Course Project (30%)

Thermal and Energy Science

AE 200
2023-2024

Spring 2024
 Table of Contents
1. Introduction ......................................................................................................................... 3
2. Project Description.............................................................................................................. 3
3. ABET Learning Outcome.................................................................................................... 4
4. Project Evaluation ............................................................................................................... 4
5. Group Formation................................................................................................................. 5
6. Project Management & Deliverables .................................................................................. 5
7. Turnitin ................................................................................................................................ 5
8. Artificial Intelligence AI-based content ............................................................................... 6
9. APA Style ............................................................................................................................ 6
10. Academic Honesty and Integrity Assurance ...................................................................... 6
11. Copyrights ........................................................................................................................... 7
12. Project and team-based work............................................................................................. 7
13. Student Assessment Rubric ............................................................................................... 8
14. PI Rubric ........................................................................................................................... 11
 1. Introduction
Engineering projects help students to learn and acquire practical knowledge. Despite of theory
concept they acquire, various industries also need to know their capacity to complete projects
using their specific initiatives. Thus, we recommend students to realize engineering projects in
their four years of engineering and try to present as many white papers as possible. Students
who give importance to their course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the
course work
• Build a major design experience incorporates appropriate engineering standards and
multiple realistic constraints
Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs

2. Project Description
The heating, ventilation, and air-conditioning (HVAC) systems are essential in residential buildings
especially in Kuwait, where it is unimaginable to live without air-conditions. By definition, air-
conditioned closed spaces are maintained below the temperature of their surroundings, and thus there
is always a driving force for heat flow toward the refrigerated space from the surroundings. As a result
of this heat flow, the temperature of the refrigerated space will rise to the surrounding temperature,
unless the heat gained is promptly removed. This could be achieved by using an HVAC system, which
will constantly remove the heat gained by the space in order to maintain a constant temperature.

Through this project, students will apply thermodynamics principles (conservation of energy and heat
transfer) to buildings, using theories learnt in class. In addition, students are required to calculate the
cooling load necessary for the design of the air-condition system to maintain a PC-Lab room at a constant
temperature during a typical month of August. The PC-Lab’s dimensions and orientation are shown in
Fig.1.
 Figure 1: PC-Lab’s geometry and orientation

The PC-Lab is located at the corner of the building; Second floor (out of three floors), and contains 4
identical windows on the south wall. The orientation of the PC-Lab is shown on Fig 1. More details are
given below:
• Inside temperature: 26oC – 0.5 * Team number
• Outside temperature: 40oC + 0.5 * Team number
• There is only heat transfer through the South and West walls
• Dimensions: 10 m x 5 m x 3.5 m
• Exterior wall thickness: 25 cm (without insulation)
• Walls facing South and West are made of common brick
• Windows single glass, regular, thickness 3mm, roller shade Dark
• Overall heat transfer for the windows: U window=2.5 W/m2.K
• Max Occupancy: 15 people
• Appliances: 12 computers (100 W each), projector (300 W)
• Infiltration + ventilation: 0.1 Air changes per hour

Any other requirements are to be assumed.

Your task are:

1- Design 1: Calculate the cooling load without insulation as the initial step.
2- Design 2: Redesign the exterior walls by adding an insulation, to reduce the cooling load by at least
25 %
3- Presentation: Compare between the two designs (cooling loads, AC selection, running cost saving)

While designing your wall, students must pay a close attention to the following points:
1. You are not allowed to use any insulation materials not available in the local market.
2. You design must be durable.
3. Your design should include a vapor barrier to protect the insulation layer from humidity.
4. Due to the limitation in the local market, the only available material to protect the insulation is
gypsum board.
5. The only available gypsum board thickness in Kuwait is 2 cm.
6. As per construction standards:
• The exterior wall thickness should not exceed 35 cm (with insulation).
• The insulation thickness should not exceed 6 cm.

