Syllabus for |
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| ACE065 - Indoor climate |
| Innemiljö och klimatsystem |
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| Syllabus adopted 2021-02-09 by Head of Programme (or corresponding) |
| Owner: TKATK |
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5,0 Credits
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| Grading: TH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail |
| Education cycle: First-cycle |
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Main field of study: Architecture and Engineering, Civil and Environmental Engineering
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Department: 20 - ARCHITECTURE AND CIVIL ENGINEERING
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Teaching language: Swedish
Application code: 46125
Open for exchange students: No
Maximum participants: 50
Only students with the course round in the programme plan
| Module |
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Credit distribution |
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Examination dates |
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Sp1 |
Sp2 |
Sp3 |
Sp4 |
Summer course |
No Sp |
| 0118 |
Examination, part A |
3,0 c |
Grading: TH |
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1,5 c
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1,5 c
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Contact examiner, |
Contact examiner, |
Contact examiner |
| 0218 |
Project, part B |
2,0 c |
Grading: UG |
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2,0 c
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In programs
TKATK ARCHITECTURE AND ENGINEERING, Year 3 (compulsory)
Examiner:
Angela Sasic Kalagasidis
Go to Course Homepage
Theme:
Environment 2,5 hec
Eligibility
General entry requirements for bachelor's level (first cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.
Specific entry requirements
The same as for the programme that owns the course.
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements above.
Course specific prerequisites
Building Physics or corresponding course
Aim
The course aims to provide knowledge on indoor climate system in order to use the early building design stage to steer towards good solutions with respect to function as well as energy and resource efficiency.
Learning outcomes (after completion of the course the student should be able to)
Indoor climate (light, sound, heat, air)- define, describe and quantify the concepts of indoor climate and indoor environment
- apply basic lighting, sound, heating, humidity and air technology concepts and, based on these, formulate requirements for good indoor comfort
- clarify the meaning of formulated requirements and describe the consequences regarding temperature and humidity, and the form of technical systems that may be relevant
- have a principle understanding of the structure of heat and air distribution systems and of their other supply systems
- describe different air conditioning techniques
Design and sustainable construction- explain the design's significance for energy balance and environmental impacts by using information from simulations of energy balance and environmental impact
- in an early stage of the design be able to state models or principles that do not jeopardize energy efficiency and high environmental impacts
- show examples of how function and buildability can be combined with artistic development work in the design process
Content
Models and techniques for graphical presentation of the heat deficit and heat surplus variations over the year. Components and construction of technical systems (heating, ventilation, climate control and supply systems). Principles in thermodynamics - conversion of heat to work (power processes) and for raising the temperature level (cooling process, heat pump process). The basics of heat transfer - heat transfer between liquids, surfaces and air, principles for heat exchange and for the design of heat exchangers. Basics of fluid transport technology and characteristics of pipes, ducts, pumps and fans in pressure-flow diagrams. The building as a technical system and as a system from an environmental point of view.
Organisation
Course part with lectures, exercises, preparation of a design program and study visits (when possible).
Literature
Lecture notes, calculation exercises and computer tutorials in Canvas
Examination including compulsory elements
To pass the course, both the exam and compulsory teaching elements must be completed and approved.
The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.