Radiant Heat Laboratory Equipment

by

DON MICHAELIS

Submitted to the MECHANICAL ENGINEERING TECHNOLOGY DEPARTMENT

In Partial Fulfillment of the Requirements for the

Degree of

Bachelor of Science In

MECHANICAL ENGINEERING TECHNOLOGY

at the

College of Applied Science University of Cincinnati

May2007

© ...... Don Michaelis

The author hereby grants to the Mechanical Engineering Technology Department permission to reproduce and distribute copies of the thesis document in whole or in part.

Signature of Author

Certified by anak Dave, Pl:JO,

esis Advisor

Accepted by ·¢1J;CA"~ DLM~Ubaidi, Department Head Mechanical Engineering Technology

Radiant Heat Laboratory Equipment

By: Don Michaelis Project Team Member

II

ABSTRACT The Radiant Heat Laboratory Equipment project is designed to give students a firm grasp of the basic concepts of radiant heat transfer. To help design a feature rich product, surveys were completed by students, faculty, and associates and used in a QFD to develop engineering features. With the exception of building the cart, the project stayed on schedule. Our cost was within $40 of our proposed budget. There were 3 design alternates to that were conceptualized. A 2-point static load calculation was calculated on the cart. It was not fail under current loading conditions. The viewing factor was calculated to be 0.442. The bench features a radiant heater, two emissivity plates, an ice tray, and a temperature controller. There were drawings made in Solid Works on the bench. The lab procedure has two parts. In the first part, students will compare heat transfer rate between blackbody and reflective emissivity plates. In the second part, the students will melt a half pound of ice and compare the actual time that it takes to melt the ice to the theoretical time. During testing, all recorded results were within 20% of the theoretical values. The equipment preformed like it was designed to perform. Using a lighter weight cart would be recommended.

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TABLE OF CONTENTS ABSTRACT .......................................................................................................................................................... II TABLE OF CONTENTS ..................................................................................................................................... III LIST OF FIGURES ............................................................................................................................................. IV LIST OF TABLES .............................................................................................................................................. IV INTRODUCTION .................................................................................................................................................. 1 FEATURES AND CUSTOMER FEEDBACK ...................................................................................................... 2 SCHEDULE ........................................................................................................................................................... 5 BUDGET ................................................................................................................................................................ 6 OBJECTIVES ........................................................................................................................................................ 8 DESIGN ALTERNATIVES................................................................................................................................... 8 LOAD CALCULATIONS ..................................................................................................................................... 8 VIEWING FACTOR .............................................................................................................................................. 9 LAB PROCEDURE ............................................................................................................................................... 9 DRAWINGS .......................................................................................................................................................... 9 CONSTRUCTION ............................................................................................................................................... 10 TESTING ............................................................................................................................................................. 10 CONCLUSION .................................................................................................................................................... 11 RECOMENDATIONS ......................................................................................................................................... 11 REFERENCES ..................................................................................................................................................... 12 APPENDIX A - RESOURCES ............................................................................................................................. A APPENDIX B – CUSTOMER SURVEY ............................................................................................................. B APPENDIX C - QFD ............................................................................................................................................ C APPENDIX D – SCHEDULE ............................................................................................................................... D APPENDIX E - BUDGET .................................................................................................................................... E APPENDIX E – OBJECTIVES ............................................................................................................................ F APPENDIX G – DESIGN CONSIDERATIONS ................................................................................................. G APPENDIX H – LOAD CALCULATIONS ......................................................................................................... H APPENDIX I – VIEWING FACTOR .................................................................................................................... I APPENDIX J – LAB PROCEDURE CALCULATIONS ...................................................................................... J APPENDIX K – DRAWINGS .............................................................................................................................. K APPENDIX L – LAB PROCEDURE ................................................................................................................... L

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LIST OF FIGURES Figure 1 - HT10XC’s Radiant Heat Transfer Lab .................................................................................................. 1 Figure 2 - Emissivity Plates .................................................................................................................................... 1 Figure 3 - IR Gun with Data Logging Software ..................................................................................................... 4 Figure 4 - Digital Display ....................................................................................................................................... 5 Figure 5 - Large Screen Display ............................................................................................................................. 5 Figure 6 - Assembled Bench .................................................................................................................................. 9 Figure 7 - Actual Verses Theoretical Results ....................................................................................................... 10 LIST OF TABLES Table 1 - Survey Results ......................................................................................................................................... 2 Table 2 - QFD Results in order of importance ....................................................................................................... 3 Table 3 - Schedule Milestones................................................................................................................................ 6 Table 4 - Total Project Budget ............................................................................................................................... 7 Table 5 - Bill of Material ........................................................................................................................................ 8

Radiant Heat Laboratory Equipment Don Michaelis

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INTRODUCTION All of the Mechanical Engineering Technology (MET) students at the University of Cincinnati’s College of Applied Science must enroll in the Heat Transfer course. The course focuses on the three types of heat transfer: conduction, convection, and radiant heat. There are labs in the curriculum of the course that deal with the topics of conduction and convection, but there are none that cover radiant heat transfer. Students that take Heat Transfer have a difficult time understanding the concept of radiant heat without a lab to demonstrate it. Two existing, heat transfer labs for students have been found. They are the Armfield’s HT10XC series and the P.A. Hilton LTD’s Heat Transfer Service Unit H111. They both examine all three forms of heat transfer. The radiant portions of their labs use a laser source and a radiant heat source for their energy sources.

Figure 1 - HT10XC’s Radiant Heat Transfer Lab [10]

They also used various emissivity plates. Emissivity is the ratio of the energy emitted by a surface to the energy emitted by a blackbody. The plates are supplied with different surface finishes to exhibit the effect of emissivity on radiation. These plates include a round metal piece painted matte black to incorporate blackbody radiation as seen in Figure 1. There are also plates that are painted gray or have polished surfaces that have different emissivity values. The various plates used can be seen in Figure 2. [There is more information of both of these devices in Appendix A.]