3. ABET Learning Outcome

The aim of this project is to:
▪ Apply the first law and basic concepts of thermodynamics (1,7)
▪ Apply the basic concepts of thermodynamics to the solution of practical problems (1)
▪ Define and understand the different modes of heat transfer (1, 7)
▪ Develop a systematic approach to problem-solving skills (1)
▪ Apply heat transfer and energy balance to buildings (1, 2, 7)
▪ Determine the appropriate insulation material based on economic and environmental
perspectives (1, 2, 4, 7)
▪ Work effectively in a team to achieve a common goal (5)

ABET student Outcomes:

(1) An ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
(2) An ability to apply engineering design to produce solutions that meet specified needs with consideration
of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
(4) An ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts.
(5) An ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
(7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies .

4. Project Evaluation
Weight

PD1: Design Submission I 10%

PD2: Design Submission II 10%
Project
PD3: Slides Submission 4%
PD4: Q&A 6%
Notes:
Total 30%
✓ Students have the full responsibility of:
o submitting the required documents within the deadline
o verifying that the correct files are submitted
o verifying that the submitted files are not corrupted
✓ Softcopies are required to be uploaded into Turnitin when applicable.

5. Group Formation
Important notes:

✓ Students of each class need to form project groups (Group 2-3)

6. Project Management & Deliverables

➢ Design 1:
Due date is end of week 10 (20th April 2024)
• Students are required to follow the Engineering Design Process.
• Several heat transfer modes are applied to buildings with the different heat losses/gains due to
internal and external loads. Identify which of these heat transfer modes you will be using for
solving the problem and write the corresponding equations. Any assumption or information
used need to be justified. [SO(1)-PI1a]
• Students need to represent in a sketch the external and internal loads, and formulate the
corresponding principles to determine the cooling load of each of the heat transfer loads.
Moreover, they have to relate the different heat loads using the first law of thermodynamics.
[SO(1)-PI1b]
• Students need to solve the first law of thermodynamics and calculate the cooling load using the
data given in the project description. [SO(1)-PI1c]
• Students need to do the required literature review to relate the cooling load to the power
consumption of electrical devices in a period of time, and find the unit price of electrical energy
in Kuwait (in KWD). [SO(7)-PI7a]
• Assuming that the AC average running time is 20 minutes per hour, calculate the power
consumption for a period of 1 month, and the corresponding power consumption cost, using
knowledge acquired previously. [SO(7)-PI7b]
 ➢ Design 2:
Week13 11th May 2024
• Propose a new design for the South and West walls that includes common brick insulation layer
and a protection layer. You can use different insulation materials and/or optimize the thickness
of each layer.
• Provide the equation (with reference) used to find the overall heat transfer coefficient U of a
multi-layer wall. [SO(7)-PI7a]
• Using the previously acquired knowledge, calculate the new overall heat transfer coefficient of
the composite wall. [SO(7)-PI7b]
• Students are required to ensure reducing the cooling load by at least 25 %, compared to the case
without insulation.

➢ Presentation, and Q & A:

Day 2 of week 14
• Prepare 1 to 2 comprehensive slides about the project
• Students need to choose an appropriate Air-Condition for the PC-Lab (With the reference).
• Assuming that the AC has an inverter compressor, running 24 hours for a period of 1 month,
calculate the energy and cost saving after adding the insulation. Consider 12 fils / kwh.
• 5 min discussion during the Q&A session (Individual Grade)

7. Turnitin
Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for improper
citation or misappropriated content. You may be assigned a username and a password to be able to upload
your assignments online, when and if requested. If you face any technical problem, please contact IT at AUM.

8. Artificial Intelligence AI-based content

AI-powered content generating tools are still under development. Students must be particularly aware that
the use of AI-based tools in their academic work may hinder their creativity, critical thinking, and the
attainment of other learning objectives.
As part of assessments, students should refrain from using or submitting any content generated through the
use of AI-based tools as it will be considered as a breach of academic integrity (refer to the section Academic
Honesty and Integrity Assurance).
In particular cases where the use of this tool will be explored, studied or evaluated, the faculty member will
clearly state it and authorize students to use it in their work.

