Unit Name


Unit Code

MME 502

Unit Duration

12 weeks


Graduate Diploma of Engineering (Mechanical) Duration: 1 year

Master of Engineering (Mechanical) Duration: 2 years

Year Level


Unit Creator/Reviewer

Shailesh Vaidya





Credit Points


Grad Dip total course credit points = 24 (3 credits x 8 (units))

Masters total course credit points = 48

(12 credits (Thesis) + 3 credits x 12 (units))

Mode of Delivery

Online and On-campus.

Unit Workload

Student workload including “contact hours” = 10 hours per week: Lecture - 1 hour

Tutorial Lecture - 1 hours

Practical / Lab - 1 hour (where applicable) Personal Study recommended - 7 hours

Unit Description and General Aims

This unit will serve as an advanced course in thermodynamics with a focus on heat transfer. The prerequisites for this unit are the undergraduate knowledge in thermodynamics and fluid mechanics, specifically Thermal Fluids Engineering or their equivalents. This unit covers problems of heat transfer in great depth and complexity and incorporates many topics; analysis is given greater emphasis than the use of correlations. Furthermore topics on thermodynamics and heat transfer, heat exchanger design, heat conduction problems, convective heat transfer, forced convection and radiative heat transfer are discussed.

This unit is a core subject directed at students having a strong interest in Mechanical Engineering and the application of Thermodynamics and Heat Transfer in solving both theoretical and practical industrial problems.

Learning Outcomes

On successful completion of this Unit, students are expected to be able to:

  1. Develop a strong physical and conceptual understanding of heat transfer processes

  2. Evaluate the application of energy systems and other technologies

  3. Formulate practical industrial problems so as to apply heat transfer principles to heat exchangers and fins

  4. Research, report and reflect on current heat transfer problems

  5. Analyse the concepts of Heat Transfer and formulating problems based on boundary conditions

    Professional Development

    Completing this unit may add to students professional development/competencies by:

    1. Fostering the personal and professional skills development of students to:

      1. Be adaptable and capable 21st century citizens, who can communicate effectively, work collaboratively, think critically and innovatively solve complex problems.

      2. Equipping individuals with an increased capacity for lifelong learning and professional development.

      3. Planning and organising self and others

      4. Instilling leadership qualities and a capacity for ethical and professional contextualization of knowledge

    2. Enhancing students’ investigatory and research capabilities through:

      1. Solving complex and open-ended engineering problems

      2. Accessing, evaluating and analysing information

      3. Processes and procedures, cause – effect investigations

    3. Developing the engineering application abilities of students through:

      1. Assignments

      2. Labs / practical / case studies / self-study (where applicable)

Engineers Australia

The Australian Engineering Stage 1 Competency Standards for the Professional Engineer, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.

Stage 1 Competencies and Elements of Competency


Knowledge and Skill Base


Comprehensive, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline.


Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline.


In-depth understanding of specialist bodies of knowledge within the engineering discipline.


Discernment of knowledge development and research directions within the engineering discipline.


Knowledge of engineering design practice and contextual factors impacting the engineering discipline.


Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.


Engineering Application Ability


Application of established engineering methods to complex engineering problem solving.


Fluent application of engineering techniques, tools and resources.


Application of systematic engineering synthesis and design processes.


Application of systematic approaches to the conduct and management of engineering projects.


Professional and Personal Attributes


Ethical conduct and professional accountability.


Effective oral and written communication in professional and lay domains.


Creative, innovative and pro-active demeanour.


Professional use and management of information.


Orderly management of self, and professional conduct.


Effective team membership and team leadership.

Graduate Attributes

Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 9 criteria, Engineers Australia Stage 1 Competency Standards for the Professional Engineer and the Washington Accord:

Graduate Attributes

(Knowledge, Skills, Abilities, Professional and Personal Development)

EA Stage 1 Competencies

Professional Development

Learning Outcomes

A. Effective Communication

A1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience.

2.2, 3.2


1, 3

A2. Ability to professionally manage oneself, teams, information and projects and engage effectively and appropriately across a diverse range of international cultures in leadership, team and individual roles.

2.4, 3.2, 3.4,

3.5, 3.6



B. Critical Judgement

B1. Ability to critically analyse and evaluate complex information and theoretical concepts.

1.1, 1.2, 1.3,



1, 2, 5

B2. Ability to creatively, proactively and innovatively apply theoretical concepts, knowledge and approaches with a high level of accountability, in an engineering context.

1.5, 2.1, 3.3,


A, C

4, 5

C. Design and Problem Solving Skills

C1. Cognitive skills to synthesise, evaluate and use information from a broad range of sources to effectively identify, formulate and solve engineering problems.

1.5, 2.1, 2.3

B, C

1, 3, 5

C2. Technical and communication skills to design complex systems and solutions in line with developments in engineering professional practice.

2.2, 2.3

A, B

4, 5

C3. Comprehension of the role of technology in society and identified issues in applying engineering technology ethics and impacts; economic; social; environmental and sustainability.

1.5, 1.6, 3.1


3, 4

D. Science and Engineering Fundamentals

D1. Breadth and depth of mathematics, science, computer technology and specialist engineering knowledge and understanding of future developments.