Figure 2 - Emissivity Plates [10]

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Using some of the methods described above along with several other ideas, the goal of this project is to produce an informative experience for the students and faculty. Unlike the products mentioned above, this project was streamlined towards solving a real world situation. The purpose of the emissivity plates was to serve as a model for a process. Analysis was done using the emissivity plates, but then the project also simulates a real world process. The successful simulation of the process using the parameters obtained during the analysis validated if the model accurately depicted it. FEATURES AND CUSTOMER FEEDBACK To ensure that the proper features fore product were delivered, a customer survey was prepared that allowed the customer requirements to be ranked. A list of the customer requirements were attained by brainstorming among team members, research, and interviews with senior year students and experts in a related field. The survey was dispersed to other students, faculty members, colleagues, and family members with technical backgrounds. A total of 32 surveys were completed. The number of surveys collected from each group previously mentioned is not available. The surveys were anonymous by means of no line item asking for a name. The entire survey is in Appendix B. The results from the survey can be seen in Table 1.

Table 1 - Survey Results

Costumer Requirements Average

Low Cost 4.8 Results no more than 20% difference from Theory 4.8 Mobility 4.6 Equations needed included w/ Lab Manual 4.6 Use Content Related to Class Material 4.5 Represent Real World Scenario 4.4 Provide Data Sheet 4.3 Measurements easy to Read 4.3 Use Visual Resources for Lab Procedures 4.2 Data Logging Software 3.9 Low Noise 3.8 Unsupervised Operation 3.8 Heavy Construction 3.4 Energy Efficient 3.4

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The top ranked customer requirements with a 4.8 average are for the equipment to be low cost and the results to have no more than a 20% difference from the theory. These are obviously the most significant requirements that the customers have and must be realized in the design of the equipment. The customer requirements that averaged above a 4.0 include mobility, having the equations included, having content related to the class material, representing a real world scenario, providing a data sheet, ensuring measurement devices are easy to read, and using visual resources. The lowest ranked requirements are including data logging software, keeping noise levels low, having unsupervised operation, using heavy construction, and being energy efficient. This set of customer requirements was important, but all of them were not vital to the project. While these results seemed very telling, it was not until the QFD process was complete that the features that compile the make up of the equipment were realized.

Table 2 - QFD Results in order of importance

Engineering Characteristic Relative

Importance Manual Turnstile 0.13 Low KW Heater 0.11 Test Extensively 0.11 Use Theory Introduced in Class 0.10 Have Labeled Table 0.10 Make Up a Scenario 0.10 Use Low Cost Components 0.04 Find Coefficient to Account for Ambient Temperatures 0.04 Weight 0.03 Put on Casters 0.03 Handrails 0.03 Enclosed Structure 0.03 Supply All Equations Needed 0.03 Use Pictures of Equipment in the Instructions 0.03 Digital Display 0.03 IR Gun with Software 0.01 Minimize Specialized Parts 0.01 Large Screen 0.01

Using the data available from the QFD, the engineering characteristics were able to be evaluated. Each of the engineering characteristic was appraised on the benefit that it would bring to the project, and how it would be achieved. A manual turnstile embraces the customer needs of low cost and low noise. Avoiding the use of a motor with the turnstile eliminated the cost of a motor and drive system to turn the

Radiant Heat Laboratory Equipment Don Michaelis

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turnstile. As an added benefit, the lack of the motor will reduce the noise produced by the equipment in operation to negligible level. The manual turnstile received a relative importance of 13% when compared to the other engineering characteristics. This will definitely be employed to the project. The use of a low wattage heater was also determined to be important. Using a low wattage heater would not hinder the project or its results. Armfield’s HT10XC series discussed in the Introduction section uses a 216 Watt heater. That is a very small wattage as far as radiant heaters are concerned. The next engineering characteristic involves the results have no more than a 20% difference from the theory. Testing extensively ensured consistent, reliable results. This was very important because of the nature of the project. The student’s grasp of the concepts relies on reliable results. Both of these characteristics had a relative importance of 11%. The theory of radiant heat transfer can be quite involved. It is not the intention of this project to make student experts in the field, but it is to provide a solid foundation for the material taught in the class. A firm grasp of the basic concepts of radiant heat transfer is the purpose of this lab. Providing a data sheet as a part of the lab procedure had a survey score of 4.3. To fulfill this need, a labeled table will added to the lab procedure. The table will clearly identify which measurements will be taken as well as order in which they are taken. Representing a real world scenario is a common theme for many labs in the MET department. Approaching a problem that could be encountered in the commercial world helps students look past the equations and see how a scenario is applicable to the theory learned. This is very important, and it shows from the survey average of 4.4 it received. Bridging the gap between conceptual realization and practical implementation is invaluable. A scenario will be accompanying the lab procedure. With a relative importance of 10%, all of the characteristics must be added. The next two engineering characteristics had a relative importance of 4%. Using low cost components is of the three characteristics that contend with the customer requirement of low cost. Low cost components do not mean “cheap” components. It is not the intent of this project to create lab equipment that only works for a year and then breaks. There are quality parts available at low prices. Time will have to be spent to find them. The customer

requirement is that the results have no more than a 20% difference from the theory had a customer survey score of 4.8. One of the ways to resolve this is to add a coefficient to account for the ambient lighting. This received a relative importance of 4%. The coefficient could be added to the equations listed previously in the report. Using this method, the ambient light issue could be negligible. Mobility has three engineering characteristics associated with it on the QFD: weight, casters, and handles. The weight of the equipment must be kept light enough to be easily deliverable from one place to another. Placing the equipment on casters will greatly reduce the amount of force required to move the equipment. The use of handles for a firm and convenient grip on the equipment was also added as an engineering characteristic. While mobility was not very highly scored,

Figure 3 – IR Gun with Data Logging Software [4]

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the apparatus will be easily mobile. All three of these characteristics and the next three to be mentioned received a relative importance of 3%. Enclosing the structure will keep students from touching the radiant heat and any of the electrical wiring. Enclosing the structure with only one side viewable by plexiglass would also have the added bonus of keeping out more ambient light. The equipment will definitely be enclosed. While giving the students all of the equations needed would make the lab easier for them, it might not encourage them to explore the topic with due diligence. Supplying the students with most of the equations could certainly be done, but leaving one or two out might be a beneficial experience for them. A detailed explanation of how the equipment works was worthy of including in the lab procedure. A picture of a user interface with descriptions of the buttons will be added to the lab procedure. Providing measurement devices with a digital screen will make the measurement easy to read. The use of a digital screen had a relative importance of 3%. There will be no use of analog measuring devices for the project.

