Design of sustainable buildings requires collaboration among multidisciplinary teams who are equipped with knowledge and skill sets including architecture, construction, and engineering among others. In this paper, we report on an experiment, collected data, and learning outcomes of a multidisciplinary project involving students from three classes — a cohost of cross-college and cross-campus students with background in architecture, construction, and engineering. Emphasis of this study is placed on how student performance in applications of thermal/fluid science in the design of buildings at different climates was impacted by multidisciplinary team research, design, and collaborative activities. Students’ academic performance before and after the completion of projects in multidisciplinary teams were compared across multiple academic semesters. The study found that learning outcomes in a multidisciplinary environment can be enhanced in topic that are aligned with students’ background. However, the extent to which students’ performance can be improved by this approach, will depend on the discipline. Interpretation of multidisciplinary concepts from different perspective was one of the biggest challenges that the collaborative teams faced in our experiment.

Magnetic Resonance Thermometry (MRT) is a developing diagnostic technique that leverages advanced medical technologies to accurately measure the temperature of a fluid flow within and around complex geometries. The full three-dimensional temperature field obtained by MRT can be used to analyze heat transfer characteristics and potentially investigate thermal boundary layers near arbitrarily complex surfaces. This technique requires neither optical nor physical accessibility, thereby enabling a wide range of engineering applications. This paper describes the current state of the art for MRT measurement, detailing turbulent water channel tests, materials selection, scanning parameters, data analysis of time-averaged temperature measurements, and uncertainty estimates. The purpose of this work was to evaluate and refine the MRT technique to increase the accuracy of temperature measurements and minimize the error in fully turbulent flow measurements. In the present study, a plate with a vertical cylinder extending from both of its sides was placed between two channels, and a diagonal hole was drilled through the cylinder from one side of the plate to the other. This enabled fluid from one channel to mix with the fluid in the other. This experiment studied the mixing of two fluids at different temperatures. The upstream temperatures of each fluid were measured with thermocouples. Both flows were fully turbulent, and the colder temperature channel had a Reynolds number of 11,800. Tests were run with four different fluid temperatures for calibration and to determine any temperature dependence of measurements. Three-dimensional temperature field measurements are reported and details about data processing and procedures to conduct the experiments are provided. This work resulted in several notable improvements to MRT experimental methods. The test section and water channel were designed to limit the effects of thermal expansion in the stereolithography materials used for manufacturing the complex internal flow geometry. Multiple echo scans were used to minimize the effects of magnetic field drift commonly observed in extended scanning periods in MRI systems. Data analysis techniques were used to quantify expansion effects for both hot and cold flow cases. To quantify measurement uncertainty, the standard deviation of the mean was calculated at each data point across different scan numbers and confidence intervals established using a student t-test. An improved data processing code was used to filter data resulting in increased measurement accuracy and reduced uncertainty to less than 1 °C for most of the domain. Future work will further refine the experimental techniques to improve scanning procedures, employ high conductivity ceramics and larger geometries with relevant applications, and simplify data processing methods to generate full-field flow temperature data.

Engineering courses such as thermodynamics, fluid mechanics and heat transfer always involve many abstract math, physics concepts and equations — which are difficult to teach and understand. As fundamental courses in engineering programs, they are sometimes taught in big class size — where students may not receive adequate attention and assistance from instructors. To improve the teaching and learning efficiency, we proposed to develop virtual reality based interactive modules for learning computational fluid dynamics. In this paper, case-study learning module is demonstrated for conduction heat transfer. The programming languages of C# and Unity3D were used for the software development. Computational fluid dynamics simulation results obtained from ANSYS/FLUENT were incorporated in the program. The program has the integrated modules of mobility, interactivity, and controllability for the 3D modeling and simulations. Each module was developed separately for facilitating the program management, extension, and upgrades in the future. The developed interactive programs, incorporating rich, interactive, and engaging learning contexts, will help students gain and apply knowledge to solve real-world problems in mechanical engineering.

Much has been made of recent news that the field of heat transfer has fewer teaching professors now than in years past. It remains a challenging field for many college students who then tend to go into other engineering applications. But this trend can be reversed by utilizing modern educational tools in a flipped class model that takes advantage of and optimizes both online delivery in concert with classroom activities. Specifically, the flipped classroom model allows for the use of graphical visualization of heat transfer (a phenomena that for the most part is outside our visual spectrum) in an online format and active learning exercises that engage students in the classroom. This paper will explain how both sides of this educational equation may be the optimal method for heat transfer content delivery.

