MEC551

Problem Based Learning/ Complex Engineering Problem

Assignment Description

Commence Date: 10th December 2016

27th December 2016

Due Date:

Course Outcomes
This assignment is established to achieve these Course Outcomes:
CO1 Describe the principles of heat transfer mechanisms, combustion,
refrigeration and air conditioning systems in its fundamental aspect with
relation to existing energy systems [PO1, LO1, SS1]{C2}.
CO2 Analyse principles of energy mechanisms to solve a wide range of thermal
engineering problems [PO2, LO3, SS1]{C4}.
CO3 Develop solutions for mathematical models and propose appropriate results
for thermal engineering applications [PO3, LO3, SS1]{C6}.
Objective
The objective of this assignment is for students to conduct probabilistic design
calculations of an air conditioning system covering the relevant topics in thermal
engineering.
Problem Statement
The air-conditioning system of a building, shown in Figure 1, is designed based on
the district cooling approach. A central chiller system using a single compressor
generates chilled water to be circulated throughout the building. The chilled water is
supplied to Air Handling Units (AHU) that is located at every level of the building. A
heat exchanger in each AHU facilitates the cooling of air that is discharged back to
individual rooms or spaces. Due to the large thermal load from the building, the
chiller operation is assisted by a cooling tower that uses water to remove the heat
rapidly from the chiller condensor.
A. Thermal Load Analysis
Consider a single floor of the building where there are three lecture halls. The
maximum capacity of each hall is 150 occupants. In each hall, there are 40 units of
30W lamps being used continuously due to poor natural lighting. There is also an
LCD projector in each hall that is normally used for lecture.
Each hall has six glass windows with an area of 0.5 m 2 per window. The reflectivity
of the tinted windows are 30% and the absorptivity is negligible. The solar
irradiation on the building walls are assumed constant at 300 W/m 2 in the morning
and 600 W/m2 at noon. Other external thermal loads are assumed negligible.
1. Provide in-depth definition of thermal loads for buildings (CO1).
2. Compute and graphically compare the combined thermal load variations for
these cases (CO2):
CASE I: 50% and 100% attendance for morning classes with 100%
lighting used,
CASE II: 50% and 100% attendance for noon classes with 100% lighting
used,
1

CASE III: 100% attendance at noon with 50% and 0% lighting used,
CASE IV: Lecture starts at 10am for 4 hours. For the first 30 minutes,
only 30% attendance was recorded. 40% more showed up at 10.30am,
and the hall was full only at 12pm. At 1pm, 10% of the attendee was
tired and had to take a short 30 minutes nap. Assume the lighting is
100% used.
3. Analyze and discuss the contribution of each heat sources, with respect to
the period the classes are being held. In the studied cases, what is the major
contributor for the thermal loads? (CO1)
4. List THREE practical engineering measures that can be applied to reduce
the thermal load of the lecture halls? (CO1)
5. For the highest case of thermal load in Section A, plot the air temperature
profile entering the AHU heat exchanger if the initial room air temperature is
22oC and the total air flow rates from all the halls varies at 10,000 to 60,000
liters per minute. (CO2)

Figure 1. The schematic of the district cooling air-conditioning system

2

B. Air Handling Unit (AHU)

Chilled water produced from the chiller system is supplied to the AHU at 4 oC to
absorb the thermal load from the lecture halls. From Figure 11-26 in the text book
(MEC551 Thermal Engineering), select TWO possible heat exchangers to be used in
the AHU.
1. If the chilled water supply (CWS) is fixed at 40 liters per minute, compare the
profile on the variations of the chilled water return (CWR) and exit air
temperatures of both heat exchangers when the air flow rate is constant at
60,000 liters per minute and the inlet air temperature to the heat exchanger
varies between 20oC to 30oC. The maximum limit of the NTU for all selected
heat exchangers is 3. (CO3)
2. Discuss the effect of heat exchanger types to the exit air temperature that is
to be returned to the lecture halls. (CO1)
3. For the better heat exchanger, if the CWS temperature increases by 1 oC, what
is the temperature change to the exit air temperature? (CO2)
C. Chiller System
The chiller system functions to produce chilled water at 4 oC. Cooling water at an
inlet temperature of 30oC enters the condenser to assist the heat rejection process
from the chiller system.
1. Select 2 working refrigerants for the system (other than R134a) and explain
the reasons of selection based on safety and thermal properties. (CO1)
2. If the refrigerant exits the evaporator as saturated vapor, select the suitable
operating pressures for the chiller. Explain the reasons for the selected
pressures. Then, compare the COP of the chiller system for both coolants
assuming a compressor efficiency of 90%. (CO2)
3. Compare the estimated cost for running the chiller system for a 12 hour
operation using the two different coolants (based only on the compressor
work input) under steady conditions. Apply the Malaysian daylight electrical
tariff for the cost calculations. (CO3)
Tips:
a. Refer to any coolant manufacturer website, such as CoolPack or even
ASHRAE, for the list of potential coolants and its properties.
D. Wet Cooling Tower
The wet cooling tower supplies cooling water to the condenser of the chiller system
at a rate of 200 liters/min. The cooling water absorbs the thermal load from the
condenser and returns to the cooling tower at 32 oC. Air enters the cooling tower at 1
atm and 28oC and leaves saturated at 34oC.
1. Plot the variations in cooling water supply temperature to the condenser and
the heat absorption rate at the condenser when the relative humidity of the
3

