TRANSFERENCIA DE CALOR

QI6005

“​EVALUACIÓN CONTINUA #1​”

​Instructor’s name: ​Francisco Tarazona - Omar Bejarano Grández

Team name: FULL STEAM Due date: April 17​th​, 2019

Team member (first name & last Major Section

name)

Raùl Vigo Ing. Mecánica 1

Julio Zamudio Ing. Mecánica 1

Mijail Romero Ing. Mecánica 1

Diego Moran Ing. Mecánica 1

Fecha de realización:
2019​ – I
​
Specific instructions​:
● Use of any resource is allowed except consulting with another team
● WORK out all solutions on this document
● BEFORE submitting your document attach at the end of this file the
grade you think you deserve based on the following criteria: respect,
organization, mutual support, focus on problem solving, communication,
quality of your results, reflection upon your learning. Explain why and how
many out of total points you deserve on each self-evaluation area

Problem 01​.
A composite cylindrical wall is composed of two materials, aluminum and
molybdenum in internal and external walls, respectively. They are separated by a
very thin, electric resistance heater for which interfacial contact resistances with the
previous walls are negligible. Engine oil is pumped through the tube and at an
average temperature of ​at a given point where its internal convection coefficient is .
The outer surface is exposed to steam, which is at with a convection coefficient of .
The surroundings temperature is 25 ​. Under steady-state conditions, a uniform heat
flux of is dissipated by the heater between the walls with negligible thickness. If the
internal diameter is and the thickness of the aluminum and molybdenum layers are
and respectively.
a. At the point of analysis, find the temperature of the heater, .
b. At the point of analysis, determine the critical radio of the molybdenum layer.
c. At the point of analysis, if the internal fluid is needed at 220°C, what thickness
of aluminum should be used. Why?
d. At the point of analysis, if the internal fluid is needed at 280°C, what else could
be modified in this system to get a solution. Justify.

​Suposiciones:

● Sistema en Estado Estable

● TRansferencia unidimensional de calor en la dirección radial
● Transferencia de Calor por Radiación despreciable
● Generacion de energia despreciable.
● Las propiedades de los materiales son constantes
Datos:

DIAGRAMA:
ANÁLISIS TÉRMICO:

- Resistencia equivalente:

- Balance de Energía

calentador de resistencia

donde:
sustituyendo en:

a)

b) Radio Crítico del Molibdeno: (para cilindros)

c) como temperatura de la resistencia es de 162.42°C según lo que hallamos en la

parte a) por lo tanto es imposible llegar a calentar el aceite a 220°C.

d) Pero si incrementamos la temperatura del calentador Th > T = 220ºC, es posible

reducir el espesor del aluminio aluminio hasta una capa muy fina de medida
despreciable.
 - El sistema nuevo sería:

donde:

D1= 0.0762m
D2= 0.0864m
Ti’= 220°C

Entonces reduciendo el espesor del aluminio hasta que sea despreciable para
obtener una temperatura del aceite de 220°c se necesita una temperatura de ​Th’ =
315.6°C
Problem 02.
The inside and outside surface of a hollow sphere, a< r <b, at r=a and r=b are
maintained at uniform temperatures T​1 y T​2 respectively. The thermal conductivity
varies with temperature as follows:

a) Develop an expression for the total heat flow rate through the sphere.
b) Develop a relation for the thermal resistance of the hollow sphere.

​Suposiciones:

● Sistema en Estado Estable

● Transferencia de Calor por Convección y
Radiación despreciable
● Temperatura superficial externa (T2)
mayor que Temperatura superficial
interna(T1)
● Transferencia de Calor con la base de la
esfera nula
● Conducción Unidimensional.
● Generacion de energia despreciable.

Solución:
Balance de energía:

Definiendo el volumen de control:

En base a la Ley de Conducción térmica de Fourier:

Como punto de partida se toma la ecuación encontrada anteriormente, y se la

complementa con la relación aprendida en clase
Finalmente se expresa matemáticamente la relación para la resistencia térmica a
través de la esfera ahuecada.

Problem 03.
The preliminary design of a fast-response hot-water heater has been completed. In
the sketch shown below, a cross section of the heater is shown. An extruded heating
element is located inside the pipe carrying water to be heated. (The cross-sectional
shape of the heater element provides more surface area than a square or round
cross-sectional heating element and has been manufactured from a square
cross-sectional bar.) The heating element is placed in the center of the heating
element and is a very thin wire that has a thermal conductivity of 20 W/m*K and
should be operated at a maximum temperature of 150°C. Water is to be heated up to
65°C by the device. The surface of the heating element should not exceed 100°C to
avoid boiling. Determine the following:
a) The schematics of the heating element showing in mesh form finite elements
of 1 cm2 of area and with all nodes labeled in consecutive order from left to right
and top to bottom.
b) Write the nodal equations for each distinct kind of node.
c) Put together all the nodal equations in matrix form.
d) OPTIONAL: Find the temperature distribution for a cross section of the heating
element in which the ​convective heat transfer coefficient associated with the
water flow is 200 W/m​2 K if the volumetric generation rate for the wire is 200
W/m​3​. Repeat for values of 400, 600 and 800 W/m​3​. Are the design restrictions
for this heating element met for all these cases? Why? What would you do if they
are not?

