MEC3002 Lab Report #2

FREE AND FORCED CONVECTION PRACTICAL

 I. INTRODUCTION

Heat convection is the process by which energy is exchanged between a solid surface and an adjacent
moving fluid, incorporating both conduction and fluid motion. This energy transfer occurs due to
temperature differences, causing the surrounding fluid to carry heat away from the heat source.
Convection can manifest in two forms: free convection, where fluid movement is solely driven by
buoyancy forces arising from temperature variations, and forced convection, which relies on external
mechanisms like fans, pumps, or suction devices to enhance heat transfer. Augmenting the surface area
by attaching thin metal fins can boost convection heat transfer. In free convection, limited air movement
restricts heat transfer, while forced convection increases the rate of heat transfer, resulting in lower
surface temperatures for the same power input.

II. DIAGRAM

Figure 1: Free and Forced Convection Unit Schematic

III. TABLES, PLOTS & GRAPHS

Table 1: Free Convection Data

Experiment A - Free Convection

Power (w) Voltage (V) T1 T3 T3-T1 T2 T2-T1
20 7.6 26.3 49.8 23.5 36 9.7
30 9.3 26.4 54.6 28.2 37.2 10.8
40 10.7 26.7 60.9 34.2 39.8 13.1
50 12.2 26.8 65.9 39.1 41.8 15

Table 2: Forced Convection Data

Experiment B - Forced Convection

Velocity (m/s) Power (w) T1 T3 T3-T1 T2 T2-T1
0 50 26.8 65.9 39.1 41.8 15
1 50 29.5 42.1 12.6 31.4 1.9
2 50 28.4 38.9 10.5 29.6 1.2
4.4 50 28.1 35 6.9 28.4 0.3

Table 3: Fin Heat Distribution Data

Experiment C - Fin Heat Distribution

Velocity (m/s) Power (w) T3 T4 T5 T6
0 50 65.6 63.2 62.1 60
1.2 50 48.6 46.2 42.6 41.7
2 50 48.4 45.4 41.2 40.4
4.4 50 38.1 35.6 32.6 32.4
Distance (mm) 0 10 36 62
 T1 T2 T3 T4 T5 T6
Legend
Below Heater Above Heater Heated Plate Along Fin Along Fin Along Fin
Figure 2: Assorted Graphs from the experiments and legend

IV. QUESTIONS

Q1: Why is T1 important?

T1 measures the temperature of the air upstream in the fan outlet duct. It’s essential in providing
steady state conditions alongside T3 to provide ubiquity for the experiment results.
Q2: What is the relationship between power input and temperature on the surface?
There is a direct relationship between the power input and surface temperature. The graph shows that
as power input increase.
Q3: What is the relationship between power input and free convection?
There is a proportional relationship, as the power increases the surface temperature increases as well.
Q4: What is the relationship between power input and free convection?
There is an inverse relationship between power input and free convention. Notably, as the surface
temperature increases, the intensity of convective currents becomes more pronounced, resulting in a
greater dissipation of heat energy.
Q5: In which of the tested situations do we have free convection instead of forced?
Air velocity against convention temperature
Q6: What would be the expected changes in T2-T1 if the heater power was increased?
One of the primary consequences of heat transmission is the alteration of temperature, whereby the
process of heating leads to an increase in temperature, while cooling results in a drop. It is assumed that
there is an absence of phase transition, and that the system does not experience any work input or output.
Therefore, T2-T1 increases as the power is increased.
Q7: What would be the expected changes in T2-T1 if the heater power if it was decreased?
T2-T1 reduces as the heat decreases.
Q8: Given your results, is the heater 100% efficient?
Yes, the heater is efficient.
Q9: How does the graph tell us so?
From the graph, as the heat increases, the temperature is seen increasing.
Q10: How does the temperature gradient change from free to forced convection?
In the context of natural convection, the movement of air or water occurs because of the heated body,
causing the warm air or water to ascend and be substituted by a cooler mass of air or water. In the
context of forced convection, the process involves the deliberate and controlled movement of air or
water over the surface of an object, resulting in the effective dissipation of heat from that object.
Q11: What would you expect if the same experiment was run with a smaller surface area?
I would expect a smaller change in the gradient if the experiment is run on the smaller surface area.
Q12: Using your graph, explain which is more efficient in dissipating heat free or forced
convection.

The graph is more efficient in dissipating heat free or forced convection.

