7/27/2019 Handout Abet

1/5

1

3.185ABETStatementsAdamPowell

Fallsemester,2003

SubjectobjectivesandoutcomesObjectives1. Give students an understanding of conservation laws and constitutive equations as they apply toconvectiveanddiffusive(orviscous)transportofmass,heatandmomentum.OutcomesOncompletion,studentsshouldbeableto:(a) Usemicroscopicspecies/heat/mass/momentumbalancestoderivesteadyandunsteadydifferential

equationsfordiffusion,heatconductionandfluidflow.(b) Usemacroscopicbalances to obtain simple solutions to larger-scaleproblems such asdesign of

continuousflowreactors.(c) Haveaqualitativeunderstandingofturbulentflowphenomena, including:

RelationtotheReynoldsnumber.Mechanismsofenhancedeffectiveviscosity,thermalconductivity,anddiffusivity. Turbulentkineticenergyandeddy lengthscales.Thek-model.

(d) DeveloptheBernoulliequationforinviscidflowinhighReynoldsnumbersituations.2.

Students

should

be

able

to

solve

simple

1-D

diffusion,

heat

conduction

or

fluid

flow

problems

using

the

transportequations.Outcomes(a) Calculatetransportratesofspeciesinmixedreaction/diffusionlimitedorconvectivemasstrans-

fer/diffusion limitedsituations,suchassecondphaselayergrowth(e.g. oxidation).(b) Usesimple1-Dunsteadydiffusionequationsolutions,e.g.Gaussian,errorfunction,Fourierseries,

tosolvediffusionandheatconductionproblems.(c) UsetheNavier-Stokesequationstosolve1-D(Cartesianorcylindrical)steady-statefully-developed

laminarflowproblems.(d) Understand thesimilaritysolution foraviscousboundary layeronaflatplate,andapplication

todragforceandentrance lengthcalculation.(e) Understandthephenomena involved incoupledfluidflowandheatconductionordiffusion,and

theirrelationtoheatandmasstransfercoefficients, insituationsofforcedconvectionoveraflatplateornaturalconvectionnearaverticalwall.

3. Developthetechniqueofdimensionalanalysisofproblems,andillustrate itsimportance.Outcomes(a) Usedimensionlessnumbersthroughoutthecoursetocondensetransportbehavior involvingfive

ormoreparameterstosimpleexpressionswithjusttwoorthreeparameters.

1

7/27/2019 Handout Abet

2/5

7/27/2019 Handout Abet

3/5

4 CorrelationMatrixObjectives1. Give students an understanding of conservation laws and constitutive equations as they apply toconvectiveanddiffusive(orviscous)transportofmass,heatandmomentum.

2. Studentsshouldbeabletosolvesimple1-Ddiffusion,heatconductionorfluidflowproblemsusingthetransportequations.3. Developthetechniqueofdimensionalanalysisofproblems,andillustrate itsimportance.4. Teachstudentsenoughtransporttobeabletobeconversantinthetopicwithchemicalandmechanical(andother)engineerswhospendmoretime learningthesesubjectsandhaveaccesstomorepowerfultools, as studentswill likelywork inmultidisciplinary teamswith such engineers throughout theircareers.

ABETcriteriaa. Abilitytoapplyknowledgeofmathematics,science,andengineeringb. Abilitytodesignandconductexperiments,aswellastoanalyzeand interpretdatac. Abilitytodesignasystem,componentorprocesstomeetdesiredneedsd. Abilitytofunctiononmulti-disciplinary teamse. Abilitytoidentify,formulate,andsolveengineeringproblemsf. Understandingofprofessionalandethicalresponsibilityg. Abilitytocommunicateeffectivelyh. The broad education necessary to understand the impact of engineering solutions in a global andsocietalcontext

i. recognitionoftheneedfor,andanabilitytoengage inlife-long learningj. Knowledgeofcontemporary issuesk. Abilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryforengineeringpractice

ABETcriterion a b c d e f g h i j kObjective1 H H H M M HObjective2 H H H HObjective3 H H H HObjective4 M M M M M M M H

Table1: 3.185CorrelationMatrix

3

7/27/2019 Handout Abet

4/5

5 ReflectiveMemorandumAnunfortunatetrendforthepasttwoyearsseemstobefeaturecreep,atermborrowedfromthesoftwareindustry and used to describe the tendency of software engineers to addjust onemore featurehere,justonemore capability there,until thewholeprogrambecomesunmanageably largeandunwieldy. In3.185,thismeansthateachsemesterIaddjustonemoretopic inthissection,justonemoreexplanationforthatphenomenon,

etc.,

so

these

new

features

of

the

subject

squeeze

out

important

topics.

