Outline

Overview

This unit aims to teach the fundamentals of thermal engineering with a particular emphasis on thermodynamics with some elements of heat transfer and thermal system instrumentation and measurement. At the end of this unit students will have an understanding of the basic laws of thermodynamics, heat transfer and measurement of thermal systems and how to apply them in an engineering context. The course content will include topics covering thermal and phase properties of substances, heat and work interactions, the first law of thermodynamics, the second law of thermodynamics, entropy and its application to engineering systems, gas power and refrigeration cycles, heat transfer by conduction, convection and radiation, thermal sensors and data acquisition.

Unit details and rules

Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	AMME5200
Assumed knowledge ?	Students are expected to be familiar with basic, first year, integral calculus, differential calculus and linear algebra
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Matthew Dunn, matthew.dunn@sydney.edu.au
Lecturer(s)	Matthew Dunn, matthew.dunn@sydney.edu.au
Tutor(s)	Hamdy Ahmed, hamdy.ahmed@sydney.edu.au
Tutor(s)	Yashar Shoraka, yashar.shoraka@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Supervised exam ?	Final Exam Final exam,open book, 2hrs writing	35%	Formal exam period	2 hours
Outcomes assessed:
Small continuous assessment	Assignment Take home assignment	10%	Multiple weeks	Weekly assignment, 1hrs work maximum
Outcomes assessed:
Tutorial quiz	Quiz 1 In class quiz.	15%	Week 05 Due date: 29 Aug 2024 at 09:00 Closing date: 29 Aug 2024	40 minutes writing time.
Outcomes assessed:
Tutorial quiz	Quiz 2 In class quiz.	15%	Week 08 Due date: 19 Sep 2024 at 09:00 Closing date: 19 Sep 2024	40 minutes writing time.
Outcomes assessed:
Tutorial quiz	Quiz 3 In class quiz.	15%	Week 11 Due date: 17 Oct 2024 at 09:00 Closing date: 17 Oct 2024	40 minutes writing time.
Outcomes assessed:
Assignment	Lab Report Technical report on experimental results	10%	Week 13 Due date: 01 Nov 2024 at 23:59 Closing date: 15 Nov 2024	Maximum 20 pages, technical report
Outcomes assessed:
= group assignment ?

Assessment summary

Assignment: The assignments will help students absorb the concepts and stay up to date with the pace of lectures. Assignments will elucidate the relevance of the basic concepts with respect to engineering applications.
Quiz: There will be in-class quizzes at the conclusion of main topics. These, as well as regular assignments will keep students up-to-date with the lecture material.
Lab Report: The laboratory sessions and reports will assess student’s appreciation of the practical relevance and application of the subject matter. Laboratory classes will give students first hand experience on testing the theories taught in class and understanding the practical limitations of these theories.
Final Exam: The final examination will help evaluate the overall understanding of the concepts covered in this UoS and the student’s ability to analyze and solve related problems

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Preparation for lectures, working independently on tutorial problems and revising material.	Independent study (55 hr)
Multiple weeks	Laboratories in person or remote. Developing laboratory report.	Practical (20 hr)
Week 01	Introduction to thermodynamics and heat transfer	Lecture and tutorial (5 hr)
Week 02	1. Properties of thermodynamics 2. Heat and work, conduction	Lecture and tutorial (5 hr)
Week 03	1. First law of thermodynamics; 2. Heat and work, convection	Lecture and tutorial (5 hr)
Week 04	1. First law of thermodynamics; 2. Radiation	Lecture and tutorial (5 hr)
Week 05	1. First law of thermodynamics; 2. Second law of thermodynamics; 3. Thermal circuits	Lecture and tutorial (5 hr)
Week 06	1. Second law of thermodynamics; 2. Entropy; 3. Energy, thermal circuits	Lecture and tutorial (5 hr)
Week 07	Entropy, thermal circuits	Lecture and tutorial (5 hr)
Week 08	Entropy, transient conduction	Lecture and tutorial (5 hr)
Week 09	Cycles	Lecture and tutorial (5 hr)
Week 10	1. Cycles; 2. Dimensional analysis	Lecture and tutorial (5 hr)
Week 11	Cycles	Lecture and tutorial (5 hr)
Week 12	Cycles	Lecture and tutorial (5 hr)
Week 13	Revision of cycles and heat transfer	Lecture and tutorial (5 hr)

Attendance and class requirements

Attendence required as per coursework policy and Engineering faculty resolutions.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Incropera, DeWitt, Bergman & Lavine – Fundamentals of Heat & Mass Transfer. John Wiley & Sons.
Cengel and Boles – Thermodynamics an engineering approach. McGraw Hill

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. evaluate the relevant parameters for heat flow in internal engineering systems such as refrigeration and heating systems
LO2. develop an understanding of some of the basic equations governing thermodynamics
LO3. analyze the thermodynamics of a simple open or closed engineering system
LO4. analyze and determine the heat fluxes governing a control volume
LO5. work in groups to complete laboratory experiments and analyse the results
LO6. write a formal laboratory report.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large.
	Engineers Australia Curriculum Performance Indicators - 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field.
	Engineers Australia Curriculum Performance Indicators - 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2		Tackling technically challenging problems from first principles.
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2		Application of enabling skills and knowledge to problem solution in these technical domains.
2.3		Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4		Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
5.3		Skills in the selection and characterisation of engineering systems, devices, components and materials.
5.4		Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;.
5.5		Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings.
5.6		Skills in the design and conduct of experiments and measurements.
5.7		Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Course laboratories have been improved.

Additional information

Additional information related to this unit will be provided in class and on Canvas.

Additional costs

There are no additional costs for this unit.

Work, health and safety

WHS requirements for laboratories will be outlined in the course material in Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

AMME9262: Introduction to Thermal Engineering

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect