Syllabus for |
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| BOM175 - Building technology engineering |
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| Syllabus adopted 2014-02-18 by Head of Programme (or corresponding) |
| Owner: MPSEB |
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7,5 Credits |
| Grading: TH - Five, Four, Three, Not passed |
| Education cycle: Second-cycle |
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Major subject: Architecture and Engineering, Civil and Environmental Engineering
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Department: 50 - CIVIL AND ENVIRONMENTAL ENGINEERING
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Teaching language: English
Open for exchange students
Block schedule:
B
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Credit distribution |
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Examination dates |
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Sp1 |
Sp2 |
Sp3 |
Sp4 |
Summer course |
No Sp |
| 0113 |
Project |
7,5 c |
Grading: TH |
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7,5 c
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In programs
MPSES SUSTAINABLE ENERGY SYSTEMS, MSC PROGR, Year 2 (elective)
MPSEB STRUCTURAL ENGINEERING AND BUILDING TECHNOLOGY, MSC PROGR, Year 1 (compulsory elective)
MPSEB STRUCTURAL ENGINEERING AND BUILDING TECHNOLOGY, MSC PROGR, Year 2 (compulsory elective)
Examiner:
Bitr professor
Angela Sasic Kalagasidis
Go to Course Homepage
Eligibility:
In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. (If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.)
Exemption from the eligibility requirement:
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.
Course specific prerequisites
Advanced knowledge in building physics and HVAC systems. Basic knowledge in building technology.
Aim
The course is a first part of a semester long project, which aims at synthesizing prior design education within building technology. The focus is on buildings with mixed use and high requirements on functionality, indoor environment and safety, e.g. shopping centres. The overall purpose of the project is to acquaint students with future professional roles as HVAC engineers, building physics specialists, consultants, contractors and similar.
The main goal of this course is to demonstrate skills and creativity in applying theories and methodologies from former design and analysis subjects. Instruction and practice in oral and written communication with clients help students to understand work assignments and interfaces between engineering disciplines. The course ends in the completion of the building envelope design. The produced planning documentation will be used in the second part of the project (the following course 'Building service engineering design' ) for the purpose of detailed design of the building services.
Learning outcomes (after completion of the course the student should be able to)
Define a technical design programme for a shopping centre, by formulating requirements on
- comfort and indoor air quality in private, public, business and storage spaces
- accessibility and safety of people, equipment and goods
- rain, snow and wind management of the roof and at the building entrances
- environmental ambitions (environmental certificates)
Conduct design of the building based on collected information, previous knowledge and skills and available supporting documents.
Identify and present flexibility of the design by
- proposing design alternatives (other building materials or technical solutions)
- weighing pros and contras while taking into account technical, social and financial aspect of the project
Conduct in-depth analysis and propose a solution of
- transient heat loss from the cold storage room to the ground
- moisture risk assessment for three different parts of the building envelope (i.e. roof, wall, floor) and based on that suggest an improved or new solution
Summarize and explain
- tasks and responsibility of an engineer specialized in building technology
- building regulations and supporting documents for the building technology design, for example ByggaF
- planning documentation for the design of HVAC systems in the building
Demonstrate ability to
- apply knowledge and skills from previous design subjects
- work self-standing, i.e. relying on own competence and available design documentation
- act responsively and in a professional manner to the client requirements, i.e. by stating and using technical terms and help the client to reformulate its requirements into a technical program
- take a critique and argue for own decisions in public
Content
The course includes practical design of a building with mixed use and high requirements on functionality, indoor environment and safety, e.g. a shopping centre, and the assessment of the design. The course is organized around following themes: formulation of a technical design programme, design of building, in-depth hygrothermal analysis of cold storage room and three other parts of the building envelope, identification and qualitative assessment of design alternatives, analysis of risks (burglary, fire, moisture) and moisture safety programme ByggaF. The latter includes a probabilistic risk assessment of the roof construction. At the end of the course, relevant design details are summarized in a planning documentation, which will be used in the following course (Building service engineering design) for the design of HVAC system in the building.
Organisation
The course contains the following learning activities: students work both in teams and self-standing; each week involves a new topic/project task; new topics are introduced by lectures. The first week involves a visit to a commercial building in order to understand the requirements on indoor climate, access, flow paths of people and goods, safety issues and other aspects of relevance for the technical design program. During the same week, a meeting with clients (building contractors) is organized. The work progress per team is presented orally to teachers and classmates during weeks 3-5. The final presentation of the building design takes part in the last week and in front of the clients. There is one computer lab on probabilistic risk assessment (in Matlab). Computer programs Comsol and, possible, Wufi are provided for the in-depth hygrothermal analysis of building envelope parts.
Literature
BBR Building regulations, (ASHRAE) design handbooks, product catalogues and similar documents that design engineers use in everyday work.
Examination
Group performance is assessed based on oral presentations and planning documentation. Individual performance (each student) is assessed through 1 h long written test, which is fully based on the design assignments. The final grade is defined as a weighted value of the group and individual grades, in relation 1:1.