On the QFD, data logging software was given an .8 for a sales point when all of the other sales points equal 1. In an interview with Dr. Muthar Al-Ubaidi, the MET Department Head, he stated that data logging software was included with one of the existing student labs. It added little value to the experience because of minimal student interaction with the lab process. Figure 3 illustrates the IR gun. The relative importance of the data-logging software compared to the other characteristics was only 1%. It is improbable but not impossible that data logging will be incorporated into the lab equipment. Another characteristic is to minimize the amount of specialized parts. Finding something that is commercially available as opposed to fabricating custom pieces will provide savings. A large screen received a relative importance of 1%. While not a necessity according to the QFD results, it will try to be implemented into the project. Figure 4 and Figure 5 show examples of these devices and are available to be viewed in Appendix A. It is also worth noting that both of these devices are capable of receiving signals from thermocouples. Both of the existing heat transfer labs mentioned in the introduction to this report use thermocouples for their means of taking measurements. The thermocouples measure the temperature of the surface of the emissivity plates.

Figure 5 - Large Screen Display [4]

SCHEDULE Table 3 shows some of the milestone dates through the process. The Proof of Design Agreement is an agreement between the students involved in the project and their faculty advisor. The agreement stated the goals that the project was expected to meet. On February

Figure 4 - Digital Display [4]

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23, there will be a design freeze for the project. This means that no more major features will be allowed to be added to the project. In March, there was an oral design presentation and a design report due. These were both show how the design was progressing. In May, there was the Tech Expo in which the students will showed off their projects to the world. There was a demonstration a week before Tech Expo to ensure the project worked at the Tech Expo. The final presentation and reports for the project was due in June. The full schedule is available in Appendix D. This shows how the design, construction and testing is scheduled.

Table 3 - Schedule Milestones

Milestone Date 2007

Proof of Design Agreement 11-Jan Design Freeze 23-Feb Design Report 16-Mar Oral Design Presentation 23-Mar Demonstration 4-May Tech EXPO 16-May Start Oral Presentations 22-May Project Report 8-Jun

The division of work was distributed between the 2 team members ensure that the schedule would be met. Don Michaelis thought of the overall concept of the project. The concept designs, surveying, and configuring the QFD was done together with both team members. The drawings were done by both men. Mark Heyl did the assembly of the drawings. All of the welding was done my Mark. Other than welding, both team members work on the assembly of the bench. All of the equations were calculated by Don. BUDGET The total budget can be seen below in Table 4. An individualized budget in available in Appendix E along with the total budget. The total, forecasted budget for this project was $1,023. The actual and forecasted budgets were very close with a difference of $32. Both of the team members had significant experience bidding on sheetmetal projects through their co-op employers. There were several sponsors that were willing to help deliver the financial meaning for this project to proceed. Patterson Air Products of Cincinnati, Ohio had promised to donate the radiant heater for the project. The Vice President of the Cincinnati chapter of ASHREA had committed to donate $700 to this project. Peck, Hannaford + Briggs had committed to help provide materials (i.e. sheetmetal, unistrut) for the project. To show gratitude for the donations, a sign was mounted on the bench that thanks the sponsors.

Radiant Heat Laboratory Equipment Don Michaelis

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Table 4 - Estimated Project Budget

Collegiate Radiant Heat Transfer Lab Equipment

Budget

Materials, Components or Labor Forecasted

Amount Unistrut Frame $66.00 Sheetmetal $80.00 Misc. Hardware $30.00 Piping $40.00 Plexiglass Shielding $100.00 Bucket $8.00 Paint $7.00 Sign $12.00 Digital Indicator $360.00 Thermocouples $60.00 Radiant Heater $100.00 6 Plug Outlet $15.00 Extension Cord $15.00 Heavy Duty Casters $50.00 Drain Pan $30.00 Stainless Steel Rod $30.00 Misc. Welding Supplies $20.00 Scale $32.00

Total $1,055.00

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Table 5 - Bill of Material

OBJECTIVES Appendix F contains a table with the objectives of each of the engineering characteristics. Each customer requirement is paired with the engineering characteristic with which it corresponds. For instance, the engineering characteristic weight corresponds to the customer requirement of mobility. The weight will be determined by ergonomic research, and a scale can be used to measure the force. DESIGN ALTERNATIVES A total of three design alternatives were conceived for the layout of the project. Drawings of all three design alternatives can be viewed in Appendix G. For design alternative 1, the heater and turnstile were on a cart. The heater and turnstile stood upright. The problem with this design was that for the part of the lab using ice it would be difficult for the ice to remain in the ice tray as it melted. For the second design alternative, a bench top design was used that had the two emissivity plates and the ice tray on top of each other. This design would not be mobile. The third alternative featured the heater mounted on the top shelf of the bench directly inline with the turnstile beneath of it. This is the design that was pursued. It is mobile and offers the needed functionality for the lab. LOAD CALCULATIONS Although the purpose of this lab does not deal with the loading of a structure, the cart will have to be able to support the components that are on the bench. A two-point load was used

Radiant Heat Laboratory Equipment Don Michaelis

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in determining the load on the bench. One load was the heater that weighs 4r pounds. The other load was the turnstile which weighs approximately 5 pounds with the full ice tray attached. The side with the largest load would exert a stress of 7.09 psi on the two beams on that side. For the buckling stress, a safety factor of 3 was used and the maximum allowable weight would be 5,247 pounds. All load calculations and free body diagrams can be found in Appendix H. VIEWING FACTOR The element on the heater radiates in all directions. Only a portion of the emitted radiation will come in contact with the emissivity plates. Behind the element is a reflective plate that directs a portion of the radiation downward. The viewing factor from the element to the emissivity plate area is 24.1%. The viewing factor of the heat radiated from the reflecting plate is 20.1%. The total viewing factor from both the element and the reflective plate is 44.2%. This is significant because now it is known that less than half of the radiation given off by the heater will be active on the surface of the emissivity plates. LAB PROCEDURE The lab procedure was designed to start with the students putting the reflective emissivity plate inline with the heater above it. They will run the heater for five minutes. They will take a temperature reading one every minute. Then, they will repeat the process with the blackbody emissivity plate up except that they will continue to run the heater for another five minutes. A final temperature reading will be taken at the 10 minute mark. This final reading is for calculations in the next part of the lab. The temperature readings will be used to calculate the load on the emissivity plates. This will show the students how emissivity affects the heat transfer. For the next part of the lab, the ice tray will be inserted onto turnstile. They will run the heater and let the ice melt. Water melted off of the ice will be transferred via a draining system to a bowl on a scale. The bowl weight will be tarred from the scale so only the weight of the water is shown. They will record the time at one ounce internals until a total of eight ounces is collected. Using these timed readings, the student will be able to calculate how much of the ice theoretically should have been melted at each point of time. The actual and theoretical times verses the amount of water melted will be graphed and a percent difference will be calculated. The student will compare the results and explain any differences. Sample equations are in Appendix J. The complete lab procedure is in Appendix L. DRAWINGS Drawings for the lab bench were done in Solid Works. Below is a drawing of the assembled bench. More drawings can be seen in Appendix K.