There is a large amount of research in the modeling of nuclear reactor fuel rods for various parameters amongst which the temperature is high on the list, reason being the critical temperature limit above which control of geometry will be lost as a meltdown or a partial meltdown may occur. Much of this research involves complex numerical models that are of little help especially to students learning the basics of nuclear engineering and heat transfer. This paper will explore the possibility of utilizing the integral technique for such modeling. The advantage of the technique is its simplicity which comes at the cost of some accuracy. An example is given here for a simplified cross-sectional geometry to illustrate how this modeling is done, and why it may be a superior technique to at least introduce students to the concept, but which may have applications to research in the field as well.

Recent research in the development of the “Thermal and Transport Concept Inventory” test (TTCI) has shown that, despite completing several related courses, students have significant misconceptions of heat transfer principles such as the differences between heat, energy and temperature. This lack of conceptual understanding limits students’ problem-solving abilities (and thus their transition to expertise) and their ability to transfer knowledge to other courses and contexts. This research demonstrates how this problem can be addressed by integrating hands-on workshops into a traditional heat transfer lecture course. The workshops are designed to actively engage students in exploration and discovery using authentic problems. Using heat flux sensors allows students to physically observe abstract phenomena that cannot be easily observed.

Within the past 30 years, many Enhanced Heat Transfer (EHT) technologies have become available in a number of forms for application in heat exchangers. These technologies are used in various industries to widely different extents. In 1999, H. Joshi, T. Rudy, and A. Wanni, former Ph.D. students of Dr. Ralph L. Webb and specialists in the application of EHTs in the Petroleum Industry prepared a paper for the Journal of Enhanced Heat Transfer that reviewed the extent of use of EHT Technologies in the Petroleum Industry [1]. The current paper reviews how the application of EHT in the Petroleum Industry has changed in the last 14 years.

The present work describes development of an educational web portal for performing virtual experiments. Graduate students often conduct laser based optical measurements to study fundamentals of heat transfer and fluid flow. An attempt has been made to meet the same requirements with virtualization using computational tools. OpenFOAM, an open source fluid flow simulator serves as a backbone for this initiative. A new Foam solver is developed to incorporate an additional convective heat transfer equation, account for natural convection effects, implement specific boundary conditions of interest and represent all the required class of physics as required from a pedagogical perspective. The solver is tested for accuracy by comparing results with experiments and available data in the literature. Apart from access of the source code to students, open source methodology makes it free from any licensing restrictions allowing wider deployment across multiple schools simultaneously. Even if large number of students access the web portal at the same time, all simulations can be launched without any licensing restrictions, provided computing power is available. A suite of twelve examples covering steady and unsteady flow patterns is studied in the first phase. The graphical nature of results helps students to easily recall specialized phenomena such as transients, flow circulation patterns in natural convection and vortex shedding. A comparison with laser based experiments via interferograms and schlieren images proves useful to correlate the experimental results with physically realizable temperature fields.

In complex subjects retention is an issue. Interested students appear to excel in such subjects, but the retention rates for everyone else suffer somewhat. In this paper an example is laid out of how to utilize motion pictures, and specifically the scientific errors therein, to create interesting problems that this author has found helps in student retention of complex engineering material. The example focuses on radiation heat transfer in general, and calculating configuration factors and heat transfer rates in particular. The problem from motion pictures is both interesting and complex enough to engage students in a meaningful experience where engineering tools are utilized.

Ecologically Sustainable buildings are being designed for the University of Technology, Sydney (UTS) where the building fac¸ade and equipment may serve as a project-based environment for engineering students learning about energy efficiency. Building Integrated Photovoltaic (BIPV) panels with poly-crystalline Photovoltaic (PV) module were designed and experimentally tested. The power input, and power output, surface temperatures, and channel spacing(s) between the PV module and glazed layer(s) were measured at cooling conditions with both fan-on and fan-off conditions. The electric energy conversion efficiency and the heat transfer ratios of conduction, natural convection, forced convection, and radiation reflection were determined for BIPV panels and optimized against the surface temperature and the channel spacing(s). An optimum BIPV with compact spacing for the single glazed (double-skinned) facade was suggested to be retrofitted to existing buildings, while an optimum BIPV with compact spacing for the double glazed (triple-skinned) fac¸ade was suggested for the building development at UTS. The project is ongoing and serves as a collaborative educational platform for students and staff.

