FACULTY OF ENGINEERING

AND THE BUILT ENVIRONMENT

DEPARTMENT OF CHEMICAL ENGINEERING

Study guide for:

BEngTech: Transfer Processes 2

TPRCHA2

Compiled by Dr Robert Huberts

January 2018
Copyright uj.ac.za
Table of Contents
Section A: Administrative Details .............................................................................. 3
Welcome and Introduction ...................................................................................... 3
Contact information, lecturing and consulting times ............................................... 4
Policies and procedures ......................................................................................... 4
Grievance procedure........................................................................................... 4
Plagiarism ........................................................................................................... 4
Attendance .......................................................................................................... 5
Communication ................................................................................................... 5
Formative and Corrective Assessments.............................................................. 5
Section B: Programme and Module Information ........................................................ 5
Composition of the programme .............................................................................. 5
Module Name, prerequisite, NQF level, Credits, and Duration ............................... 5
Purpose of module.................................................................................................. 6
Learning outcomes and assessment criteria .......................................................... 6
Teaching and learning strategy .............................................................................. 8
Assessment strategy/methods and types ............................................................... 8
Tutorials .............................................................................................................. 8
Tests, formative and corrective assessments ..................................................... 8
Projects ............................................................................................................... 9
Examination entrance and promotion requirements ............................................... 9
Section C: Refined Module Facilitation of Learning and Assessment ....................... 9
Lecture/work schedule ............................................................................................ 9
Support services and resources ............................................................................. 9
Assessment schedule and mark allocation ........................................................... 10
Assessment information/guidelines ...................................................................... 10
Calculation of final test and project marks ......................................................... 10
Rationale for awarding final marks for tests ...................................................... 11
Moderation ........................................................................................................ 11
Appeals procedure ............................................................................................ 11
Sick tests and absenteeism .............................................................................. 11
Learning Unit ........................................................................................................ 11
Introduction/overview ............................................................................................ 12
Learning outcomes ............................................................................................... 12
Unit assessment criteria ....................................................................................... 13
Media/resources for this unit ................................................................................. 13
 Section A: Administrative Details

Welcome and Introduction

Hello there!

Welcome to the department of Chemical Engineering Technology, where you are

now embarking on a journey to become a chemical engineering technologist.
Having obtained your Bachelor of Technology degree in Chemical Engineering, you
are likely to work on plant operations, product application, contracting (projects),
process design and development, or research. During your journey, you will be
developing the following attributes for yourself, also referred to as exit level
outcomes:

• Solve broadly defined chemical engineering problems;

• Apply scientific and engineering knowledge;
• Perform engineering design;
• Investigate, experiment and analyse data;
• Use engineering methods, skills, and tools including information technology;
• Communicate effectively both orally and in writing;
• Ensure sustainability and deal with the impact of engineering activity;
• Work individually, as a team member or leader, and in multidisciplinary
situations.
• Learn independently;
• Display engineering professionalism.

As part of the Bachelor of Technology degree, the TPRCHA2 course will run for the
next six months or so. This course introduces you to the fundamental concepts in
heat and mass transfer. On completion of this course, you should be competent to:
a) Perform heat transfer calculations for planar, radial and spherical systems; b)
Perform design and thermal performance calculations for double-pipe and shell-and-
tube heat exchangers using LMTD approach; c) Perform mass transfer calculations
for steady state molecular diffusion, convective mass transfer and mass transfer
across an interface.

In lectures of this course, you will be using your tablet or smartphone to access
Chemical Engineering knowledge on the Internet, and online video clips and
assessments on Black Board (Bb). Tests, corrective assessments, and the main
exam will be conducted online in a computer lab. The supplementary exam will be
paper based, and written in a normal exam venue.

I introduced Formative Assessments into my courses the second semester of 2007,

and have now implemented it on a permanent basis. This means that you will have
plenty of opportunity to demonstrate that you understand all (100% of) the work (i.e.
become competent in all the outcomes listed for each module listed in the syllabus of
the course). This can be compared to the traditional way of having two chances -
during tests and then in the exam - to get 50%. Please learn the work as soon as
possible rather than everyone leaving it to the last minute and risking not qualifying
to write the exams. Corrective assessments have been added so that you can
overcome mistakes made in tests.