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Figure 6 - Assembled Bench

CONSTRUCTION For the construction of the bench, the frame was made of 1.25” x 1.25” x .125” angle iron. Galvanized sheetmetal panels were used on the sides to encase the frame. A stainless steel panel was used to for the front panel instead of galvanized for aesthetic purposes. The front panel has a temperature controller mounted on it with a bracket. There are also two power switches. One switch turns the heater on. The other switch turns on the scale and temperature controller. The bench is on lockable casters for mobility. There are also handrails on two sides on the bench. There is a plexiglass door on the front of the bench. On the inside of the bench, the heater is hung on chains. There is a thermocouple for temperature readings. The turnstile is constructed of galvanized sheetmetal and has three sides. Two of the sides have emissivity plates on them. The emissivity plates are bolted to the turnstile with 1” armiflex insulation between them. This inhibits heat conduction throughout the turnstile. The remaining side of the turnstile is flat for the ice tray to sit on it. The turnstile is coupled with a hand crank on the exterior of the bench to allow it to be turned. TESTING The lab procedure was completed a total of five times. The results were consistent with each run through. Using the equations in Appendix J, the theoretical results and actual results were compared. The biggest difference between the actual results and the theoretical results was 15.6%. This is within the 20% difference that was the desired maximum percentage allotted for this project. Figure 7 shows a graph of the results.

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Ice Melting Process

0100200300400500600700

0 2 4 6 8 10

Ounces

Tim

e (s

ec)

ActualTheoretical

Figure 7 - Actual Verses Theoretical Results

CONCLUSION The project ended with what it was originally planned to do. It was built sturdy and should last for many years of use. The testing of the bench confirmed that the equipment would deliver consistent reliable results. This will enable the students that use the laboratory equipment to have a firm understanding of the topic of radiant heat and familiarity with the equations that are used to calculate the heat transfer. The equipment was donated to the MET department. RECOMENDATIONS To further aid anyone who would be willing to built upon this existing design of the project, there are several recommendations that could be taken into account. The first recommendation would be to reduce the size of the cart. The cart was made with material donated, but it is completely in excess on the needs of this project. The next recommendation would be to use a thermometer.

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REFERENCES [1] Cengel, Yungus A, Turner Robert H, "Fundamentals of Thermal-Fluid Sciences," [Textbook], 1996 Mar 31(Rev 1.2.4), [cited 2006 Oct 2] [2] Harrison, Thomas R., “Radiation Pyrometry and its underlying Principles of Radiant Heat Transfer,” [Book], 1960, [cited 2006 Oct 17] [3] Agassi, Joseph, “Radiation Theory and the Quantum Revolution,” [Book], 1993, [cited 2006 Nov 3] [4] "IR Thermometers and Pyrometers," [Online Catalog], [cited Nov. 11, 2006], Available HTTP: http://www.omega.com/literature/transactions/volume1/thermometers3.html [5] “4 Digit Panel Meter Indicator,” [Online Catalog], [cited October 2, 2006], Available HTTP: http://www.dwyer-inst.com/htdocs/temperature/SeriesLCI108&LCI108JSpec.CFM [6] “Quartz-Ray Infra-Red Electric Radiant Heaters,” [Online Brochure], [cited October 2, 2006], Available HTTP: http://www.reverberray.com/pdf/brochures/bah_brochure.pdf [7] “Deluxe Laser Pointers,” [Online Catalog], [cited November 14, 2006], Available HTTP: http://www.schoolmasters.com/soccer13.html [8] “Laser Safety Eyewear,” [Online catalog], [cited November 15, 2006], Available HTTP: http://www.barrieronline.com/laser/bg38_v4.php [9] “Radiant Floor Heating,” [Online Catalog], [cited November 13, 2006], Available HTTP: http://www.wattsradiant.com/professional/heatweave.asp [10] “H111 Heat Transfer Service Unit,” [Online Catalog], [cited October 2, 2006], Available HTTP: http://www.p-a-hilton.co.uk/English/Products/Heat_Transfer/Heat_Transfer__2_/heat_transfer__2_.html [11] “HT10XC Heat Transfer Teaching Equipment,” [Online Catalog], [cited October 2, 2006], Available HTTP: http://www.armfield.co.uk/heatran.html

Appendix A1

APPENDIX A - RESOURCES

• Existing Heat Transfer Equipment

• Has Convection and Conduction tests besides Radiant

■___ Inverse Square Law using the heat source and radiometer or light source and light meter. ■___ Stefan Boltzmann Law using the heat source and radiometer. ■___ Emissivity using the heat source, metal plates and radiometer. ■___ Kirchoff Law using the heat source, metal plates and radiometer. ■___ Area factors using the heat source, aperture and radiometer. ■___ Lamberts Cosine Law using the light source (rotated) and light meter. ■___ Lamberts Law of Absorption using the light source, filter plates and light meter.

http://www.p-a-hilton.co.uk/English/Products/Heat_Transfer/Heat_Transfer__2_/heat_transfer__2_.html, cited October 2, 2006. Heat Transfer Service Unit H11

Appendix A2

• Existing Heat Transfer Equipment

• Has Convection and Conduction tests besides Radiant

• Up to Seven Fundamental Heat Transfer Experiments may be used individually on the common service unit.

• Investigation of Convection, Conduction, Radiation, Steady State and Transient Heat Transfer.