For

example,

last

yearwhen teaching diffusion, Ijust taught theFourier series for infinite and finite symmetric (1

2-period)

systems;thisyearIadded 14-periodsystemstoexplaintheproblemon lastyearsexam1,whichappeared

onaproblem set. Other items taughtmore slowly thisyearpreventedus fromcoveringhigh-temperaturetrendsinwaterheattransfercoefficients,suchasnucleateboilingandfilmboiling.Ontheotherhand,inboth2002and2003,weconcludedthesemesterwiththesametopic,whichwasthe

Bernoulliequation. I thinkthatbothBernoulliandnaturalconvectionwerecoveredbetterthisyearthanlast,becauseofanewwayofexplainingtheGrashofnumberasthenaturalconvectionReynoldsnumber,butIstillneedtoworkonabetterexplanationfortherateofgrowthofnaturalconvectionboundarylayers.Neither2002nor2003 includedcontinuousflowreactors,whicharean interestingand importanttopic;wehave never covered flow through porousmedia; but I think thiswas due to the introduction of muddycardsin2002.Speakingofmuddycards,thissemestersclasswasnoticeablymoreparticipatorythan lastyears,both

intermsofmuddycardsandverbalquestionsinclass. SinceChristineOrtizalsoobservedthistrendin3.11,Ibelievethat itsarealchange,thisyearsclass isjustthatmuchbetterinthatregard.Unfortunately,thetextbookchangewasnotassuccessfulaswashoped.Welty,Wicks,WilsonandRorrer

didanumberofthingsbetter,suchasvisualizationsandviscositynotation;somethingsjustasbadly,mostnotablytheorderoftopicswhichremains inappropriateforthissubject;andsomethings lesswell,suchastheunconventionalshearstressconventionusedforfluids.Basedonthis,IcannotrecommendthistextfornextyearsMaterialsProcessingsubject.As a final (no pun intended) commentary on this semester, the final examwas again a bit too hard

this year. PartA (closed-book)was appropriate in length and difficulty, andwill likely have one or two100%scores. ButPartB(open-book)wastoo long,abitonthehardside,andmost importantly,notwellunderstood. Forexample, itseemsthatmoststudentssawthe ladlegraphand immediatelyassumedthatthewholeproblemusedtheBernoulliequation;ahintaboutadaptingHagen-Poiseuillewouldhavehelpeda lot. And studentsdidnot seem tounderstandwhattheComplete IdiotsGuideessaywasasking for;areferencebacktotherecipes inaPartAproblemwouldhavehelpedagreatdeal. Thebasicproblem isthatIneedtonotfocusonstretchingthestudentstoSeehowmuchyoucandowiththetransportyouvelearned,becausethosewhodontfinishitwillfeel liketheyhaventlearnedmuchatall.Nextyear, thissubjectwillgoawayandbereplacedbyMaterialsProcessing,which is supposed tobe

3.185pluseconomicsplusa lab,withgreater focusontheprocessesthemselves. Goodgrief,doesnt3.185haveenoughmaterial in italready? Butthatsthemandate fromthedepartment,soIllhaveto livewithit.Thequestionthenbecomes,whattoeliminate?

Discard all of diffusion. This is covered in 3.022, the new kinetics subject. But then, itwas alsocoveredin3.01undertheoldcurriculum,andyetstudentsappreciatedthere-coverage,bothtoreviewthematerialandtopresent it ina3.185way. Thing is,although itwouldseemeliminatingdiffusioncouldsaveabunchoflectures,infact,thefirstheatconductionlecturejustrecapsallofthediffusionmaterialforconduction,sowellneedtoteachthatstuffanywayifwewantittobecovered...

Discardsomeofdiffusion.Theerfsolutionsaretooimportanttodiscard,butFourierserieswillproba-blyhavetogotoobad,becausethatwasperhapsthemostelegantsolution,andhelpedconsiderablyintheexplanationofthesteady-statetimescale. Butwhatelsecango? Layergrowth isvery impor-tant;perhapsitcangoinkinetics,andwecandoconduction-limitedlayergrowthbyanalogytothat.Dimensional analysis canNOTbe removed, that is an extremely important conceptwhichmustbecoveredatsomepointpriortostudentlearningabouttransport.

Giveup trying to explainNavier-Stokes. Just face the fact that studentswillneverunderstand thenatureoftheconvectivemomentumtransportterms,andtreatN-Sassomemythicalequationwhich

4

7/27/2019 Handout Abet

5/5

theymighthope tounderstand if theytake10.301or2.005butwhichwejustwontdohere. NevermindthatN-SistheunderpinningofeverythingfromconvectiveheatandmasstransporttoBernoullitothethingsolvedbyamyriadfiniteelementsimulationstheyllwanttodoforeverythingfromcastingandinjectionmoldingtoCVD,etc.

Sothesearesomeideasonwhattogiveup.Nowwhatshouldbeadded,howshouldthingsbeexplainedin lightoftheserealities,andwhatwillbeadded?

Treatflowphenomenologically,liketheviscouscomponentproportionaltoU/Landthekineticenergycomponentproportionalto 1

2U2. SkiptheNavier-Stokessectionandgostraightfromviscoustransfer

toeitherBernoulliviacontrolvolumes,ordragforceintubes,flatplates,spheresandporousmedia. Economics: Icanthinkofthreetopics,whicharebatchandcontinuousflowreactors,howthey leadintocostmodeling,andinput/outputmodeling.

Labs: lookatefluids.comfor inspiration,andcomeupwithsomesimplelabconcepts.For lectures, I envision a good amount of chalk-and-talkbecause thats goodpedagogy, butwithmorecomputervisualizationsandmoviesandsuchtoenhance it.So in any case, thats3.185, andhow itsgoing to change to3.044,MaterialsProcessing, aswemove

forward. Thereinventionwillhelptoclearouta lotofthefeaturecreep,butneedstobedonecarefullysotheresultiscoherentandeffectiveinreaching itsteachinggoals. Ilookforwardtothechallenge!

5