 V. DISCUSSION
The phenomenon of heat transfer by the movement of molecules in a fluid, encompassing gases,
liquids, and molten rock, is referred to as convection. Convection is facilitated through the processes of
advection, diffusion, or a combination of both. Convection in fluids has been observed to occur at scales
beyond the atomic level. There exist numerous potential sources that can generate the forces required
for both natural and induced convection. Convection is a phenomenon that arises due to the presence of
internal body forces within a fluid, such as the force of gravity.
In the phenomenon of free convection, the movement of fluid particles is induced by the
dissimilarity in temperature and density. Conversely, forced convection involves the generation of fluid
particle motion through an external stimulus.
Free convection, sometimes referred to as natural convection, is a form of heat transfer involving
the movement of fluid molecules driven by density and temperature gradients to facilitate the passage
of heat. In the process of boiling water, it can be observed that the lowermost layer of molecules has the
highest capacity for heat absorption originating from the burner. Consequently, the water molecules
within this stratum exhibit a greater degree of dispersion compared to the preceding stratum.
Consequently, the molecules situated in the lower layer undergo a buoyant force, causing them to ascend
and exit the system. The upward movement of heavier molecules at the bottom is counterbalanced by
the downward movement of lighter molecules located above, resulting from the disparity in density. In
the context of natural convection, the initiation of molecular motion does not necessitate the use of any
mechanical assistance.
The phenomenon of heat transmission between two locations with the aid of an external source,
whereby the motion of molecules is compelled, is referred to as "forced convection." Exemplifying this
notion are exhaust fans and ceiling fans. The airflow generated by the exhaust fan facilitates the removal
of excessive heat from the room. Forced convection facilitates an accelerated heat transfer rate, which
can be regulated using supplementary equipment. Consequently, the system utilizing forced convection
exhibits a higher overall heat transfer coefficient compared to the system utilizing free convection.
The principal objective of this experiment is to demonstrate the direct relationship between the
amount of power provided to forced convection and free convection systems and their respective surface
temperatures. To enhance comprehension of the concepts of free convection (natural convection) and
forced convection. Both parts utilized the same device known as a Free and Forced Convective Heat
Exchanger. The sole differentiation between Parts A and B lies in the utilization of a fan in Part B. Free
convection is determined by the input power and surface temperature, whereas forced convection is
determined by the air velocity and surface temperature.
In Part A of the experiment, an ambient temperature measurement was obtained by withdrawing
the fan from the top of the duct to facilitate spontaneous convection. Temperature readings of the plates
were recorded at regular intervals as the input power was incrementally adjusted from 20W to 40W,
60W, and 80W. This procedure is implemented to ascertain that there have been no variations observed
in any of the recorded measurements. The utilization of the steady-state technique was necessitated by
limitations in time availability for this investigation. This steady-state approach allows for the
comparison of three heat exchangers either at the same hot plate temperature or at room temperature.
The results of measurements taken from the heated surface are presented in Table 1. After the
data was collected and organized, a graph illustrating the relationship between input power and surface
temperature was constructed. The graph presented depicts a positive correlation between power input
and surface temperature, indicating that an increase in power input leads to a corresponding increase in
surface temperature. This observation implies that there exists a linear correlation between the amount
of power applied and the resulting surface temperature. The decrease in air density is attributed to the
increase in temperature, which may be explained by the absorption of energy from the hot plate. This
energy absorption leads to molecular movement and expansion within the air, ultimately resulting in a
rise in surface temperature.
In Part B of the experiment, the power input for forced convection was maintained at a constant
value of 50 Watts throughout the course of the study, while the ambient temperature remained at room
temperature. In this instance, the fan was positioned atop the duct in order to generate a cyclonic effect
that enhances the flow of air. To regulate the airflow velocity, the rotational speed of the fan is adjusted
incrementally, transitioning from 0 to 0.5, 1.0, and 1.4 meters per second. As illustrated in Table 2, the
surface temperature is measured for every air velocity. This experiment provides evidence that an
increase in air velocity leads to a drop in surface temperature. The phenomenon of forced convection
leads to a decrease in the surface temperature of a heated item as the velocity of the fluid in contact with
the object rises. Hence, the experiment provides support for the theory positing an inverse relationship
between air velocity and surface temperature. This phenomenon is evident in the graphical
representation of Part B, when the line exhibits a linear descent.
An error has been identified in Section B, namely in the equation representing the relationship
between the time difference (tH - t) and the air velocity of 0.5 m/s, since an unexpected rise has been
observed. The forced convection graph, characterized by a continuous decrease in temperature, may
have been disrupted due to an error in identifying the heating plate as the heater plate temperature.
Because of these circumstances, the experiment has lost its utility, and the anticipated outcomes have
failed to materialize. The experimental findings indicate that heat transfer rates surpass those reached
through natural convection due to the continuous replenishment of the fluid at a constant heat power and
varying air velocities. Moreover, as one would expect, the rate of heat transfer escalates with the
augmentation of fluid velocity. The phenomenon of forced convection leads to a reduction in the surface
temperature of a heated item as the velocity of the fluid in contact with the object rises. Therefore, the
experiment provides evidence in favor of the hypothesis that there exists a negative correlation between
air velocity and surface temperature. However, the obtained results contradict this expectation,
indicating a potential error in the execution of part B.

VII. CONCLUSION
In summary, the findings of this experiment have contributed to our understanding of both natural and
artificial convective heat transfer. Consistent with the previously stated objectives, the findings of this
experiment illustrate a positive correlation between input power and surface temperature, as well as a
negative correlation between air velocity and surface temperature. The findings align with the principles
of heat transfer by free and forced convection, notwithstanding a few minor experimental errors. The
objectives of this experiment have been fully achieved.

VIII. LIMITATIONS

Experimental errors have several causes. The dataset includes student physical errors. People make
mistakes due to neglect or incapacity. Human fallibility includes transcription and estimate errors.
Students may not have allowed enough time for readings to settle before recording them, resulting in a
skewed dataset. The students may have recorded numbers for one parameter in the data field for another
due to inattention during the experiment. This may cause data misinterpretation and trend distortion. If
students are negligent, they may accidentally manipulate the power supply to a level above or below the
specified level, resulting in inaccurate temperature measurements. The lack of constancy in ambient
temperature during surface temperature monitoring may have influenced this experiment. We then cover
Instrumental Errors, where great sensitivity prevented us from getting accurate readings. Value changes
boosted power and fan controller sensitivity.

IX. REFERENCES

[1] M. UNIVERSITY, “Free & Forced Convection Practical Worksheet”.

[2] Y. A. C. a. A. J. Ghajar, Heat and Mass Transfer, McGrawHill, 2015.
[3] "Convective Heat Transfer." Convective Heat Transfer. Available:
[Link] Last accessed 19th Nov.
2023.
[4] Bethel Afework, Jordan Hanania, Kailyn Stenhouse, Jasdeep Toor, Jason Donev. (2015)
Forced convection. Available: [Link]
Last accessed 19th Nov. 2023