The education process was modified so that you, I, and the peer tutor(s) can focus
on your specific needs. As a rule, close to 100% of learners can become totally
competent in the outcomes of the subjects where OBE is practiced. After writing a
final exam (summative assessment), all but a handful of learners can pass their
respective courses leading to an overall pass rate of between 91 and 96%, with
around 23 to 33% obtaining distinctions in last year!!! Clearly the extra effort
involved pays off handsomely!!!

Good luck for the studies ahead!

Robert Huberts

About myself:

I studied chemical engineering at Wits University; obtaining my BSc degree. I

worked at Mintek for 11 years doing research on the bacterial leaching of minerals.
At the same time, I obtained MSc and PhD degrees in chemical engineering, also
from Wits. I have also been involved in the IT industry and two small businesses. I
have been lecturing at this institution since the beginning of 2004.

Contact information, lecturing and consulting times

Robert Huberts
Room No. 4138
Tel No: 011 559 6517
e-mail: roberth@uj.ac.za

Monday Tuesday Wednesday Thursday Friday

TPRCH2A: TPRCH2A: CONSULTING
10:30-12:05 10:30-12:55 /PCE411
CONSULTING 10:30-12:05
12:05-13:45

You may also approach me outside CONSULTING hours if I am available…

Policies and procedures

Grievance procedure
Please see the peer tutors or lecturer if you have a grievance about the course or
course activities. If the issue is not resolved, your next stop would be the HOD.
Plagiarism
This is not allowed. Try summarizing 9only applicable work) in your own words
rather than using copy and paste. Acknowledge if someone else did the work.
Attendance
Please note that an attendance register will be taken for class activities. You will be
allocated a mark for this to encourage you to attend. If you do not attend, and
struggle academically due to this, you may be required to spend extra time over and
above that stipulated on the timetable for additional assessments. It is your
responsibility to ensure that you bring earphones and your laptop/tablet/smartphone
so that you can access Bb and participate in class activities.
Communication
Please take note of class announcements (find out from a fellow student if you did
not attend) and e-mail messages sent out from Blackboard. Ensure that the e-mail
on the system is the one that you check frequently.
Formative and Corrective Assessments
It is your responsibility to master these assessments, as presented for you on
Blackboard, before the next test or exam. If you struggle to master them, you may
be required to spend extra time over and above that stipulated on the timetable to
complete them.

Section B: Programme and Module Information

Composition of the programme

Module Name, prerequisite, NQF level, Credits, and

Duration
The module name is Transfer Processes 2, the pre-requisite is Chemical
Engineering Fundamentals 1, the NQF level is 7, the credits are 14 (equivalent to
140 hours or 7 hours per week of lecturing, studying, writing assessments etc.!), and
the duration of the subject will be the first Semester.
Purpose of module
This course introduces you to the fundamental concepts in heat and mass transfer.
On completion of this course, you should be competent to: a) Perform heat transfer
calculations for planar, radial and spherical systems; b) Perform design and thermal
performance calculations for double-pipe and shell-and-tube heat exchangers using
LMTD approach; c) Perform mass transfer calculations for steady state molecular
diffusion, convective mass transfer and mass transfer across an interface.

Learning outcomes and assessment criteria

SPECIFIC OUTCOMES
1. Perform heat transfer
calculations
2. Design a double-pipe heat
exchanger to cool a process
stream.
ASSESSMENT CRITERIA
A1. Calculate thermal resistances for
conduction through various solid shapes.
B1. Use A1 to calculate heat transfer through
various solid shapes due to conduction using
the correct formula and temperature differences.
C1. Derive formula for heat resistances in
series.
D1. Use C1 to determine heat transfer through
composite solids.
E1. Determine heat transfer coefficients for
internal and external flow systems.
D1. Use E1 to calculate heat transfer due to
internal and external convection using correct
formula and temperatures.
E1. Calculate heat transfer due to radiation
using the correct formula and temperatures
F1. Calculate heat transfer due to combined
modes.
A2. Determine the diameters required to
calculate the inner and outer heat transfer
coefficients using a tube data table.
B2. Suggest an outlet cooling water
temperature for a double pipe counter current
heat exchanger which balances capital and
operating costs.
C2. Determine the average driving force for
heat transfer in a double pipe heat exchanger
(∆TLM).
D2. Determine the bulk temperatures of the hot
process water and the cooling water in a double
pipe heat exchanger. These are needed to
obtain the physical properties of the fluids
(which vary with temperature).
E2. Determine the velocity of fluids in a double
pipe heat exchanger to allow the determination
of heat transfer coefficients.