9. APA Style
AUM adopts the APA writing style for all its academic programs. AUM students need to use this style for their
assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM Writing
Lab to receive help and guidance on all APA-related questions.

10. Academic Honesty and Integrity Assurance

Honesty when completing assignments is an indication that the course material has been properly
understood. Lack of academic integrity (e.g. plagiarism, copying another person’s work, submitting work done
by a third party, submission of content generated through the use of AI-based tools as own’s work, using
unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others,) will not be
tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs in their work,
they must properly reference the source(s). Students are encouraged to consult with the instructor if they
have any questions on the issues of academic integrity or technical formatting of the references. Students are
also encouraged to contact the AUM Writing Lab to receive help and guidance on all APA -related questions.
Upon suspicion and doubt of the authenticity of the work submitted, the instructor has the right to ask the
student to verify her/his work. This can be done through, but not limited to, repeating the work, oral
examination or discussion, alternative or similar on spot class assignment, quiz, or any other action deemed
necessary. If the student fails to prove the authenticity of the work, then the instructor will apply the
academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding the
work a zero grade.
Students are expected and encouraged to be honest and maintain the highest standards of academic integrity
in their academic work and assignments at the university. Any act of academic dishonesty may result in severe
consequences for violations range from zero grades given for the assignments, failing the course, and
suspension from the University. Students will refrain from any academic dishonesty or misconduct including,
but not limited to:
• Plagiarism: the presentation of someone else’s ideas, words, or artistic, scientific, or technical work
as one’s own creation. Also, paraphrasing, summarizing, direct quotations, are consid ered as
plagiarism, if the original source is not properly cited.
• Cheating: is an act of lying, deception, trickery, imposture, or imposition. Cheating characteristically
is employed to create an unfair advantage, usually in one’s own interest, and often at the expense of
others. The person who is sending or receiving assistance is considered cheating.
• Assisting in cheating
• Substituting for another student in the taking of an examination
• Substituting examination booklets/papers
• Submitting the same work for more than one course
• Submitting papers and other work written by others
• Submitting content generated through the use of AI-based tools as own’s work
• Receiving or providing unauthorized help or assistance in any academic work or assignment
• Intentional violation of program and degree requirements and regulations as established by the
University
• Dishonest reporting of computational, statistical, experimental, and research results, or the like
• Using any format of smart or electronic devices as a tool of cheating
• Group responsibility: If plagiarism/cheating or other academic misconduct is detected in a group
work, all members of the group are responsible. Students cannot claim their ignorance of the
plagiarism/cheating in a report submitted by a member of the group. Students are responsible of the
entire work/report, even if they have previously agreed on splitting the tasks between the group
members.
• Securing your work: It is the responsibility of the student/group to ensure that their work/report is
secure and not plagiarized or disseminated. If other students or groups re-use their work or parts of
it, they will be considered as responsible of facilitating plagiarism and cheating.
For a detailed description of academic misconduct please refer to the AUM Student Handbook.

11. Copyrights
Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student Handbook.

12. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows competency
in understanding and applying the course objectives and achieving the learning outcomes. The project should
allow the student to investigate, apply, research, and practice real-life business situations. It is expected that
each student to fully and actively participate in the project as an effective team member. A project document
will be distributed later in the semester with details about the project.
For all group related work, the entire team is responsible for the team outcome and the deliverables, except
for the specific parts of the project that may be graded individually depending on the project’s requirement
and as communicated in the project document.