Notice that​ the surface in contact with the bottom of the square duct is adiabatic.
 ANNEXES

A.​ ​RUBRIC OF SELF-EVALUATION

Indications: This note must be reasonable and faithfully reflect your performance as a
team. Since your team will support the resolution of these exercises before your
instructor, it will be based on this an approximate idea of the fair grade that should be
placed. Therefore, your total score and that estimated by the instructor must coincide
in +/- two points. If not, you will be notified of this and the first time it occurs, both
notes will be averaged. If you reoffend, you will be notified again and your grade will
be half of your self-evaluation. From the third time on, your grade will be zero.

Criteria Excellent (4) Good (2.5) Deficient (1) SCORE

Respect and At the beginning of There is at least The group takes a 3

organization the session, 1.5 min of delay in long time to
(Weight 1) members quickly fully assuming the establish roles. The
assume fully the designated roles. In responsibility is not
designated roles for much of the time of fully assumed.
the activity and the session, the Likewise, there was
throughout the class, students are at least a
all students are respectful of the disrespectful
respectful of the group members attitude towards
group members and and the work another partner or
the work environment. the work
environment. environment.

Mutual Throughout the In much of the time The students do not 3

support and activity, all students of the session, all offer help to their
Focus on always support each students help and peers all the time
problem other and listen to support each other. and even for brief
solving each other. Also, all Likewise, all moments, there are
(Weight 1) are trying to solve in students are trying members who do
sheet and paper or to solve in sheet not participate in the
spreadsheet and and paper or task. On the other
finding solutions to spreadsheet and hand, most group
the tasks of the finding solutions to members only read
activity. Some of the tasks of the the problems and
these drafts are activity. No drafts do not try to solve
evident, include a are evident, but the task of the
photo of your work include a photo of activity on a sheet
space your work space and paper or
spreadsheet. This
attitude is noticed
more than once. No
drafts are evidenced
and no present a
photo of work space
 Communicati Throughout the In much of class The students do not 3
on activity, students time, students ask the group
(Weight 1) exchange ideas, ask exchange ideas, questions or share
each other but there are no their ideas with
questions, debate "aha" moments ("I each other. At least
and there are "aha" understood!"). At all one remains in
moments ("I times they are prolonged silence
understood!"). At all talking about the
times they are talking tasks of the activity
about the tasks of
the activity

Technical The students The students The students 3

quality of the complete with complete with complete some
deliverable minimal feedback all minimal feedback tasks related to the
(EC) the tasks of the most of the tasks of activity, but with
(Weight 2) activity, review and the activity, review constant feedback.
provide sufficient and and provide There are several
necessary sufficient and incomplete
justification for all necessary justifications,
solutions reported, justification to all inaccuracies and
writing everything in solutions reported, lack of clarity in the
a clear and concise writing everything report, which also
and with correct in a clear and presents serious
spelling and concise, with less deficiencies in form.
punctuation. than two errors of
punctuation and
spelling.

Defense The student clearly, The student The student

(Weight 2) correctly and briefly explains correctly exposes the
explains the solution and briefly the solution requested
requested. Answer requested solution, with some errors
complete and although with and with serious
concise questions of nervousness and problems of clarity.
the instructor. some clarity Respond vaguely to
Preparation is problems. Answer the instructor's
evident. complete and questions.
concise questions
of the instructor.
Preparation is
evident.

SUBTOTAL ON MAXIMUM SCORE POSSIBLE (28 pts)

TOTAL OVER VIGESIMAL NOTE

B. JUSTIFICATION OF THE CRITERIA

C. PERSONAL REFLECTION

● Julio Zamudio: Me ayudó mucho a complementar lo aprendido en clase y en los

laboratorios. En un principio se nos hizo complejo tratar de abordar el problema pero
al seguir un orden en el desarrollo, como empezando a asumir consideraciones y
desglosar el problema en partes nos ayudó a visualizar de mejor manera el camino a
seguir para la resolución de los problemas.

● Vigo Mendoza, Edwin Raùl: Antes le tenia un poco de miedo a las ecuaciones
diferenciales sobre todo al demostrar fórmulas, sin embargo luego de haber
culminado el ejercicio Nº 2, siento que he progresado y a la vez fue muy interesante.

● Moran, Diego: Fue muy útil la reunión grupal y aprendí a trabajar en equipo en base
a parámetros establecidos y comprensión de equipo.