Spring 2007 Prof.

Jelena Srebric

AE 310 – Course Syllabus

Fundamentals of Heating, Ventilating, and Air Conditioning

Syllabus:

The subject explores the fundamentals of heating, ventilating and air-conditioning

(HVAC) systems. HVAC systems generally have common basic elements, although they
may significantly differ in physical appearance and arrangement. The course will study
different HVAC system elements and methods to analyze air-conditioning processes.

HVAC systems maintain not only an acceptable level of thermal comfort within a space,
but also a healthy environment. Hence, we will discuss the conditions for a comfortable
and healthy indoor environment, such as physiological considerations, environmental
indices, and control of indoor air quality.

The design of an HVAC system depends on a good estimate of the energy to be added to
(heating load) or extracted from (cooling load) a space. Therefore, we will study all types
of heat transmission in building in order to properly estimate building energy
consumption and size the HVAC system.

Teaching Goal:

The teaching goal is to broaden knowledge of future Architectural Engineers in the filed
of building mechanical systems.

Teaching Objectives:

The teaching objectives are to train students: to recognize basic components of HVAC
equipment, to estimate space heating and cooling loads, and to size HVAC equipment.

Prerequisites:

AE 202 - Introduction to Environmental Systems in Buildings

ME 23 - Introduction to Thermal Sciences

Class Meetings:

Lectures: M W F 10:10 a.m. – 11:00 a.m. in 127 Sackett

Practicum (Sec.1): T 3:35 p.m. – 4:30 p.m. in 108 Engineering Unit B
Practicum (Sec.2): R 3:35 p.m. – 4:30 p.m. in 108 Engineering Unit B

Course web page:

http://www.arche.psu.edu/courses/ae310/

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Spring 2007 Prof. Jelena Srebric

Instructor:

Instructor: Jelena Srebric

Office: 222 Engineering Unit A
Phone: 863-2041
E_mail: jsrebric@psu.edu
Office hours: MW 12:00 p.m. – 1:00 p.m.

Teaching Assistant:

Name: Brian Ault

E_mail: bma136@psu.edu

Texts:

• F.C. McQuiston, J.D. Parker, and J.D. Spitler, 2005. Heating, Ventilating and Air-
Conditioning – Analysis and Design, Sixth Edition, John Wiley & Sons, Inc.
• Class notes and other supplementary materials.

References:

• ASHRAE Handbook – Fundamentals. ASHRAE.

• J.F. Kreider, and A. Rabl. Heating and Cooling of Buildings.
• T.H. Kuehn, J.W. Ramsey, and J.L. Threlkeld. Thermal Environmental
Engineering.
• M.J. Moran and H.N. Shapiro. Fundamentals of Engineering Thermodynamics.
• F.P. Incropera and D.P. DeWitt. Fundamentals of Heat and Mass Transfer.
The above are on reserve in the Engineering Library.

Assignments & Evaluation:

The final grade in the course will be based upon three quizzes, a mini project and a final
exam, weighted as follows:

55% Quizzes (take into account only the two highest grades out of three quiz grades)
20% Mini-Project
25% Final Exam

Bonus points for class participation will be given in each class session. A student can
receive up to one point per class. The points are added to the quiz scores before dropping
the lowest quiz grade, and before averaging for the final quiz grade. The class
participation is on a volunteer basis, and the bonus points are the award system for those
who are willing to participate in the class conversation with insightful questions or
answers for the class topic of the day.

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Policies:

• Academic integrity issues will be treated in accordance with Univ. Policy 49-20
• Make up exams will be offered only for properly documented excuses.
• Homework will be assigned every Friday, and solved in practicum on Monday
and Wednesday. HW will not be graded, but this material is useful for quizzes.
• Mini-project will be a team assignment. The teams for the project will be
assigned.

Quizzes:

Basic rules applying to all of the quizzes:

• student should bring calculator, pen or pencil, and a ruler
• quiz packages will contain all other necessary material such as paper, tables,
charts, and a “cheat sheet.”
• any attempt of cheating will be punished with –15 points on the quiz
• quiz proctor will rearrange sitting at the beginning of each quiz
• quiz duration is 50 minutes
• after announcement of the quiz’s end, everybody has to promptly give their quiz
to the proctor otherwise his/her quiz will not be graded
• all of the above rules will be strictly enforced

Outline:

The following outline is tentative.

Date Topics / Activities

01/17 Introduction to the Course

01/19, 22, 24 1. Review of Thermodynamics (3)
01/26 2. Moist Air Properties and Conditioning Processes (11)
01/29 No class – ASHRAE Conference
01/31, 02/02, 05, 07 2. Moist Air Properties and Conditioning Processes
02/09 Quiz 1
02/12, 14, 16, 19, 21, 23
2. Moist Air Properties and Conditioning Processes
02/26, 28, 03/02, 05, 07
3. Indoor and Outdoor Design Conditions (6)
(Indoor air quality, thermal comfort and weather data)
03/09 Quiz 2
03/12, 14, 16 No classes – Spring Break
03/19 3. Indoor and Outdoor Design Conditions
(Indoor air quality, thermal comfort and weather data)
03/21, 23, 26, 28, 30, 4. Air-Conditioning Systems (8)
04/02, 04*, 06 *Mini-Project Assignments (duration: 3 weeks)

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04/09, 11 5. Heat Transfer in Building Components (2)

04/13 Quiz 3
04/16,18 6. Ventilation and Infiltration (2)
04/20, 23 7. Solar Radiation (2)
04/25*, 27, 30, 05/02, 04 8. Heating and Cooling Load Calculations (5)
*Mini-Project Due Date
To be scheduled Final Exam

Please, check the course web page for the updates of this tentative outline.

ABET expected outcomes for this course:

Expected Outcome Emphasis in

this course
(a) an ability to apply knowledge of mathematics, science, and engineering. 3
(b) an ability to design and conduct experiments, as well as to analyze and interpret -
data.
(c) an ability to design a system, component, or process to meet desired needs. 3
(d) an ability to function on multi-disciplinary teams. 2
(e) an ability to identify, formulate, and solve engineering problems. 2
(f) an understanding of professional and ethical responsibility. 2
(g) an ability to communicate effectively. 2
(h) the broad education necessary to understand the impact of engineering solutions 2
in a global and societal context.
(i) a recognition of the need for, and an ability to engage in life-long learning. 2
(j) a knowledge of contemporary issues. 3
(k) an ability to use the techniques, skills, and modern engineering tools necessary 3
for engineering practice.
Emphasis: 3 – Strong, 2 – Moderate, 1 – Little, blank – Nothing specific expected