Inclusion in a team is ensuring that every member has a sense of belonging, trust, and support, member can
therefore participate fully and authentically in the project. When a team is inclusive, all team members
contribute, show interest in the work, feel respected and involved, and are able to bring their own unique
strengths and skills to their roles. Inclusivity in a project resolve in a team that perform better, solve problems
faster, and achieve more.
How to render your team more inclusive:
1- Be yourself, and show up at times to your meeting
2- Treat all your teammates with dignity, respect, fairness, and without discrimination
3- Speak up about your own thoughts and show initiative
4- Communicate nicely with the right approach without affronting your teammates
5- Accept criticism and Involve and empower your team members in the project
6- Challenge stereotypes and biases and accept your teammates and their differences

Things that hinder your inclusiveness:

1- Avoiding face-to-face communication and overreliance on email or messaging
2- Creating communication barriers based on differences
3- Creating biases based on stereotypes and prejudice
4- Inconsistent response to mistakes
5- Lack of motivation or demotivating your team members
6- Leaving team members ideas unheard and disregarding members contribution

For all group related work, the entire team is responsible for the team outcome and the deliverables, except
for the specific parts of the project that may be graded individually depending on the project’s requirement
and as communicated in the project document.

13. Student Assessment Rubric

The project is worth 20% of the total grade of your course; deliverables (Final Submission and
presentation) are worth 10% each. The grade will be based on every group’s work. The student will be
evaluated based on the grading scheme provided in the project template.
Note that 5% of the total grade of each deliverable will be dedicated to assess the formatting and the
language used in the submission (Grammatical and sentence structural mistakes, consistent fonts and
size throughout the document, cover page, groups members’ names, etc.)

Technical Design:

Grading Rubric - Technical Design

Un satisfactory D eveloping Satisfactory Ex cellent

Criteria
(0 -59%) (6 0%-74%) (7 5%-87%) (>88%)
Problem •The problem •The problem definition •The problem definition •The problem definition
Definition definition statement statement is partially statement is clear and statement is exceptionally well-
Statement is unclear and clear and may not effectively defines the written, providing a clear and
(5% - only If doesn't effectively effectively define the problem being addressed. concise definition of the problem
required) define the problem problem being being addressed, its significance,
being addressed. addressed. and its potential impact.
 Identify •Design •Partial design •The major design •All design requirements are
engineering requirements are requirements are requirements are identified. clearly identified and explained.
design not identified. identified. •Design strategy/procedure •A detailed design
requirements •No design •Design is defined strategy/procedure is defined and
(5% - only If strategy/procedure strategy/procedure is clear design's steps are proposed.
required) is defined not clearly defined
Identify design •Minimal or no •Only partial •Major constraints are •All constraints are fully taken into
constraints consideration of consideration of the considered but not fully consideration and efficiently
(5% - only If design's constraints. design's constraints. integrated into design. integrated and applied into the
required) design.
•No standards or •Standards or codes are •Relevant standards or •All relevant standards and codes
Standards and codes are mentioned but not fully codes are clearly referenced are thoroughly researched and
Codes referenced or used utilized or explained, and applied correctly, with properly referenced, with clear
(5% - only If in the report and there may be errors appropriate explanations for explanations for their use and
required) in their use their use impact on the project.