1.1, 1.2, 1.3,



1, 2, 4

D2. Knowledge of ethical standards in relation to professional engineering practice and research.

1.6, 3.1, 3.5



D3. Knowledge of international perspectives in engineering and ability to apply various national and International Standards.

1.5, 1.6, 2.4,


A, C

4, 5

E. Information and Research Skills

E1. Application of advanced research and planning skills to engineering projects.

1.4, 2.4, 3.6

B, C


E2. Knowledge of research principles and methods in an engineering context.

1.4, 1.6



Unit Competency and Learning Outcome Map

This table details the mapping of the unit graduate attributes to the unit learning outcomes and the Australian Engineering Stage 1 Competency Standards for the Professional Engineer.


Graduate Attributes













Engineers Australia Stage 1 Competencies and Elements of Competency




























































Unit Learning Outcomes























Student assessment

Assessment Type

(e.g. Assignment - 2000 word essay (specify topic) Examination (specify length and format))

When assessed (e.g. Week 5)

Weighting (% of total unit marks)

Learning Outcomes Assessed

Assessment 1

Type: Multi-choice test / Group work / Short answer questions / Role Play / Self-Assessment / Presentation

Word length: n/a

Example Topic: Fundamental concepts of Heat Transfer (Topics 1-3)

Week 4


1, 2

Assessment 2

Type: Report (Midterm Project) / Group work / Short answer questions / Case study

Word length: 1500

Example Topic: Convective heat Transfer (Topics 4-7)

Week 8


3, 4

Assessment 3

Type: Report (Final Project)

Heat Transfer Problem/Project from Industry demonstrating the formulation of a problem based on applying the theory and concepts learned to obtain a solution either theoretically or numerically through use of software.

Word length: 4000

Example Topic: Radiative Heat Transfer Problem Related to Heat Exchangers, Calculation of Heat Dissipated through Fins of an Air Cooled Heat Exchanger, Forced Convection (Topics 8-10)

Final Week


4, 5

Practical Participation

May be in the form of quizzes, class tests, practical assessments, remote labs, simulation software or case studies: E.g. Heat transfer case study





Example: Presentation, discussion, group work, exercises, self-assessment/reflection, case study analysis, application.




Prescribed and recommended readings

Required textbook(s)

  1. L. Bergman, A. S. Lavine, F.P. Incropera, D. P. Dewitt, Fundamentals of Heat and Mass Transfer, 7th Edition, John Wiley & Sons 2011

    Reference Materials

    • Mills, A. F. Basic Heat and Mass Transfer. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1999. ISBN: 9780130962478.

    • Baehr, H. D., and K. Stephan. Heat and Mass Transfer. New York, NY: Springer-Verlag, 1998. ISBN: 9783540636953.

    • Howell, J. R. Radiation Configuration Factors. 2nd ed.

    • Cengel, Y. A. Heat Transfer: A Practical Approach. 2nd ed. Boston, MA: McGraw-Hill, 2002. ISBN: 9780072458930.

Unit Content:

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.

Topics 1 and 2

Introduction to Thermodynamics and Heat Transfer

  1. Introduction various modes of Heat Transfer

  2. Relation of Heat Transfer To Thermodynamics

  3. Conduction Heat Transfer Preview

  4. Simultaneous heat and mass transfer

  5. A Look Ahead

Topics 3 and 4

Conduction Heat Transfer Problems

  1. Introduction to Conduction Heat Transfer

  2. The Heat Diffusion Equation (Conduction Heat Transfer)

  3. Conduction Heat Transfer Problems

  4. Solutions of the Heat Diffusion(Conduction) Equation

Topics 5 and 6

Convective Heat Transfer

  1. Introduction to Convective Heat Transfer

  2. General Solution

  3. Function and Configuration of Heat Exchangers

  4. Evaluation of the Mean Temperature Difference in a Heat Exchanger

  5. Heat Exchanger Effectiveness

  6. Heat Exchanger Design

  7. Fin Design

  8. Problems

Topics 7 and 8

Forced Convection in a Variety of Configurations

  1. Laminar and Turbulent Boundary Layers

  2. Forced Convection in a variety of Configurations

  3. Heat Transfer in Boiling and Other Phase Change Applications

  4. Heat Transfer To and from Laminar Flows in Pipes

Topics 9 and 10

Radiative Heat Transfer

  1. Introduction to Radiative Heat Transfer

  2. The Problem of Radiative Exchange

  3. The Krichhoff’s Law

  4. Radiant Heat Exchange Between Two Finite Black Bodies

Topics 11 and 12

Project and Unit Review

In the final weeks students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work and to clarify any outstanding issues. Instructors/facilitators may choose to cover a specialized topic if applicable to that cohort.

The Engineering Institute of Technology (EIT) is dedicated to ensuring our students receive a world-class education and gain skills they can immediately implement in the workplace upon graduation. Our staff members uphold our ethos of honesty and integrity, and we stand by our word because it is our bond. Our students are also expected to carry this attitude throughout their time at our institute, and into their careers.