2025 ASEE Annual Conference & Exposition

This paper presents the design and analysis of a Heating, Ventilation, and Air Conditioning (HVAC) system for a new hypothetical dorm on campus, using project-based learning to integrate thermodynamics and heat transfer concepts in a senior level Thermo-Fluid Systems Laboratory course. The project uses real atmospheric data in the HVAC system model, requiring students to assess the system performance over a 5-year period in terms of energy efficiency, cost-effectiveness, and environmental impact, fostering deeper understanding and application of thermodynamic concepts using real-world scenarios.

The emphasis of the design process is on psychrometric processes and modeling heat transfer within the building to determine the heating and cooling loads throughout the year. Students are provided with R-values for the walls and windows, target ranges for building temperature and relative humidity, a simulated thermal source from dorm occupants and their electronics, and 5-years of real-world temperature and humidity data (averaged daily) for the dorm’s location. As part of the design exercise, students are asked to model the HVAC system for each day for the 5-years, including heating, humidification, cooling, dehumidification processes, and return air mixing that complies with ASHRAE standards. The energy analysis of the system can be completed using component models for the heating and cooling coils, allowing students to evaluate the electrical power/energy required to operate the HVAC system on a per day, and annual basis. Using a local cost of electricity, the energy requirements of the system can be converted to the annual cost of operating the HVAC system. As part of the design, students are asked to consider two cases 1) normal operations where recirculation is allowed, and 2) a pandemic case study where no recirculation is allowed. These two cases allow students to compare the costs (energy and monetary) of the system design and suggest improvements to the overall design applying concepts from all their energy courses. By engaging in this comprehensive design task, students develop critical thinking, problem-solving, and collaborative skills. Furthermore, the integration of cost and environmental factors in the design process underscores the importance of sustainable engineering practices using real world data. This pedagogical strategy not only enhances technical proficiency but also prepares students for the complexities of professional engineering practice by exposing students to professional standards. This project demonstrates the effectiveness of project-based learning in developing practical engineering solutions and enhancing student engagement in energy systems design.

We have some initial, generally positive, anecdotal data about students’ perceptions of the project. However, we are planning on constructing a more formal and detailed survey to obtain more detailed information from students. In addition, we are also looking to investigate the impact of the project on students' satisfaction of the course learning outcomes.