Propose •The student did •The student provided •The student provided more •The student provided more than
multiple Design not provide more more than one solution than one solution that are one solution that are well-
solutions than one solution that is partially documented and partially documented and justified.
(20%) for the project. documented and not justified
well justified.
Select a •Unable to perform •Partially analyze the •Analyze the different •Successfully analyze and evaluate
solution analysis nor to different solutions, but solutions and provide a clear all solutions. Select the optimum
considering select a solution. not able to provide a methodology on how to one using appropriate
risks, solid method on how to select a solution. methodology. Use the insights and
constraints and select a solution. the gained knowledge to re-assess
making the design.
appropriate
trade-offs
(15%)
Analyze the •Unable to •Moderately able to •Able to show good •Able to show thorough
impact of understand the understand the wider understanding of the understanding of immediate and
engineering wider impacts of impacts of engineering widespread effects of long-term effects of engineering
solutions in engineering design design solutions. engineering design solutions, design solutions.
global, solutions. •Partially able to assess but with somewhat limited •Able to consider and understand
economic, •Unable to assess the impact of simple perspective about long term the impact of engineering design
environmental, the impact of engineering design factors. solutions on users and non-users
and societal engineering design solutions on users and •Able to consider and locally and globally.
contexts solutions on non-users. understand the impact of •Able to thoroughly analyze the
(10% - only If immediate users. •Moderately able to engineering design solutions economic, environmental, and
required) •Unable to assess assess the economic, on some, but not all, users social impacts of engineering
the economic, environmental, and and non-users. design solutions.
environmental, and social impacts of •Able to show good
social impacts of engineering design understanding of the general
engineering design solutions. economic, environmental,
solutions. and social impacts of
engineering design solutions.
Make informed •The student does •The student •The student evaluates the • The student provides a
judgments with not evaluate the demonstrates limited relevancy of their solution comprehensive and insightful
consideration relevancy of their evaluation of the towards sustainability and evaluation of the relevancy of their
of the impact solution towards relevancy of their ethics. solution towards sustainability and
of engineering sustainability and solution towards •Student provides well- ethics.
solutions in ethics. sustainability and ethics defined and appropriate •Student provides innovative and
global, •Student provides •Student provides examples of how their creative examples of how their
economic, minimal or no limited or unclear project addresses project addresses sustainability
environmental, examples of how examples of how their sustainability and targeted and targeted SDGs.
societal their project project addresses SDGs.
contexts and addresses sustainability and
other relevant sustainability and targeted SDGs.
SDGs targeted SDGs.
(10% - only If
required)
 •The student •The student displays •The student effectively •The student displays the results
struggles to display the results using visual displays the results using using clear and well-constructed
the results using representations, but appropriate visual visual representations (tables,
appropriate visual with some errors or representations (tables, graphs, sketches) without any
representations inconsistencies. graphs, sketches) with minor errors.
(tables, graphs, •There may be errors, if any. •There is a deep understanding
Analyze and
sketches). challenges in effectively •There is a clear and insightful interpretation of the
interpret
•There is difficulty in interpreting the understanding and displayed results
collected data
interpreting the displayed results interpretation of the •The student demonstrates the
(10%)
displayed results •Partial ability to relate displayed results ability to relate the results to
•Limited or no some of the results to •The student demonstrates theoretical concepts
analysis of the theoretical concepts. the ability to relate some of *There is evidence of critical
results in relation to the results to theoretical thinking
theoretical concepts.
concepts.
Use •Unable to draw •Demonstrate some •Ability to draw conclusions •Ability to draw conclusions about
engineering conclusions about difficulties to draw about the results and the results, errors, and to come up
judgment to the results and conclusions about the comments on some errors. with creative suggestions about
draw comments on some results and comments improving the solution procedure.
conclusions errors. on some errors.
about the
results
(10%)
•Weak English with •Good English with •Very good English with few •Excellent English with no
many grammatical some grammatical and grammatical and language grammatical and language
and language language mistakes. mistakes. mistakes.
mistakes. •Illustrations are of bad •Illustrations are of •Illustrations are of great quality
•No illustrations, quality, resolution, size acceptable quality and and resolution, sized correctly, and
Formatting and
equations, or tables and dimension. resolution. in the right place.
language (5%)
are utilized in the •No captioning or •Mistakes in captioning or •No mistakes in captioning or
document. labeling for illustrations. labeling the illustrations. labeling the illustrations.
Equations are badly Equations are correctly Equations are correctly formatted.
formatted. formatted with minor
mistakes.

Presentation and Q&A:

