Category Archives: Learning & Teaching

Watched kettle never boils

boiling kettleThe phrase ‘a watched kettle never boils’, or a watched pot as Americans might prefer say, is a familiar phrase.  We have probably all stood waiting for water boil thinking it is taking a long time.  This might be in part because the rate of boiling does indeed slow down during the heating process and then speed up towards the end.

When an electric kettle is first switched on the element in the bottom of the kettle heats up causing heat to be transferred by conduction to the water.  The water adjacent to the element rises in temperature becomes less dense, moves towards the surface and transfers heat by natural convection to the contents of the kettle.  As the temperature of the water rises, tiny bubbles form on the element due to local boiling.  Bubbles are dislodged by new ones forming and float up to the surface giving the appearance that complete boiling is imminent.  However, as the temperature rises further the element becomes completely covered by a film of vapour that insulates the element from the water and slows down heat transfer to the water.  This delays boiling until the element has pumped enough energy (heat) into this film for heat transfer to occur across it from the element to the water. Sections of the film tend to break away and belch onto the surface of the water.  This process of large bubble formation and belching on the surface usually establishes itself fairly quickly once the first one has broken free and we see the familiar violent boiling of the kettle.

So the watched kettle has boiled but only after what might have seem like an interminable delay.  If you have a transparent electric kettle then you can watch this happen, otherwise you could watch a YouTube video – possible the most boring video on YouTube?

The process described above is known as the Liedenfrost effect and is illustrated graphically in the chart below, which is based on Figure 6.16 in ‘The Design and Simulation of Thermal Systems‘ by NV Suryanarayana and Oner Arici published by McGraw-Hill.  There are a number of more comprehensive explanations available, for example by Jearl Walker.  The Leidenfrost effect is also responsible for the way water disperses in liquid droplets across a very hot surface instead of evaporating as steam, see this Youtube clip for more explanation.

boiling graph

 

70,000 trees needed

 

backyard‘70,000 trees needed to print graduation papers’.  This was a headline that I spotted in the China Daily (Thursday 24th April, 2014) while I was travelling in China last moth.  The article reported that the trees would be cut down to provide the graduation papers for this year’s 7.27 million university graduates in China.  Superficially, these are very large numbers, both of trees and graduates.  However,  China has a population of 1.38 billion, which is almost 20% of the global population, so the annual graduation rate is only about 0.5% of the population compared to about 1% in England.  There are concerns in China that there are insufficient graduate-level jobs for all of the students graduating this year, which is a familiar situation in the UK.  The idea of following the Finnish approach to higher education, with more universities of applied sciences than multi-disciplinary universities, is gaining ground in China.  In the UK, EngineeringUK has estimated the number of engineering graduates needs to double by 2020 in order to sustain our engineering industry whose turnover was £1.1 trillion in 2011-12, or 24.5% of UK turnover. The shortage of engineering graduates is reflected in average starting salaries that are 20% higher than for all graduate.

Back to those 70,000 trees; they would absorb between 2 and 20 kg of carbon dioxide per tree per year if they were not felled for the graduation papers.  Carbon dioxide sequestration by trees depends on their size, age and species, see for example the sources below.  The CO2 emissions in China are currently about 7  tonnes per capita, which is about the same as the UK and about 40% of the per capita emissions in the USA, according to the EDGAR or the World Bank, so that means that 70,000 trees might balance the emissions of between 20 and 200 graduates, i.e not many of the 7.27 million!

Sources:

http://www.forestry.gov.uk/pdf/6_planting_more_trees.pdf/$FILE/6_planting_more_trees.pdf

http://www.nature.com/news/carbon-sequestration-managing-forests-in-uncertain-times-1.14687

http://sustainability.tufts.edu/carbon-sequestration/

100 Everyday Engineering Examples

bookletsSTOP PRESS – more than 100 Everyday Engineering Examples published in more than 40 lesson plans on a new webpage.

I have been including 5E lesson plans as part my recent posts.  These lesson plans are primarily for people teaching first-year engineering undergraduates, which is pulling me away from the intended focus of this blog. So, I have decided to publish all of the lesson plans that I have written & edited on a separate page.  There are more than 100 Everyday Engineering Examples in the more than forty lesson plans.  If that is not enough Everyday Engineering Examples then you can find more at ENGAGE

Now back to Realizing Engineering – we live in an almost entirely engineered world. Engineers, as a profession, are so good at their job that most people are unaware of their influence on society.  Look around you. Engineers will have designed the machines and transport infrastructure to supply most of what you can see as well as what you are probably sitting in and on.

The Royal Academy of Engineering has produced an ebook to expand on this theme of ‘Engineering in Society’ for first year engineering undergraduates but I think its suitable for anyone considering a career in Engineering.

Singing in the rain

Followers of this blog might have deduced that I live within sight of the sea, which means that it is nearly always windy.  After a rain storm the streets of the city are usually littered with broken umbrellas.  I suspect that most of these belong to the many tourists that visit Liverpool, because local residents know that the wind will wreck any umbrella that you are brave enough or foolish enough to put up.

It is relatively straightforward to estimate the forces involved in holding an umbrella up in a gale by using control volume analysis.  The lesson plan below includes this Everyday Engineering Example together with two more control volume analyses.

Momentum 5EplanNoF5_momentum

The title of the posting is pretty tenuous this week: Gene Kelly sings ‘Singin’ in the rain’ without an umbrella in the film of the same name, see www.youtube.com/watch?v=D1ZYhVpdXbQ – well its difficult to be creative all of the time, or even some of the time!

See also the Everyday Engineering Examples page on this blog for more lesson plans and more background on Everyday Engineering Examples.