | - | coupled | - | |
| Type of assessments (quality evaluation) | mid-term grade | |||
| ECTS | 4 | |||
| Subject coordinator | name: | Dr. Fülöp Tamás Attila | ||
| post: | associate professor | |||
| contact: | fulop@energia.bme.hu | |||
| Host organization | Department of Energy Engineering | |||
| http://www.energia.bme.hu/ | ||||
| Course homepage | https://edu.gpk.bme.hu | |||
| Course language | english | |||
| Primary curriculum type | mandatory | |||
| Direct prerequisites | Strong prerequisite | BMETE94BG03 | ||
| Weak prerequisite | ||||
| Parallel prerequisite | ||||
| Milestone prerequisite | at least obtained 0 ECTS | |||
| Excluding condition | BMEGEENBEHK, BMEGEENBGHK | |||
Aim
The aim of the course is to introduce students to the basic types of energy (heat) transfer, the basic formulation of the related quantitative description and its application in the relevant technical problems. The course discusses the solutions of steady-state and time dependent heat conduction problems, taking into account boundary conditions and possible internal heat sources. It describes the principles and simple examples of analytical and numerical solutions. It discusses the phenomenon of heat transfer and the practical determination of the heat transfer coefficient. It discusses heat transfer through fins and heat exchangers, and the basics of their thermal engineering sizing. It introduces the basic formulation of thermal radiation, its technical significance (exploiting its advantages, eliminating its disadvantages) and the methods of practical calculation of radiative heat transfer between bodies. In addition to specific thermal engineering phenomena and related technical tasks, it provides generally useful modeling and problem-solving knowledge.
Learning outcomes
Competences that can be acquired by completing the course
Knowledge
The student is in possession of the commonly used conceptual framework of heat transfer. The student has a comprehensive knowledge of methods and procedures for solving heat transfer tasks and problems. The student is knowledgeable in describing real systems with abstract heat transfer models. The student is aware of the basic mechanisms of energy (heat) propagation. The student is informed about the differential equation of time dependent thermal conduction and the principles and simpler examples of its analytical and numerical solution. The student knows the first, second and third type boundary conditions of thermal conduction problems, and the related mechanisms and phenomena. The student knows the similarity numbers of heat conduction and the practical application of its dimensionless basic solution. The student also recalls the benefits and implementation of rescaling and nondimensionalizing at a general level. The student interprets the basic laws of thermal radiation, the radiation-related properties of bodies, the relevant phenomena, and their effects that are important for practice. The student is in possession of the description of the temperature distribution of steady-state thermal conductivity of simple bodies. The student understands the application of a concentrated parameter model describing the warming / cooling of bodies. The student is aware of the principles of describing heat transfer phenomena.
Ability
The student applies the commonly used concepts of heat transfer. The student operates methods and procedures for solving heat transfer tasks and problems. The student uses the description of real systems via abstract heat transfer models. The student identifies the basic mechanisms of energy (heat) propagation. The student uses the differential equation of time dependent thermal conduction and the principles and simpler examples of its analytical and numerical solution. The student classifies the first, second and third type boundary conditions of thermal conduction tasks, and the related mechanisms and phenomena. The student operates the heat conduction similarity numbers and the practical application of its dimensionless basic solution. The student also operates rescaling and nondimensionalizing at a general level. The student uses the basic laws of thermal radiation, the radiation-related properties of bodies, the relevant phenomena, and their effects that are important for practice. The student calculates the temperature distribution of steady-state thermal conductivity of simple bodies. The student calculates the prediction of a concentrated parameter model describing the warming / cooling of bodies. The student applies the principles of the description of heat transfer.
Attitude
The student strives for careful, accurate, error-free work, and for continuous self-monitoring. The student expands his/her knowledge by continuously acquiring knowledge. The student is open to the use of information technology tools. The student strives to become familiar with and routinely use the system of tools needed to solve heat transfer problems. The student strives to solve technical problems that can be implemented even in the case of limited resources, and to reformulate them in this way. The student enforces the principles of energy efficiency and environmental awareness in solving thermodynamic problems.
Independence and responsibility
The student independently thinks through heat transfer tasks and problems and solves them based on specific sources. The student accepts well-founded critical remarks. The student feels responsible for the model chosen for a given thermal engineering situation: the model should be simple enough but rich enough. The student is committed to a systems approach in his thinking. The student accepts responsibility for engineering decisions.
Teaching methodology
Presentations on a blackboard or tablet + explanation of projected background materials; classroom calculational practices related to the knowledge given in the lecture on a blackboard or tablet, also projecting background materials; device and software demonstrations; written and oral communication. Class activity is also stimulated by a system of bonus points, and students are encouraged to ask even "bad" questions and comments, and the instructor develops and explains positive morals from even these ones.