3. Design a multiple pass shell-
and-tube heat exchanger to cool
a process stream.
4. Perform mass transfer
calculations
Please note that this table is a first iteration to give you a basic idea of the content
and requirements, and there probably will be adjustments during the semester.
F2. Calculate heat transfer coefficients in the
inner pipe and annulus of a double pipe heat
exchanger.
G2. Calculate the heat load and use heat
transfer coefficients to determine the length of a
counter-current double pipe heat exchanger.
A3. Define the duty required of a heat
exchanger: heat-transfer rate, fluid flow-rates,
temperatures.
B3. Collect the fluid physical properties
required: density, viscosity, thermal conductivity.
C3. Decide on the type of exchanger to be
used.
D3. Select a trial value for the overall
coefficient, U.
E3. Calculate the mean temperature difference,
ΔTm
F3. Calculate the area required using the
general heat transfer equation.
G3. Decide the exchanger layout.
H3. Calculate the individual coefficients.
I3. Calculate the overall coefficient and
compare with the trial value. If the calculated
value differs significantly from the trial value,
substitute the trial value with the calculated
value and repeat from F3.
J3. Calculate the exchanger pressure drop; if
unsatisfactory return to G3 or D3 or C3, in that
order of preference.
K3. Optimize the design: repeat steps D3 to J3,
as necessary, to determine the cheapest
exchanger that will satisfy the duty. Usually this
will be the one with the smallest area.
L3. Confirm design using CCTherm.
A4. Use Fick’s Law to predict mass transfer
rates in gases and liquids for equimolar counter
current diffusion.
B4. Use Fick’s Law to predict diffusion through
a stationary layer such as a membrane.
C4. Use the analogy between heat and mass
transfer to determine film coefficients, and use
these to calculate mass transfer rates.
D4. Determine mass transfer rates across and
interface using equilibrium, the two-resistance
theory, and individual mass transfer resistances.
Teaching and learning strategy

The TUTORIAL and TEST activities are replaced by PROJECT for projects A and B.

Assessment strategy/methods and types

Tutorials
You need to complete tutorials in preparation for each test. Marks allocated for
tutorials depend on how you answer the tutorials (e.g. how long you take, or how
often you repeat, etc.).

Tests, formative and corrective assessments

As can be seen in the diagram above, tests will be followed by formative and
corrective assessments, and the latter two types of assessment are based on you
performance in the test. The formative and corrective assessments have to be
repeated until you answer correctly. Marks allocated to the corrective assessments
depend on how you answer them.
Projects
Two projects are planned. The plan is to follow these with formative assessments,
so that you eventually correctly design the heat exchangers.
Note that you need to successfully complete ass formative and corrective
assessments of the course to qualify to write the exams.

Examination entrance and promotion requirements

Note that you need to successfully complete all the Formative and Corrective
Assessments to qualify to write the exam. The exam will count 60% of the final
mark, while the semester mark will make up the remaining 40%. You qualify for a
supplementary exam if your final mark is from 40% to 49%, or if you have a
semester mark of 60% or more, or both. However, if a mark less than 40% is
obtained in the exam, no supplementary examination may be written except if you
have a semester mark of not less than 60%. Your final mark will be capped at 50% if
you wrote a supplementary exam. You need to obtain 50% as your final mark in
order to pass the course and be promoted.

Section C: Refined Module Facilitation of Learning and

Assessment

Lecture/work schedule
An online lecture segment will need to be watched, followed by (a) tutorial
question(s) that need to be answered. A series of these will be presented on heat
transfer, after which a test will be written. This is to be followed by a day for
formative assessments and a day for corrective assessments.

The details and supporting information of the double pipe heat exchanger project will
then be provided, and some days will be set aside for working on the project in class.
Once the project handing in deadline expired, the same sequence of events is
planned for the shell and tube heat exchanger.