The impetus of this study was to evaluate the current HVAC related energy demands of select classroom at The University of Texas at Tyler at present thermal set points and compare the current energy demands with energy demands based on operating the system at the preferred temperature range of occupants. To determine the preferred temperature range of the students at The University of Texas at Tyler, a subjective assessment was performed by questionnaire survey in a selected classroom along with objective measurements of thermal comfort parameters (air velocity, operative temperature and relative humidity). The questionnaire survey included questions about thermal sensation, perception, acceptability, and relevant demographic and clothing data. Using the Fanger’s thermal comfort model, the Predicted Mean Vote (PMV) and Percentage People Dissatisfied (PPD) was calculated from the objective measurements. Regression analysis performed on the survey data provided the range of neutral, preferred and acceptable temperatures in the classroom. The key contributions of this study were: 1) successful implementation of the on field methodology to access thermal comfort in the hot and humid climate of Tyler, Texas, 2) evaluation of the thermal comfort level of the students and faculty at The University of Texas at Tyler, 3) data acquisition of neutral and preferred temperature ranges which can be used as a reference for HVAC design engineers, and 4) comparison of the relationship between thermal comfort level and energy consumption.

Since the 1700s, natural philosophers understood that heat exchange between two bodies was not precisely linearly dependent on the temperature difference, and that at high temperatures the discrepancy became greater. Over the years, many models were developed with varying degrees of success. The lack of success was due to the difficulty obtaining accurate experimental data, and a lack of knowledge of the fundamental mechanisms underlying radiation heat exchange. Josef Stefan, of the University of Vienna, compiled data taken by a number of researchers who used various methods to obtain their data, and in 1879 proposed a unique relation to model the dependence of radiative heat exchange on the temperature: the T 4 law. Stefan’s model was met with some skepticism and was not widely accepted by his colleagues. His former student, Ludwig Boltzmann, who by then had taken a position at the University of Graz in Austria, felt that there was some truth to the empirical model proposed by his mentor. Boltzmann proceeded to show in 1884, treating electromagnetic radiation as the working fluid in a Carnot cycle, that in fact the T 4 law was correct. By the time that Boltzmann published his thermodynamic derivation of the radiation law, physicists became interested in the fundamental nature of electromagnetic radiation and its relation to energy, specifically determining the frequency distribution of blackbody radiation. Among this group of investigators was Wilhelm Wien, working at Physikalisch-Technische Reichsanstalt in Charlottenburg, Berlin. He proposed a relation stating that the wavelength at which the maximum amount of radiation was emitted occurred when the product of the wavelength and the temperature was equal to a constant. This became known as Wien’s Displacement Law, which he deduced this by imagining an expanding and contracting cavity, filled with radiation. Later, he combined his Displacement Law with the T 4 law to give a blackbody spectrum which was accurate over some ranges, but diverged in the far infrared. Max Planck, at the University of Berlin, built on Wien’s model but, as Planck himself stated, “the energy of radiation is distributed in a completely irregular manner among the individual partial vibrations...” This “irregular” or discrete treatment of the radiation became the basis for quantum mechanics and a revolution in physics. This paper will present brief biographies of the four pillars of the T 4 radiation law, Stefan, Boltzmann, Wien and Planck, and outline the methodologies used to obtain their results.

A novel method for teaching undergraduate heat transfer by using an active learning approach is presented. The method focuses on minimizing lecture time and maximizing student engagement. Learning is achieved by forming small groups of two to three students who then work on in-class graded assignments.

Josef Stefan was a professor of physics at the University of Vienna between 1863 and 1893. During his time in Vienna he was a fruitful researcher in many scientific fields, but he is best known for his work in heat transfer. He was a gifted experimentalist and theoretician who made contributions to conduction, convection and radiation heat transfer. Stefan was the first to accurately measure the thermal conductivity of gases, using a device he invented called the diathermometer. He also determined the diffusion of two gases into each other, a process now known as Maxwell-Stefan diffusion. His work provided experimental verification of the newly formulated kinetic theory of gases published by the great Scottish physicist James Clerk Maxwell. Stefan also experimentally studied the motion of gases induced by evaporation along a liquid surface, a phenomenon known as Stefan flow. In addition, Stefan received data from various expeditions on ice formation in the arctic seas. From that solid/liquid phase change data, he formulated solutions to the moving boundary problem, now called the Stefan problem. The work for which he is most famous is the T 4 radiation law which he deduced from the experimental work of a number of investigators. However, his theory was not widely accepted until his former student, Ludwig Boltzmann, derived the same relation from first principles. In their honor, the T 4 radiation equation is called the Stefan-Boltzmann law. Despite his varied contributions, little is known about Stefan the man. This paper gives some details on his life and describes the seminal work he performed in broad areas of heat transfer.

Introducing Computational Fluid Dynamics (CFD) to engineering students at the undergraduate level has become more common in recent years, although there are significant barriers for doing so using a generalized CFD solver. A common constraint is the quantity of material to be covered in a fixed amount of time in a given course, which leaves little time left for learning the use of a generalized CFD package. With this consideration in mind, FlowLab ( www.flowlab.fluent.com ) was introduced by Fluent Inc. FlowLab may be described as a virtual fluids laboratory—a computer based analysis and visualization package. Using FlowLab, students solve predefined CFD exercises. These predefined exercises facilitate teaching and provide students with hands-on CFD experience. Through the design of each FlowLab exercise, students are introduced to engineering problems and concepts as well as CFD via a structured learning process. In the fall 2003 semester at Purdue University, FlowLab was used in CHE 540, a transport phenomena course offered within the School of Chemical Engineering. This course is open to advanced undergraduate engineering students and graduate students. Students were exposed to eight separate FlowLab exercises in this course. This paper gives a detailed summary of one of these specific exercises, developing flow in a pipe with and without heat transfer. The paper emphasizes how the use of CFD via FlowLab enhanced the teaching of specific concepts in transport phenomena as well as concepts in CFD such as creating a parametric geometry, discretizing the geometry, specifying boundary conditions, material properties and operating conditions, numerical solution techniques and post-processing. Experiences from this course are that FlowLab is a positive force for creating student interest and excitement in the area of fluid mechanics and transport phenomena. Using FlowLab’s post-processing capabilities, students were able to visualize complex flow fields and make direct comparison to analytical theory and experimental correlation. In addition, FlowLab provided a structured learning experience which reinforced proper pedagogy for applying CFD to engineering problems. Upon completion of the course, a student survey was performed in CHE 540 focusing on FlowLab integration and usage, and survey responses are summarized in this paper.

In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).

This paper describes a laboratory set-up that introduces undergraduate fluid mechanics student to the concept of two-dimensional flow at bridges. The experiment involves mostly flow visualization using dye injection. The students are asked to identify angles of attack through the bridge opening, areas of ineffective flow and location with dominant eddies.

Development, implementation, and evaluation are described of hands-on student experience with complementary CFD educational interface and EFD and uncertainty analysis (UA) for introductory fluid mechanics course and laboratory at The University of Iowa, as part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project. The CFD educational interface is developed in collaboration with faculty partners from Iowa State, Cornell and Howard universities along with industrial partner FLUENT Inc. and designed to teach CFD methodology and procedures through interactive implementation that automates the “CFD process” following a step-by-step approach. Predefined active options for students’ exercises use a hierarchical system both for introductory and advanced levels and encourages individual investigation and learning. Ideally, transition for students would be easy from advanced level to using FLUENT or other industrial CFD code directly. Generalizations of CFD templates for pipe, nozzle, and airfoil flows facilitate their use at different universities with different applications, conditions, and exercise notes. Complementary EFD laboratories are also developed. Classroom and pre-lab lectures and laboratories teach students EFD methodology and UA procedures following a step-by-step approach, which mirrors the “real-life” EFD process. Students use tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (Labview) and data reduction. Students implement EFD UA and use EFD data for validation of CFD and AFD results. Students analyze and relate EFD results to fluid physics and classroom lectures. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD for the same geometries and conditions. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa), focuses on exact descriptions of the implementations, especially as experienced by the students. Also discussed are conclusions and future work.