Support materials
Textbook
Bergman, Lavine, Incropera, Dewitt: Fundamentals of Heat and Mass Transfer, 2017, ISBN 9781119320425
Lecture notes
Tamás Környey: Heat Transfer, lecture notes, Műegyetemi Kiadó, 2016
Tamás Fülöp: Chapters in thermodynamics, lecture notes, BME, 2021
Online material
https://edu.gpk.bme.hu
ftp://ftp.energia.bme.hu/pub/muszaki_hotan/Hoatvitel_jegyzet.pdf
ftp://ftp.energia.bme.hu/pub/muszaki_hotan/BEHK&BGHK&BMHT_Gyakorlati_feladatok_gyujtemenye_hallgatoi.pdf
Validity of the course description
| Start of validity: | 2021. September 1. |
| End of validity: | 2026. August 31. |
General rules
Performance is assessed on the basis of two midterms (summative academic performance evaluations). Summative academic performance evaluation: a complex, written way of evaluating knowledge and ability type competence elements in the form of a 90-minute written midterm, which basically focuses on the application of the acquired knowledge, i.e., on problem recognition and solution; the topics are determined by the lecturer of the subject in agreement with the teacher of the practical course.
Assessment methods
Detailed description of mid-term assessments
| Mid-term assessment No. 1 | ||
| Type: | summative assessment | |
| Number: | 2 | |
| Purpose, description: | A complex, written way of evaluating knowledge and ability type competence elements in the form of a 90-minute written midterm, which basically focuses on the application of the acquired knowledge, i.e., on problem recognition and solution; the topics are determined by the lecturer of the subject in agreement with the teacher of the practical course. | |
Detailed description of assessments performed during the examination period
The subject does not include assessment during the examination period.
The weight of mid-term assessments in signing or in final grading
| ID | Proportion |
|---|---|
| Mid-term assessment No. 1 | 100 % |
The condition for signing is that the score obtained in the mid-year assessments is at least 14%.
The weight of partial exams in grade
There is no exam belongs to the subject.
Determination of the grade
| Grade | ECTS | The grade expressed in percents |
|---|---|---|
| very good (5) | Excellent [A] | above 90 % |
| very good (5) | Very Good [B] | 85 % - 90 % |
| good (4) | Good [C] | 72 % - 85 % |
| satisfactory (3) | Satisfactory [D] | 65 % - 72 % |
| sufficient (2) | Pass [E] | 50 % - 65 % |
| insufficient (1) | Fail [F] | below 50 % |
The lower limit specified for each grade already belongs to that grade.
Attendance and participation requirements
The lack of the value means that there is no attendance requirement.
At least 70% the exercises (rounded down) must be actively attended.
Special rules for improving, retaken and replacement
The special rules for improving, retaken and replacement shall be interpreted and applied in conjunction with the general rules of the CoS (TVSZ).
| Need mid-term assessment to invidually complete? | ||
| NO | ||
| The way of retaking or improving a summary assessment for the first time: | ||
| the summative assessments can be retaken or improved only combined | ||
| Is the retaking-improving of a summary assessment allowed, and if so, than which form: | ||
| retake or grade-improving exam not possible | ||
| Taking into account the previous result in case of improvement, retaken-improvement: | ||
| out of multiple results, the best one is to be taken into account | ||
Study work required to complete the course
| Activity | hours / semester |
|---|---|
| participation in contact classes | 42 |
| mid-term preparation for practices | 14 |
| preparation for summary assessments | 32 |
| additional time required to complete the subject | 32 |
| altogether | 120 |
Validity of subject requirements
| Start of validity: | 2021. September 1. |
| End of validity: | 2026. August 31. |
Primary course
The primary (main) course of the subject in which it is advertised and to which the competencies are related:
Mechatronics engineering
Link to the purpose and (special) compensations of the Regulation KKK
This course aims to improve the following competencies defined in the Regulation KKK:
Knowledge
- Student has the knowledge and application in context of the scientific and technical theories and causal relationships relevant to the profession of mechatronics engineer.
Ability
- Student has the ability to develop independently the theoretical knowledge and to apply new theory to the practical solution of complex mechatronic design problems of an unconventional nature.
- Student has the ability to contribute original ideas to the knowledge base of the field.
Attitude
- Student strives for self-learning and self-development through active, individual and autonomous learning.
Independence and responsibility
- Student takes an independent and proactive approach to solving professional problems.
Prerequisites for completing the course
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Knowledge type competencies
(a set of prior knowledge, the existence of which is not obligatory, but greatly facilitates the successful completion of the subject) |
The student knows the basics of mathematics and physics. |
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Ability type competencies
(a set of prior abilities and skills, the existence of which is not obligatory, but greatly contributes to the successful completion of the subject) |
The student is able to solve basic mathematical and physical problems. |