• Safe and Suitable For Unsupervised Student Operation. • Responds Rapidly to Control Changes. • Negligible Operating and Maintenance Costs. • Two year Warranty.

http://www.armfield.co.uk/heatran.html, cited October 2, 2006. HT30XC Heat Exchangers Service Module

Appendix A3

• Stores measurements taken

• Data Logging Software

• Large Range • Celsius and

Fahrenheit readings

Models Available with Temperature Ranges to 870°C (1600°F) • Emissivity Adjustable from 0.1 to 1.00 in 0.01 steps • Backlit LCD Display • Dual Digital Display Indicates Current with Min, Max, Average, or Difference Temperatures • °C/°F Selectable • 1 mV/Degree Analog Output Standard • RS-232 Output Models Include FREE Data Logging Software • Audible and Visible Alarms • Integral Tripod Mount • Type K T/C Input Available • Temperature Data Storage Available • Electronic Trigger Lock • Last Temperature Recall

• Distance Measuring not needed

• Needs to point at item

http://www.omega.com/pptst/OS530-DM.html, cited November 12, 2006. Handheld IR Thermometer Built-In Distance Measuring Option

Appendix A4

• Works with Thermocouples Only

SPECIFICATIONS Inputs: Process, thermocouple, RTD, VAC, VDC, A AC, A DC, frequency. Input Impedance: Process: Voltage, 1 MΩ; Current, 12.1Ω. AC & DC Current: 0.012Ω for 5A, 0.06Ω for 1A. AC & DC Voltage: 3 MΩ for 600 V, 300 kΩ for 200 V, 30 kΩ for 20 V. Power Rating: 120/240 VAC, 50/60 Hz ±10%. Power Consumption: 3 W max. Accuracy: ±0.1% of reading (except T/C & RTD); ±0.4% of reading for T/C; ±0.1% for RTD. Display: 4 digit, 14 mm Red for LCI108; 4 digit, 20 mm Red for LCI108J; Programmable decimal point with 2 LEDs for output status indication on all units. Ambient Operating Temperature: 14 to 140°F (-10 to 60°C) / <95% @ 104°F (40°C) non-condensing. Storage Temperature: -13 to 185°F (-25 to 85°C). Front Panel Rating: IP65 (Type 4X). Agency Approvals: CE.

http://www.dwyer-inst.com/htdocs/temperature/SeriesLCI108&LCI108JSpec.CFM cited October 2, 2006. 4 Digit Panel Meter Indicator

• Large display • Heavy

Construction

Appendix A5

• Emissivity adjustable • Min, Max, and Average

Readings • Large Screen • Dot Sighting for easy use

• More features than are

needed

•Infrared Pyrometer with Patented Switchable Laser Circle/Dot Sighting • Digital Emissivity Adjustment from 0.1 to 1.00 in 0.01 Steps • Optical Field of View of 10:1 (Distance to Spot Size) • High Performance, Rugged Design with Large Backlit LCD Display • Dual K Type Thermocouple Inputs (Non-Isolated) and Temperature Display (T1 & T2) as well as Differential Temperature (T1-T2) • Full Function Multimeter Featuring Min, Max, and Average Readings • Measures Voltage, Current, Resistance, Capacitance, Inductance, and Frequency • Built-in Diode and Logic Test • Battery Powered as well as AC Powered Using an Adaptor • Auto Power Shut Off Feature • Tripod mount and a Built-in Rubber Boot

http://www.omega.com/pptst/HHM290.html, cited November 12, 2006. Next Generation SUPERMETER® with Laser Sighting

Appendix B1

APPENDIX B – CUSTOMER SURVEY

Collegiate Radiant Heat Transfer Lab Equipment Customer Survey

Due to the need of students’ hands-on experience regarding radiant heat, a new lab experiment for CAS is being considered. Please take a few moments to fill out our survey so that we can maximize the potential of this new experiment. Rate the following product features according to their importance to you: (1 = Not important to 5 = Very Important)

Not Important Very Important Average Data Logging Software 1 (0) 2 (0) 3 (13) 4 (9) 5 (10) 3.9 Mobility 1 (0) 2 (1) 3 (2) 4 (5) 5 (24) 4.6 Heavy Construction 1 (0) 2 (5) 3 (14) 4 (6) 5 (7) 3.4 Low Noise 1 (0) 2 (1) 3 (9) 4 (15) 5 (7) 3.8 Low Cost 1 (0) 2 (0) 3 (0) 4 (6) 5 (26) 4.8 Energy Efficient 1 (0) 2 (3) 3 (17) 4 (6) 5 (6) 3.4 Provide Data Sheet 1 (0) 2 (0) 3 (3) 4 (14) 5 (15) 4.3 Represent Real World Scenario 1 (1) 2 (0) 3 (3) 4 (9) 5 (19) 4.4 Unsupervised Operation 1 (0) 2 (2) 3 (10) 4 (10) 5 (10) 3.8 Equations needed included w/ Lab Manual 1 (0) 2 (0) 3 (2) 4 (8) 5 (22) 4.6 Use Visual Resources for Lab Procedures 1 (0) 2 (0) 3 (3) 4 (14) 5 (15) 4.2 Use Content Related to Class Material 1 (0) 2 (0) 3 (6) 4 (10) 5 (16) 4.5 Results no more than 20% from Theory 1 (0) 2 (0) 3 (0) 4 (4) 5 (28) 4.8 Measurements easy to Read 1 (0) 2 (0) 3 (7) 4 (6) 5 (19) 4.3 Comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (use back if necessary) We appreciate your time. Thank you. Please return this survey to the place where you received it.

Appendix C1

APPENDIX C - QFD

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e U

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Scen

ario

Encl

osed

Stru

ctur

e

Supp

ly A

ll E

quat

ions

Nee

ded

Use

Pic

ture

s of

Equ

imen

t in

the

Inst

ruct

ions

U

se T

heor

y In

trodu

ced

in

Cla

ss

Test

Ext

ensi

vely

Find

Coe

ffici

ent t

o Ac

coun

t for

Am

bien

t Tem

pera

ture

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Larg

e Sc

reen

Dig

ital D

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ay

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porta

nce

Sale

s po

ints

Impr

ovem

ent (

Abso

lute

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ght)

ratio

Rel

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Data Logging Software 1 3.9 0.8 3.1 0.054 Mobility 3 3 3 4.6 1 4.6 0.079 Heavy Construction 3 3.4 1 3.4 0.059 Low Noise 3 3.8 1 3.8 0.065 Low Cost 9 3 3 1 4.8 1 4.8 0.083 Energy Efficient 9 3.4 1 3.4 0.059 Provide a Data Sheet 9 4.3 1 4.3 0.074 Represent Real World Scenario 9 4.4 1 4.4 0.076 Unsupervised Operation 3 3.8 1 3.8 0.065 Equations Needed Included 3 4.6 1 4.6 0.079 Use Visual Resources 3 4.2 1 4.2 0.072 Related to Class Content 9 4.5 1 4.5 0.078 Results no more than 20% Off Theory 9 3 4.8 1 4.8 0.083 Measurements easy to read 1 3 4.3 1 4.3 0.074