inlet air varies from 50% to 80%RH. Assume the air flow rate is constant at
100 liters per minute. (CO2)
2. Explain the reasons why cooling towers are a necessary sub-system in district
cooling air-conditioning systems. (CO1)

Report (technical writing)

Your team (max 4 members) must prepare a technical written report that is
presented as according to the course outcome for each part.
Part

B
C
D

Question
1
2
3
4
5
1
2
3
1
2
3
1
2

Course
Outcome
CO1
CO2
CO1
CO1
CO2
CO3
CO1
CO2
CO1
CO2
CO3
CO2
CO1

Marks
5%
15%
5%
5%
10%
15%
5%
5%
5%
10%
5%
10%
5%
100%

The report must be submitted by 4.00pm on the 27 th of December 2016. Please

refer to the report rubrics in the attachment.

RUBRIC ASSESSMENT
Scale
Criteria

1
Poor

[CO1,
PO1]

3
Acceptable

The principles and

fundamentals are
poorly correlated with
the problem given.
Making many errors in
applications of heat
transfer and
thermodynamics
principles and
concepts.

[CO2,
PO3]

Contain certain
erroneous elements in
interpretations,
discussion, and
conclusion of the
thermal engineering.
Only a very
general discussion is
made.

The principles and

fundamentals are
moderately describe
and are correlated
with the problem
given.
Make some but
tolerable errors in
applications of heat
transfer and
thermodynamics
principles and
concepts.

Correct
interpretation of all
results but lack
insightfulness.
Insightful, supported
and comprehensive
discussions or
conclusions of the
thermal engineering.
Have some
useful
recommendations.

5
Excellent
The principles and
fundamentals are
well describe and are
correlated with the
problem given.
All relevant heat
transfer and
thermodynamics
principles and
concepts are
accurately and
comprehensively
demonstrated and
applied.
Correct and
complete
interpretation of all
results.
Draw Insightful,
thoughtful, supported
and comprehensive
discussions or
conclusions of the
thermal engineering.
Use and
technically sound
recommendations.

Total
Marks

20%

30%

[CO3,
PO3]

Errors in integrating
mathematical solutions
and problem
statement.
No solution propose for
the given problem

Substantially define
the mathematical
model and its problem
statement
Fairly define the
solution of given
problem statement

The mathematical and

problems statement are
well correlated
Has given a
comprehensive solution
for the given problem

10%

UNIVERSITI TEKNOLOGI MARA

FAKULTI KEJURUTERAAN MEKANIKAL
40450 Shah Alam, Selangor Darul Ehsan, Malaysia
Tel. : 03-5543 6268
Fax: 03-5543 5160
Report Assessment
Assignments Title

: ________________________________________________________

Groups Name

: ________________________________________________________

Leaders Name

: ________________________________________________________

Members Name

: 1) _______________________________________________________
2) _______________________________________________________
3) _______________________________________________________

Scale
Level
Part

B
C
D

1
Poor
Question
1
2
3
4
5
1
2
3
1
2
3
1
2

3
Acceptable

Course
Outcome
CO1
CO2
CO1
CO1
CO2
CO3
CO1
CO2
CO1
CO2
CO3
CO2
CO1
TOTAL

Maximum
Marks
5%
15%
5%
5%
10%
15%
5%
5%
5%
10%
5%
10%
5%
100%

COURSE OUTCOME ACIEVEMENT SUMMARY

COURSE

MAXIMUM

OUTCOME
CO1
CO2
CO3
TOTAL

MARKS
30%
50%
20%
100%

GIVEN MARKS

5
Excellent
Given Marks