Grading Rubric – Presentation and Q&A
U nsatisfactory
( 0-59%)
• The presentation covered
most of the topics in the
final report. • The
presentation included
mistakes.
P r esentation Slides
• Problems with format and
(2 5% - Group)
use of language.
(Only If required)
• Unclear results (figures,
graphs…) and illustrations.
• Student demonstrated
poor understanding of the
subject.
• Lacking the analysis and
method discussion.
K nowledge of subject •Only few questions are
(5 0% - Individual) answered correctly.
Developing
( 60%-74%)
• The presentation covered
all of the topics in the final
report.
• Information is presented
in logical order.
• The presentation included
some mistakes.
• Adequate format and use
of language.
• Some results (figures,
graphs…) and illustrations
are not clear.
• Student demonstrated
sufficient understanding of
the subject.
• The analysis is discussed
and the implemented
method is debated.
• Some of the questions are
answered correctly.
Sa tisfactory
( 75%-87%)
• The presentation
covered all of the topics in
the final report.
• Information is presented
in logical order.
• The presentation is well
structured and it does not
include mistakes.
• Adequate format and
use of language.
• Clear results (figures,
graphs…) and illustrations.
• Student demonstrated
good understanding of the
subject.
• The analysis is clearly
discussed and the
implemented method is
debated.
• Most of the questions
are answered correctly.
Excellent
( >88%)
• The presentation
covered all of the topics in
the final report.
• Information is presented
in logical order.
• The presentation is well
structured and it does not
include mistakes.
• Correct format and use
of language.
• Clear results (figures,
graphs…) and illustrations.
• Student demonstrated
excellent understanding of
the subject.
• The analysis is clearly
discussed and the
implemented method is
debated.
• All of the questions are
answered correctly.

• Poor language skills, • Acceptable language • Good language skills, • Excellent language skills,
Presentation Skills (20% gestures, etc. skills, gestures, etc. gestures, etc. gestures, etc.
– I ndividual) • Student showed poor • Student showed adequate • Student showed good • Student showed
(Only If required) presentation skills presentation skills presentation skills outstanding presentation
skills
 14. ABET PI Rubric
SO (1) Ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics.
Performance levels (Rubrics)
Performance Indicators (PIs)
UNS ATIS FACTORY DEVELOPING S ATIS FACTORY EXEMPLARY
PI1a Identify and define • Unable to identify • Partially able to • Able to identify the • Consistently able to
complex engineering the required identify the required required identify the required
problems. mathematics, mathematics, mathematics, mathematics,
science and science and science and science and
engineering engineering engineering engineering
principles for a principles for a principles for a principles for a
given engineering given engineering given engineering given engineering
problem. problem. problem. problem.
PI1b Model and • Unable to • Partially able to • Able to understand • Consistently able to
formulate complex understand the understand the the modelling generate at least one
engineering concept of modeling. concept of modeling. concept. successful model for
problems by • Unable to convert a • Partially able to • Able to convert a a specific scenario.
applying principles real-world situation convert a real-world real-world situation • Consistently able to
of engineering, into a model. situation into a into a model. choose the best
science, and model. model among
mathematics. different models.
PI1c S olve complex • Unable to solve • Partially able to • Able to solve • Consistently able to
engineering engineering solve engineering engineering solve engineering
problems by problems using problems using problems using problems
applying principles principles of principles of principles of successfully using
of engineering, engineering, science, engineering, science, engineering, science, principles of
science, and and mathematics. and mathematics. and mathematics. engineering, science,
mathematics. and mathematics and
provide the
optimized solution.

SO (7) Ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
Performance Performance levels (Rubrics)
Indicators (PIs) UNS ATIS FACTORY DEVELOPING S ATIS FACTORY EXEMPLARY
PI7a Acquire • Unable to recognize • Partially able to • Able to recognize the • Consistently able to
new the required recognize the required required knowledge to recognize the required
knowledge knowledge to be knowledge to be be acquired. knowledge to be
using acquired. acquired. • Able to show acquired.
appropriate • Unable to show any • Partially able to show evidence/s of knowing • Consistently able to
learning evidence of knowing evidence/s of knowing the available learning show evidence/s of
strategies. the available learning different learning strategy/ies. knowing the available
strategy/ies. strategy/ies. learning strategy/ies.
PI7b Apply new • Unable to apply a new • Partially able to apply • Able to apply a new • Consistently able to
knowledge acquired knowledge a new acquired acquired knowledge apply new knowledge
using using appropriate knowledge using using appropriate using appropriate
appropriate learning strategy/ies. appropriate learning learning strategy/ies. learning strategy/ies.
learning strategy/ies.
strategies.