Absolute Importance 0.05

0.24

0.24

0.18

0.24

0.94

0.25

0.78

0.08

0.67

0.68

0.20

0.24

0.22

0.70

0.74

0.25

0.07

0.22

6.98 58.0 1.0

Relative importance 0.01

0.03

0.03

0.03

0.03

0.13

0.04

0.11

0.01

0.10

0.10

0.03

0.03

0.03

0.10

0.11

0.04

0.01

0.03

1.00

Appendix D1

APPENDIX D – SCHEDULE

Winter Quarter Spring Break

Dates 1/3

- 1/7

1/8

- 1/1

4

1/15

- 1/

21

1/22

- 1/

28

1/29

- 2/

4

2/5

- 2/1

1

2/12

- 2/

18

2/19

- 2/

25

2/26

- 3/

4

3/5

- 3/1

1

3/12

- 3/

18

3/19

- 3/

25

Tasks Design Concepts Proof of Design Argreement 17-Jan Spec equipment Solid Works Design Drain System Research Touch up design Design Freeze 23-Feb Finalize drawings/Presentation Oral Design Presentation 6-Mar Finalize Report Design Report 15-Mar Spring Break (Order Materials) Welding frame, casters, cart Construction of material panels Tabletop, display construction Build turnstyle/drain Combine all components Make lab procedure Correct problems Demonstration Prepare for Tech Expo Tech EXPO Finalize report Start Oral Presentation

Appendix D2

Dates 3/26

- 4/

1

4/2

- 4/8

4/9

-4/1

5

4/16

- 4/

22

4/23

- 4/

29

4/30

- 5/

6

5/7

- 5/1

3

5/14

- 5/

20

5/21

- 5/

27

5/28

- 6/

3

6/4

- 6/1

0

Tasks Design Concepts Proof of Design Argreement Spec equipment Solid Works Design Drain System Research Touch up design Design Freeze Finalize drawings/Presentation Oral Design Presentation Finalize Report Design Report Spring Break (Order Materials) Welding frame, casters, cart Construction of material panels Tabletop, display construction Build turnstyle/drain Combine all components Make lab procedure Correct problems Demonstration 4-May Prepare for Tech Expo

Tech EXPO 17-

May Finalize report Start Oral Presentation 7-Jun Project Report 8-Jun

Appendix E1

APPENDIX E - BUDGET

Collegiate Radiant Heat Transfer Lab Equipment

Budget

Materials, Components or Labor Forecasted

Amount Unistrut Frame $66.00 Sheetmetal $80.00 Misc. Hardware $30.00 Piping $40.00 Plexiglass Shielding $100.00 Bucket $8.00 Paint $7.00 Sign $12.00 Digital Indicator $360.00 Thermocouples $60.00 Radiant Heater $100.00 6 Plug Outlet $15.00 Extension Cord $15.00 Heavy Duty Casters $50.00 Drain Pan $30.00 Stainless Steel Rod $30.00 Misc. Welding Supplies $20.00 Scale $32.00

Total $1,055.00

Appendix F1

APPENDIX E – OBJECTIVES

Customer Requirements

Engineering Characteristic Objective

Mobility Weight The prototype will weight less than 180 pounds. A scale can be used to measure the force.

Mobility Put on Casters

The equipment will be made easily mobile due to less force used to push. A scale can be

used to measure the force.

Heavy Construction

Welded Construction

The equipment will be made using a combination of

welding and bolted construction to enhance its

stiffness. This can be observed by the lack of flexing when the max force to push is

applied.

Low Noise Manual Turnstile

The equipment will use manual operation to keep the decibel level low due to the lack of a motor. A sound

meter can be used measure decibel readings.

Low Cost Use Low Cost Components

The prototype will use low cost components to keep the

price low. This can be validated by the budget.

Low Cost No Specialized Parts

The project will use the least amount of specialized parts to

help reduce the price. This can be validated by the budget.

Energy Efficient Low KW Heater

The equipment will use a low wattage radiant heater. This

can be compared to other products.

Provide a Data Sheet

Have Labeled Table

The project procedure will in a label table for measurement data. This will reduce the

student’s time organizing their data and allows them to focus on the task at hand. This can be measured by a stopwatch

and observation.

Appendix F2

Represent Real World Scenario

Make Up a Scenario

The documentation will have a real world scenario to help

improve the student's understanding of the lab's

goals. This can be measured by student satisfaction.

Unsupervised Operation Enclosed Structure

The equipment will have guards to protect from

exposure to heater. There are guidelines that deal with guard

thickness and they will be adhered to.

Equations Needed Included

Supply All Equations Needed

The documentation will include most of the equations needed to complete the lab.

This can be measured by student satisfaction.

Use Visual Resources

Use Pictures of Equipment in the

Instructions

The documentation will have illustrations to help guide the

student through the lab procedure. This can be

measured by student satisfaction.

Related to Class Content

Use Theory Introduced in Class

The documentation will use theory directly from the class

material to ensure the student's understanding of the concepts.

This can be measured by student satisfaction.

Results no more than 20% Off

Theory Test Extensively

The equipment will be tested extensively to ensure

consistent results. This can be validated by the error

percentage.

Results no more than 20% Off

Theory

Find Coefficient to Account for

Ambient Temperatures

The documentation might have a coefficient added to the

equation to help have consistent results. This can be

validated by the error percentage.

Measurements easy to read Large Screen

The equipment will have a large screen area on the

measurement device to help readability. This can be

measured by a ruler.

Measurements easy to read Digital Display

The equipment will have a digital display on the

measurement device to help

Appendix F3

readability. This can be measured by student

satisfaction.