After the projects, a series of lecture/tutorial sessions on mass transfer are planned,
followed by a test, formative and corrective assessments. You should then be ready
to prepare for and write the exams.

Support services and resources

The prescribed book is:

None.

Consult the following for further reference if necessary:

1. Fundamentals of Heat and Mass Transfer by Incropera and DeWitt.

2. Chemical Engineering Volume 1 by Coulson and Richardson
3. PowerPoint slides, videos, and tutorials compiled by Lecturer and provided on
Blackboard.

Assessment schedule and mark allocation

ASSESSMENT WEIGHT DATE TIME
(Semester
Mark)
ATTENDANCE 5%
TUTORIALS 4% Friday before the tests
TEST 1 25% 26 February 2018 08:25-1
PROJECT A 15% TBA March 2018 23:59
PROJECT B 15% TBA March 2018 23:59
TEST 2 25% 7 May 2018 08:25-1
CORRECTIVE 12% After formative assessments
ASSESSMENTS and before next test / project /
exam
TOTAL 100%

It is at the lecturer’s discretion to modify the mark breakdown at any time during the
semester.

Assessment information/guidelines

Calculation of final test and project marks

The tests and the main exam will be written online. Due to factors such as load
shedding, lecture scheduling, and venue availability the dates and times of the tests
are subject to change. Any outcomes that you were not yet competent in will be
carried over to Formative Assessments that will follow. If you are not yet competent
in the Formative Assessments, you will need to re-attempt the assessments for the
outstanding outcomes. This process will be repeated until you are competent in all
the outcomes! These assessments will be carried out on online. Finally, you will do
corrective assessments by repeating questions you struggled with in the test until
you get them right.

Please note that the Formative and Corrective Assessments are there to ensure that
you have become competent in a given outcome. If you do work together on
formative assessments with other learners, note that you must not receive help when
you are finally attempting to get the mark for the outcome. Only then will you be sure
that you understand the work! The Corrective Assessments will be conducted under
test conditions, but with the help of invigilators (not your fellow users). The idea is to
confirm that you know the work, not just that you got the marks, and I think this
should greatly assist you to pass the exam (well).

Failure to complete Formative and Corrective Assessments before the next test will
result in a 0 mark being allocated to that test. For example, if you have not
completed the Formative Assessments for test 1 by the time project A is due, your
project will not be marked and you will get a 0% mark. After completion of the
project Formative and Corrective Assessments, your mark will be increased to 50%
as shown in the next table. If you have not completed test 1 and/or project A
Formative and Corrective Assessments, your project B mark will be 0%. This
measure is designed to counteract the natural human tendency to leave everything
to the last minute! If you have not completed the Formative and Corrective
Assessments for all of the tests and projects before the exam, you will not qualify to
write the exam. Marks will be allocated as follows:

Written Test Mark Final Mark Allocation to TEST/PROJECT + FORMATIVE +

CORRECTIVE ASSESSMENTS (Only once fully competent
for outcomes after corrections)
Absent, 0% - 49% 50%
50% - 74% 75%
75% - 99% 100%
100% 100%, no need for FORMATIVE or CORRECTIVE
ASSESSMENTS

Rationale for awarding final marks for tests

Once you have done the formative and corrective assessments after failing or not
writing a test, I am sure that you would be able to pass a similar test. The formative
and corrective assessments therefore act like a supplementary exam, for which the
pass mark is limited to 50%. Once you have done the formative and corrective
assessments after passing without distinction, I am assuming that you would be able
to get a distinction for a similar test. If you get a distinction, you will be awarded
100% after correcting the few misconceptions you may have had. Please help your
fellow students by assisting them with their formative assessments. Help by
explaining and checking for understanding, not just giving answers.

Moderation
An external moderator will be allocated for the subject. The moderator will review
the exam papers and check the marking of the examiner.

Appeals procedure
Exam papers can be re-marked by the moderator for a fee.

Sick tests and absenteeism

No sick tests will be written; however, you need to successfully complete the
corresponding FORMATIVE and CORRECTIVE ASSESSMENTS to get 50%.

