**Engineering
Heat Transfer**

**http://www.usna.edu/Users/mecheng/adams/heat
transfer**

J.
Alan Adams, Professor Emeritus

United
States Naval Academy

**Preface**

This
collection of undergraduate level Heat Transfer
analyses and solutions constitutes an
Engineering Lecture Complement (ELC).
It is a tool made
possible by Internet technology
and can be used to increase classroom productivity, teaching flexibility
and personalized learning.

The
formal classroom engineering lecture typically begins with the
what, why,
and
when.What
are the fundamental abstract concepts and laws which have resulted from
research and development, and what
is the best form of mathematical symbolism needed to relate these abstract
concepts to measureable properties? What
derivations follow from the laws of electricity, mechanics and thermodynamics,
or the conservation principles of mass, momentum, energy? What
are the assumptions and idealizations inherent in the derivation of mathematical
expressions for these laws? What
empirical laws can be used to extend the analysis and what
are the limitations of these empirical laws? What
is the best approach to problem solving and system identification? Why
do some mathematical models lead to differential equations and some result
in algebraic equations? Why
are some linear and some non-linear, and why is it sometimes necessary
to linearize complex phenomena? When
can certain ideal equations be applied? When
can one assume that a continuum exists, or that steady
state or equilibrium is present?

Since
engineering is an applied science, the how
and what
if
constitute a large part of lecture presentations. Here the formal lecture
can become inefficient. Reproducing solutions on a chalk board is not time
efficient. The use of transparancies often does not work well since the
optimum pace and repetition is different for each student. Referring students
to solution manuals, hand-outs or even example problems in the text often
produces only a single solution, one point on a curve, and give no clue
to the trends or behavior of the mathematical model. The Internet
gives better options.

Self-paced,
interactive, distance learning works best as a complement
to the formal lecture paradigm. The set of solutions in this **ELC**
are designed to be a lecture complement, not a supplement. They allow the
lecture process to extend beyond the classroom but are not removed from
a classroom lecture format. Each solution contains objectives, summary
of theory, illustration
of solution technique, and review
questions or problems to verify understanding.

This
computer oriented, WEB
based presentation is
not an engineering text. Important fundamental definitions, concepts, and
derivations found in many excellent texts are not repeated. Here one begins
with a problem, or application, and builds upon the fundamental foundation
as needed. This
simulates the manner in which most engineering problems are addressed in
practice. If this material is used to complement an introductory course,
the instructor should assure that the student is aware of all assumptions,
limitations, and abstractions inherent in the mathematical definitions
and theory. If this material is used by practicing engineers or graduate
students, they should be aware of suitable references that can be used
as needed to justify the selected approach to a problem.

The
collection of problems and solutions which make up this textual material
are generated using the equation solving software **Mathcad**,
and its symbolic processor which is a subset of MAPLE**.**
This software is available from __MathSoft__
(**www.mathsoft.com**).
One__
objective__
in presenting this material is to use software which allows a "__lecture
friendly__"
presentation of the mathematics, solution techniques, and discussions which
are suitable for either a __distance
learning environment__
or a complement to a __traditional
lecture
environment__.
Each chapter contains only a small sample of problem solutions which hopefully
will inspire similar effort generated by the user. Chapter contents appear
in the Index.