Appendix G1

APPENDIX G – DESIGN CONSIDERATIONS

Design Alternative 1

Design Alternative 2

Design Alternative 3

Appendix H1

APPENDIX H – LOAD CALCULATIONS

ΣMA = 0 = 4(15) – RC (48) RC = 1.25 lbs ΣMC = 0 = 4(33) – RA (48) RA

ΣM

= 2.75 lbs

A = 0 = 5(15) – RC (48) RC = 1.5625 lbs ΣMC = 0 = 5(33) – RA (48) RA = 3.4375 lbs Σ RA = 1.25 + 3.4375 = 6.19 lbs Two legs on that side = 6.19 / 2 = 3.10 lbs A = .4375 in2 σ = 3.1 / .4375 = 7.09 psi Column Buckling A-36 mild carbon steel Sy = 36,000 psi E = 29 x 106 psi Support length = 67 inches K = 1 (pinned – pinned) Effective length, Le = 67(1) = 67 inches

15 33

48

A C

5 lbs

B

Turnstile load free body diagram

15 33

48

A C

4 lbs

B

Heater load free body diagram

Appendix H2

Radius of gyration, r = 67 / 4 = 16.75 inches Slenderness ratio, SR = 67 / 16.75 = 4 Transition slenderness ratio, Cc = [(2π2 * 29 x 106) / 36,000].5 = 126 SR < Cc → column is short, use Johnson formula Critical buckling load, Pcr = .4375 * 36,000 * {1 – [(36,000 * 42) / (4 π4 * 29 x 106)]} = 15,742 lbs Safety Factor, N = 3 Allowable load, Pa

= 15,742 / 3 = 5,247 lbs

Appendix I1

APPENDIX I – VIEWING FACTOR

Viewing factor for element

Wi = .5 / 6 = .083 Wj = 3 / 6 = .5 Fi→j = {[(.083 + .5)2 +4].5 – [(.5 - .083)2 + 4].5

Viewing factor for reflection plate behind element

W

} / (2 * .083) = .241

i = 4.5 / 7 = .643 Wj = 3 / 7 = .429 Fi→j = {[(.643 + .429)2 +4].5 – [(.429 - . 643)2 + 4].5} / (2 * .643) = .201 Σ Fi→j

= .241 + .201 = .442 → 44.2%

3

4.5

7

3

6

.5

Appendix J1

APPENDIX J – LAB PROCEDURE CALCULATIONS Original Calculations Emissivity of galvanized sheetmetal, Eg = .28 Emissivity of blackbody Eb = 1 Area = 3 in* 18 in= 54 in2

Stefan-Boltzmann constant, σ = 1.189 * 10-11 btu/ hr -in-2- R-4

Radiant heat transfer = A * E * σ * (Tf4 – Ti

4) Emissivity of ice, Ei = .95 Viewing factor = .442 Heater wattage = 550 W → 550 * 3.412 = 1877 btu/ hr Amount of heat seen at ice surface = 1877 * .95 * .442 = 788 btu/ hr Latent fusion of ice = 144 btu/ lb Amount of heat needed to melt .5 lbs of ice = 144 * .5 = 72 btu Time to melt .5 lbs of ice = 72/ 788 = 0.09134 hr → 0.09134 * 60 = 5.48 min Lab Calculations Radiant heat transfer to blackbody plate after 10 min = A * E * σ * (T f

4 – Ti4)

Radiant heat transfer (Qrad) = 54 * 1.189 * 10-11 * .97 * [(266+460)4 – (94+460)4] = 114 btu/hr Convection (for equations to work all values must be metric) T∞ = 32˚F = 0˚C (assumed temperature of ice) Ts = 95˚F = 35˚C (average temperature of air in cart and the end of 10 minutes with door open) Tf = (Ts + T∞) / 2 = (35˚C + 0˚C) / 2 = 17.5˚C From table A-18 in Heat Transfer Textbook k = 0.0253 W/m * ˚C Pr = .714 υ = 0.0000148 m2/s β = 1/ (T i + 270˚C) = 1/ (35˚C + 270˚C) = .003442 A = 3 in * 18 in = 54 in2 * (0.00064516 m2 / 1 in2) = 0.03483864 m2 P = 2 * 3in + 2 * 18 in = 42 in * (0.0254 m/ 1 in) = 1.0668 m δ = A / P = 0.03483864 m2 / 1.0668 m = .03267 m Ra = [g* β*(Ts - T∞)* δ3] / υ2 = [9.81 m/s* .003442*(35˚C - 0˚C)* (.3267 m)3] / 0.0000148 m2/s 2 =

= 134,342.4 Nu (from table 18-1 in textbook) = .54 Ra1/4 = .54 * 134,342.41/4 = 10.33825 h = (k / β) * Nu = (0.0253 W/m * ˚C / .003442) * 10.33825 = 8.00605 W/m2 * ˚C Qcon = h A (Ts – T∞) = 8.00605 W/m2 ˚C * 0.03483864 m2 * (35˚C – 0˚C) = 92.547 W Qcon = 92.547 W * (3.412 btu/hr / 1 W) = 315.8 btu/hr QTotal = Qrad + Qcon = 114 btu/hr + 315.8 btu/hr = 430 btu/hr

Appendix J2

Latent fusion of ice = 144 btu/ lb Amount of heat needed to melt .5 lbs of ice = 144 * .5 = 72 btu Time to melt .5 lbs of ice = 72/ 430 = 0.167442 hr * (60 min / 1 hr) = 10.06 min

Appendix K1

APPENDIX K – DRAWINGS

Front view

Heater

Appendix K2

Drain Assembly

Turnstile with ice tray attached

Turnstile with blackbody emissivity plate facing up

Appendix K3

College of Applied Science University of Cincinnati 2220 Victory Parkway Cincinnati, OH 45206-2839 Attn: MET Department To Whom It May Concern: I run the shipping/receiving department for Acme Freight Company. One of the trucks that makes regular drop-offs here is refrigerated. The boxes from that truck frequently have about a half of pound of ice on each box. This causes my employees that unpack the boxes some discomfort. I am having a conveyor line installed with a radiant heater above it to melt the ice before the packers have to handle them. I have a 550 Watt radiant heater onsite that we would like to utilize. The maintenance department needs to know how much time that it would take to melt the ice using the radiant heater. This will enable them to calculate the speed of the line. If you department could help answer our maintenance personnel’s question, it would be greatly appreciated. Mr. Smith Acme Freight Company 1234 Common Street Cincinnati, Oh 45123

Appendix K4

Radiant Heat Radiant heat is nothing more than an electromagnetic wave just like light is. You can see from the figure on the right that thermal radiation covers the entire spectrum inferred and visible spectrum. It is also in the ultraviolet spectrum. Radiant heat differs from other types of heat transfer because it does not require a medium to travel through. Emissivity Emissivity is the ratio of the energy emitted by a surface to the energy emitted by a blackbody. It is a function of temperature, wavelength, and direction. It is a coefficient with a value from 0 – 1. 1 being a perfect blackbody. In reality, the emissivity value of a surface is constantly varying and it is hard to the exact value at any given moment. Because of this a constant average value is typically used. In the chart below, the gray line is ice and the black line is water. The radiant heater used in this lab has a wavelength of 3 microns. You can see from the chart below that ice has an emissivity value of 0.95.

