Transcript Applying Learning Outcomes to PE3001 Applied Thermodynamics & Fluid Mechanics Edmond P. Byrne

Applying Learning Outcomes to
PE3001 Applied Thermodynamics & Fluid Mechanics
Edmond P. Byrne
Department of Process and Chemical Engineering, University College, Cork, Ireland.
Phone: +353 21 490 3094, e-mail: [email protected]
Background
Teaching Strategies Employed
PE3001 Applied Thermodynamics & Fluid Mechanics:
In attempting to achieve these learning outcomes I plan to employ a range of teaching techniques
including lectures, videos as well as practicals, lab sessions and relevant props (Table 1).
This is a third year module on the BE degree in Process & Chemical
Engineering course which I have taught and developed over the past 7 years.
It deals primarily with fluid mechanics and applied thermodynamics for
process engineers. Since I have been consistently developing the module over
the past 7 years, I felt I was quite happy with the module as my most ‘mature’
module. This sense was reinforced by generally very positive formal feedback
from the module participants. Indeed the approach I had increasingly taken
was in fact towards what I viewed as a very practical approach to fluid
mechanics whereby students could fully understand the models that are used
to describe fluid systems and hence employ these to design system through
estimating pipeline pressure drops, flowrates and by selecting appropriate
pumps for a range of circumstances, fluids and flow regimes – in other words
an outcomes driven model. Nevertheless, I felt that by applying a systematic
learning outcomes approach to this module, I could take my teaching and the
students learning to another (higher) level and thus further improve the
teaching & learning experience for all.
Table 1 Teaching strategies employed
Nature of flow in pipes [1]
Estimating Pressure drop in:
Newtonian Pipe Flow (Lam./Turb.)
[2,3]
Networked or branched flow [4]
Non-Newtonian flow [5,6]
Multiphase flow [7]
Pump types, selection & design
[8,9,10,11,13]
Design of pump-pipeline systems [12,14]
Navier-Stokes equations [15,16]
Lect e.g.
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Vid
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Prop
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Lab
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Key:
Lect; Lecture, flow
e.g.; Sample
Compressible
[17] and past paper problems
☺ & solutions,
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☺Vid; Video clips,☺Prop; Physical
props, Lab: Laboratory practicals & demonstrations.
3m
2.5m
Figure 1. Does cavitation occur, and if so, at what stage? Why is this important? (LO11)
Detailed Learning Outcomes for PE3001
In formulating learning outcomes (LO), I found it useful to first examine the
module content and hence draw up a detailed list. This list is provided below.
Students who have successfully completed PE3001 will be able to:
1. Describe the nature of flow in pipe systems and the models used to describe
pipeline flow.
2. Define and solve for both primary and secondary pipe losses.
3. Apply Bernoulli’s engineering equation to any pipeline situation and hence
estimate the pressure drop and/or fluid flowrate in a pipeline for a variety of
fluid types and flow regimes.
4. Examine a multiple network flow system and compute both flow directions
and flowrates and/or pressure drops
5. Describe the relationship between applied shear rate and shear stress in both
theoretical and practical terms
6. Estimate pressure drop and/or flowrate associated with non-Newtonian
flow
7. Appreciate the nature of two-phase flow and select and apply suitable
models to estimate pressure drop associated with it
8. Identify all major process pump types and select suitable applications for
each
9. Illustrate centrifugal pump design features and performance criteria
10. Estimate the power requirement for a pump as a function of its
throughput, pressure increase and efficiency
11. Explain the reason for cavitation, its importance, how it can be avoided and
estimate whether cavitation is likely to occur in a given pumping system and
design such a system to ensure that it does not occur
12. Sketch the pump characteristic curve, pipeline curve, the pump-pipeline
operating point and show how each of these can be altered in a practical
manner
13. Derive centrifugal pump dimensionless numbers such as the Head
Coefficient and Capacity Coefficient and be able to apply these (as well as the
Specific Speed) to evaluate the effect of changing parameters such as pump
impeller speed or size
14. Design a pump-pipeline system which deals with laminar or turbulent,
single or multi-phase flow with Newtonian or non-Newtonian fluid through
straight, branched or networked pipe systems
15. Apply the Navier-Stokes equations to simple systems in order to estimate
pressure drop and/or flowrates using hand calculations
16. Relate how Navier-Stokes equations are used in Computational Fluid
Dynamics software to solve for more complex real life applications
17. Describe the nature of high velocity compressible flow and design a
choked flow nozzle
Acknowledgements
(a)
(b)
(c)
Figure 2 Some props used in PE3001; (a) cross sectional cut-away of a gear pump, (b)
centrifugal pump with casing and volute, (c) centrifugal pump cross-section showing impeller
and rubber gasket (LO8)
Succinct Learning Outcomes
Having drawn up the list, I found that it was really too long and exhaustive to enter into a ‘Book of
Modules’ type format. I therefore formulated a more succinct list is provided below.
Participants who have completed PE3001 will be able to:
1. Assess any pipeline system with respect to pressure differentials and fluid flowrates and design a
pump-pipeline system for laminar or turbulent, single or multi-phase flow of Newtonian or
non-Newtonian fluid through straight, branched or networked pipe systems (1-7, 9-14)
2. Select pumps appropriate for the range of process types encountered in the process industries
(8, 13)
3. Employ Navier-Stokes equations to describe simple flow systems and demonstrate how these
can be applied to more complex systems using Computational Fluid Dynamics software (15-16)
4. Describe the nature of high velocity compressible flow and design a choked flow nozzle (17)
Evaluating the Learning Outcomes
The following evaluation techniques (Table 2) will be used in order to evaluate the learning
outcomes, including the introduction of a design assignment which will evaluate learning
outcome 1 above.
Table 2 Evaluating learning outcomes Prac Ass CTE CAT Exam
Marks:
CA CA n/a CA
Exam
Nature of flow in pipes [1]
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Estimating Pressure drop in:
Newtonian Pipe Flow (Lam./Turb.)
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[2,3]
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Networked or branched flow [4]
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Non-Newtonian flow [5,6]
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Multiphase flow [7]
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Pump types, selection & design
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[8,9,10,11,13]
Design of pump-pipeline systems [12,14]
☺
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Navier-Stokes equations [15,16]
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Key: Prac; Practical, Ass; Assignment (Design Problem), CTE; Class Team Exercise, CAT; Continuous
Compressible
flow
[17]
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☺ (25%), Exam (75%).
Assessment Test; Exam; End of year examination. Marks: CA; Continuous Assessment
Conclusions
I am confident that this learning outcomes method will have the desired
outcome of improving the module (teaching & learning) quality. This
hypothesis will be tested through questionnaires as well as module
performances from 2006-7.
The author would like to thank the teaching team on the Postgraduate Diploma in Teaching & Learning
in Higher Education at University College Cork.