Newcastle University > Undergraduate > Find a Degree > Module

• Offered for Year: 2021/22

• Module Leader(s): Dr Alan J Murphy
• Lecturer: Dr Ben Wetenhall, Dr Prodip Das, Dr Caspar Hewett, Dr Daniel Frankel, Dr Andrew Aspden

• Owning School: Engineering
• Teaching Location: Newcastle City Campus

Semesters

Aims

To introduce the basic concepts and definitions of energy, heat and work, to provide the core knowledge and skills to understand and analyse Engineering Thermofluid systems, on the basis of conservation of mass, energy and momentum.

Outline Of Syllabus

Fluid Dynamics
• Units, dimensions and measurements; density and specific volume; stress in a fluid.
• Fluid statics: pressure measurement, manometry. buoyancy, stability.
• Nature of fluids: shear rate and viscosity: Newtonian Fluid and non-Newtonian fluid properties.
• Concept of control volume and conservation principles based on Reynolds transport principles.
• Nature of flows: ideal flow, steady flow, uniform flow, streamlines, pathlines and streaklines
• Conservation of mass: continuity equation,
• Conservation of energy: Bernoulli equation (applications for inviscid, incompressible and steady flows)
• Flow measurement (orifice plate, venturi, weirs) with data analysis/error analysis considerations.
• Conservation of momentum for steady flow.

Thermodynamics
• Basic properties (pressure, temperature); equation of state for perfect gas; calorimetry; specific heat capacities;
• First Law of Thermodynamics; Steady flow energy conservation equation applied to thermal systems.
• Process paths, quasi-static work and heat transfer, isothermal, adiabatic and polytropic processes.
• Real substances, Steady flow energy equation applied to steam systems.
• First law analysis of cyclic processes: Carnot cycle, cycle efficiency, and air standard cycles (e.g. Otto, Diesel, dual and gas turbine cycles).

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

A blended delivery approach is used to provide an easy and accessible way for students to assimilate the knowledge content and convey the underlying engineering science while allowing students to develop the required skills in applying this to discipline-specific engineering problems. This approach comprises:
- Present-in-Person (PiP) lectures & classroom sessions to introduce topics and go through elements of the material requiring a dynamic and discursive delivery style (e.g. worked examples & in-person problem solving)

- structured guided learning in the form of Non-Synchronous Online (NSO) lectures, animations and notes for delivery of the detail of fundamental concepts and theory;

- Synchronous Online (SO) tutorials in small groups to support students in getting feedback and answers to specific queries they may have on the taught material and skills.



If PiP lectures & classroom sessions cannot go ahead due to public health restrictions they will be replaced with a blend of Synchronous Online (SO) sessions and a greater emphasis on non-synchronous online materials.

- Tutorial & Numbas questions are provided to support the students' self-study in reading around the lecture material and developing skills in applying the taught material [skills practice] - learning to solve practical engineering problems. Students are encouraged to reflect on their skills practice [reflective learning activity] and prepare to get specific assistance and feedback with these practice questions at the SO tutorials.

- Five PiP practical laboratory sessions The knowledge workshops allow students to attend present-in-person, in laboratory settings, to gain hands-on experience of experimental facilities and techniques used for analysing and solving real engineering problems and reinforce the taught principles and theory in the identified topics.

- The PiP practical laboratory session are non-essential and if they cannot go ahead due to public health restrictions they will be replaced with a description of the labs using online materials. That is, the experimental procedures and the test rigs will be explained using recordings or electronic materials. Where appropriate sample data will be provided to replace data otherwise collected PiP in the labs to allow the analysis procedure to be practiced.

- The independent study time is essential for students to work through the material, supported with reading, notetaking and tutorial question practice in their own time and at their own pace. Some of this time is allocated for revising for and completing the assessments.

- Across all contact time, including structured guided learning (lecture materials), SO sessions and PiP (including labs and lectures/classroom sessions) the time is proportioned approximately 50:50 online [25 hrs] and PiP [25.5 hrs] to facilitate an accessible and inclusive learning approach, making full use of the advantages of both delivery formats.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

Formative Assessments

Assessment Rationale And Relationship

The continual in-course formative assessment during semester one will allow students to become familiar with the online assessment framework, build confidence in answering technical numerical questions, and receive feedback on their understanding to be carried forward into semester two. The in-course summative assessment in semester two will follow the approach used in semester one, but will contribute a fraction of the module marks. The end-of-year examination will follow a similar approach to the in-course assessment, but will also provide an appropriate way to assess both theoretical understanding and practical problem solving skills under time-constraint as required in industry, and will be composed of all material covered during the module.

Reading Lists

• ENG1005's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ENG1005's Timetable