Appendix K5

Lab Procedure Part 1 !CAUTION! – The sides of the bench get very hot.

1) Using the crank on the side of the cart, turn the turnstile so that the reflective emissivity plate is facing up directly at the radiant heater. Attach the thermocouple to the plate by inserting it on the bolt and secure it with the nut.

Do not touch the side of the bench.

2) Switch on the temperature controller using the switch on the front on the bench. 3) On the temperature controller, press the “T1/T2” button until the “TI” is lit in green on

the front of the controller. 4) Close the door. 5) Take the ambient temperature of the plate. It should be displayed on the temperature

controller. Write the initial temperature on the data sheet. 6) Turn on the radiant heater. 7) Take a temperature reading every minute for 5 minutes. Record the values on the data

sheet. 8) After the measurements are taken, open the door and turn off the heater. Let the plate

cool off for a minute. 9) Take the thermocouple off of the reflective emissivity plate and attach it the blackbody

emissivity plate. Turn the blackbody plate so that it is facing up at the heater. 10) Write the initial temperature on the data sheet. Turn on the heater. 11) Take a temperature reading every minute for 5 minutes. Record the values on the data

sheet. 12) Let the heater running and take another reading at the 10 minute mark. 13) Do not touch blackbody plate! Do not detach the thermocouple from the blackbody

plate. Leave it attached for the rest of the lab. Part 2

1) Turn the turnstile so that the flat side is facing up toward the heater. 2) Turn on the scale by pressing the “On” button. Tare the weight of the bowl using the

“Zero” button. This will allow the scale to only read the water that is coming into it. 3) Load the tray with ice. Put in on the extending mount. The second that the ice tray is

mounted in the booth with the heater on, start the timer. 4) Leave the door open. 5) Take a time reading at every ounce measured by the scale. Also, the scale has an auto-off

feature that cannot be turned off. At every ounce measurement, press down on the bowl. This will make sure that the scale does not turn off.

Appendix K6

Lab Calculations Part 1

1) Calculate the heat transfer for each plate at each minute mark. For the blackbody plate, exclude the 10 minute temperature.

2) Graph the results. 3) Does the graph show that the blackbody plate has a higher heat transfer?

Equations needed: Radiant heat transfer = A * E * σ * (T f

4 – Ti4)

Area = 3 in* 18 in= 54 in2

E = .97 Stefan-Boltzmann constant, σ = 1.189 * 10-11 btu/ hr -in-2- R-4

Tf = Temperature reading at that point Ti

1) Using the 10 minute reading from Part 1, calculate the radiant heat transfer. The ice and blackbody plate’s emissivity values are very close, 0.95 (ice) and 0.97 (blackbody plate.) Since they are so close, the blackbody plate can be used as a model for the ice. Use this as the basis for your theoretical results.

= Prior Temperature reading Part 2

2) Calculate the convection from the air to the ice. It has been noticed the air temperature with the door open during the ice melting portion of the lab was 95˚F.

3) Add the radiant heat transferred and the convection heat transfer together for a total heat transfer, QTotal

4) Graph the time that it would take to melt each ounce of ice theoretically against your time measurements (actual results) taken during the lab.

.

Equations needed: Radiant heat transfer = A * E * σ * (Tf

4 – Ti4)

Area = 3 in* 18 in= 54 in2

E = .95 Stefan-Boltzmann constant, σ = 1.189 * 10-11 btu/ hr -in-2- R-4

Tf = Final temperature of blackbody plate after 10 minutes Ti = Initial temperature of blackbody plate

Appendix K7

Convection (for equations to work all values must be metric) T∞ = 32˚F = 0˚C (assumed temperature of ice) Ts = 95˚F = 35˚C (average temperature of air in cart and the end of 10 minutes with door open) Tf = (Ts + T∞) / 2 From table A-18 in Heat Transfer Textbook using the Tf value: k = ? Pr =? υ = ? β = 1/ (T i + 270˚C) = ? A = 3 in * 18 in = 54 in2 * (0.00064516 m2 / 1 in2) = ? m2 P = 2 * 3in + 2 * 18 in = 42 in * (0.0254 m/ 1 in) = ? m δ = A / P = ? m g = 9.81 m/s2 Ra = [g* β*(Ts - T∞)* δ3] / υ2 = ? Nu (from table 18-1 in textbook) = .54 Ra1/4 = ? h = (k / β) * Nu = ? W/m2 * ˚C Qcon = h A (Ts – T∞) = ? W Convert back to btu/hr: Qcon = Qcon * (3.412 btu/hr / 1 W) = ? btu/hr Radiant heat transfer + convection heat transfer QTotal = Qrad + Qcon = ? btu/hr Ice melting: Sample calculate ice melting time at 8 ounces. Latent fusion of ice = 144 btu/ lb 8 ounces = .5 lb Amount of heat needed to melt .5 lbs of ice = 144 * .5 = 72 btu Time to melt .5 lbs of ice = 72/ QTotal

Ice Melting Process

0100200300400500600700

0 2 4 6 8 10

Ounces

Tim

e (s

ec)

ActualTheoretical

= 0.167442 hr * (60 min / 1 hr) = 10.06 min

Sample graph

Appendix K8

DATA SHEET Reflective Plate

Time Temperature °F Initial (0 min)

1 minute 2 minutes 3 minutes 4 minutes 5 minutes

Black Plate

Time Temperature °F Initial (0 min)

1 minute 2 minutes 3 minutes 4 minutes 5 minutes 10 minutes

Ice Tray

Ounces melted Time (seconds) 1 ounce 2 ounces 3 ounces 4 ounces 5 ounces 6 ounces 7 ounces 8 ounces