Learning Unit
Transfer processes 2
Introduction/overview
Conduction and Convection: Heat flow through a plane wall, radial systems
(cylinders), spheres, composite bodies; heat transfer by combined modes; overall
heat transfer coefficient. Thermal Radiation: Thermal radiation in electromagnetic
spectrum; radiation properties; emissive power of a black body, Stefan-Boltzman
Law; Kirchoff's Law; Grey bodies. Double-Pipe and Shell-and-Tube Heat
Exchangers: Features of exchangers, heat exchanger configurations, design and
thermal performance calculations sing LMTD approach. Steady State Molecular
Diffusion: Classification of mass transfer processes. Fick's Law, diffusion with bulk
flow, equimolar counter diffusion, diffusion with one stagnant component, diffusion
with varying cross-sectional area, diffusion through solids, diffusion with a chemical
reaction, determination of diffusivities, diffusion in multi-component mixtures.
Convective Mass Transfer: Rate equations; heat, momentum and mass transfer
analogies; determination of film coefficients. Mass Transfer Across An Interface:
Equilibrium, two resistance theory, individual mass transfer coefficients, overall mass
transfer coefficients, mass transfer across a membrane. Acquisition of the above
knowledge and understanding is through a combination of lectures and tutorial
classes. This course includes Mini-Projects: Design of shell-and-tube heat
exchanger using an excel spreadsheet as well as CCTherm.

Learning outcomes
The course is designed to prepare learners for ECSA exit level Outcome (“Attribute”)
1 and 2. It also prepares the student to reach ECSA Outcome (“Attribute”) 3.

From www.ecsa.co.za:
Graduate Attribute 1: Problem solving
Apply engineering principles to systematically diagnose and solve broadly-defined
engineering problems
Level Descriptor: Broadly-Defined engineering problems:
a. require coherent and detailed engineering knowledge underpinning the technology
area;
and one or more of the characteristics:
b. are ill-posed, or under or over specified, requiring identification and interpretation
into the technology area;
c. encompass systems within complex engineering systems;
d. belong to families of problems which are solved in well-accepted but innovative
ways;
and one or more of the characteristics:
e. can be solved by structured analysis techniques;
f. may be partially outside standards and codes; must provide justification to operate
outside;
g. require information from practice area and source interfacing with the practice
area that is incomplete;
h. involves a variety of issues which may impose conflicting needs and constraints;
technical, engineering and interested or affected parties.
Graduate Attribute 2: Application of scientific and engineering knowledge.
Apply knowledge of mathematics, natural science and engineering sciences to
defined and applied engineering procedures, processes, systems and methodologies
to solve broadly-defined engineering problems.
Range Statement: The level of knowledge of mathematics, natural sciences and
engineering sciences is characterized by:
• A knowledge of mathematics using formalism and oriented toward engineering
analysis and modelling; fundamental knowledge of natural science: both as relevant
to a subdiscipline or recognised practice area;
• A coherent range of fundamental principles in engineering science and technology
underlying an engineering sub-discipline or recognised practice;
• A systematic body of established and emerging knowledge in specialist area or
recognized practice area; and
• The use of mathematics, natural sciences and engineering sciences, supported by
established models, to aid solving broadly-defined engineering problems.

Graduate Attribute 3: Engineering Design.

Perform procedural and non-procedural design of broadly defined components,
systems, works, products or processes to meet desired needs normally within
applicable standards, codes of practice and legislation.
Range Statement: Design problems used in assessment must conform to the
definition of broadly-defined engineering problems.
 A major design project must be used to provide a body of evidence that
demonstrates this outcome.
 The project would be typical of that which the graduate would participate in a
typical employment situation shortly after graduation.
 The selection of components, systems, engineering works, products or
processes to be designed is dependent on the sub-discipline.
 A major design project should include one or more of the following impacts:
social, economic, legal, health, safety, and environmental.

Unit assessment criteria

You need to demonstrate that you are competent in the following way: Complete all
formative and corrective assessments to demonstrate you have reached the
outcomes of the course, and obtain a 50% final mark.

Media/resources for this unit

You will need your laptop/tablet/smartphone to access Blackboard. You will be
granted access to CCTherm or software if this is required for a project.