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