Outline

Unit code	MECH5255
Academic unit	Aerospace, Mechanical and Mechatronic
Credit points	6
Prohibitions ?	MECH4255
Prerequisites ?	MECH3260 OR MECH9260 or MECH8260
Corequisites ?	None
Assumed knowledge ?	Students are expected to be familiar with the basic laws of thermodynamics, fluid mechanics and heat transfer.
Available to study abroad and exchange students	Yes

Coordinator	Matthew Dunn, matthew.dunn@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignments Field trip report, Comfort report and calculation assignment	40%	Multiple weeks	Three assignments
Outcomes assessed:
Assignment	Quiz In class quiz	20%	Week 10	1hr
Outcomes assessed:
Assignment	Project progress reports, final report, presentation	40%	Week 12	multiple weeks
Outcomes assessed:
= group assignment ?

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

WK	Topic	Learning activity
Week 01	Fundamentals	Lecture and tutorial (4 hr)
Week 02	Psychometrics	Lecture and tutorial (4 hr)
Week 03	Design conditions and solar loads	Lecture and tutorial (4 hr)
Week 04	Thermal loads	Lecture and tutorial (4 hr)
Week 05	Fans and compressors	Lecture and tutorial (4 hr)
Week 06	Condensers and evaporators	Lecture and tutorial (4 hr)
Week 07	Air conditioning systems and energy evaluations	Lecture and tutorial (4 hr)
Week 08	Computer simulations - thermal loads	Lecture and tutorial (4 hr)
Week 09	Computer simulations - equipment selection	Lecture and tutorial (4 hr)
Week 10	Computer simulations - duct analysis	Lecture and tutorial (4 hr)
Week 11	A/C controls - food refrigeration	Lecture and tutorial (4 hr)
Week 12	Computer simulations - energy analysis	Lecture and tutorial (4 hr)

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of complex refrigeration systems
LO2. demonstrate an appreciation of thermal comfort in the built environment
LO3. demonstrate an understanding of thermal loads and energy consumption in buildings
LO4. analyse, size and select air conditioning systems including estimates of heat and air flows as well as cost and energy analysis
LO5. demonstrate familiarity with at least one software package used in the air conditioning industry and ability to compute total thermal loads
LO6. effectively relay knowledge on group project in the form of a professional report and seminar
LO7. interact with the manufacturing and consulting industry on real project related to the built environment
LO8. select appropriate mathematical tools for air conditioning and refrigeration analysis
LO9. complete a design project with open ended specifications.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation. 3.3. Creativity and innovation. 3.4. An understanding of and commitment to ethical and professional responsibilities. 3.6. An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams. 3.7. A capacity for lifelong learning and professional development and appropriate professional attitudes. 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 4.2. Ability to use a systems approach to complex problems, and to design and operational performance. 4.3. Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria. 4.4. Skills in implementing and managing engineering projects within the bounds of time, budget, performance and quality assurance requirements. 4.5. An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives. 4.6. Skills in operating within a business environment, organisational and enterprise management and in the fundamental principles of business. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.1. An appreciation of the scientific method, the need for rigour and a sound theoretical basis. 5.2. A commitment to safe and sustainable practices. 5.3. Skills in the selection and characterisation of engineering systems, devices, components and materials. 5.4. Skills in the selection and application of appropriate engineering resources tools and techniques, appreciation of accuracy and limitations;. 5.5. Skills in the development and application of mathematical, physical and conceptual models, understanding of applicability and shortcomings. 5.6. Skills in the design and conduct of experiments and measurements. 5.7. Proficiency in appropriate laboratory procedures; the use of test rigs, instrumentation and test equipment. 5.8. Skills in recognising unsuccessful outcomes, sources of error, diagnosis, fault-finding and re-engineering. 5.9. Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems.
	National Standard of Competency for Architects - 1. Design: Project briefing 1.1. Preparation & endorsement of an agreement between client and Architect. This agreement will clearly communicate terms, services to be provided, and fees appropriate for the scale and type of project. 2. Design: Pre-Design 2.1. Identification, analysis and integration of information relevant to siting of project. 3. Design: Conceptual Design 3.1. Design response integrates the objectives of brief, user intent and built purpose. 4. Design: Schematic Design 4.1. Evaluation of design options in relation to project requirements. 5. Documentation: Detailed Design 5.1. Application of creative imagination and aesthetic judgement in producing a resolved project design in regard to site planning, physical composition and spatial planning as appropriate to the project brief. Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE 5.2. A commitment to safe and sustainable practices.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 1.2. Tackling technically challenging problems from first principles. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 2.2. Application of enabling skills and knowledge to problem solution in these technical domains. 2.3. Meaningful engagement with current technical and professional practices and issues in the designated field. 2.4. Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 3.2. Information literacy and the ability to manage information and documentation.
	Engineers Australia Curriculum Performance Indicators - 1. ENABLING SKILLS AND KNOWLEDGE DEVELOPMENT 1.1. Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice. 2. IN-DEPTH TECHNICAL COMPETENCE 2.1. Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks. 3. PERSONAL AND PROFESSIONAL SKILLS DEVELOPMENT 3.1. An ability to communicate with the engineering team and the community at large. 4. ENGINEERING APPLICATION EXPERIENCE 4.1. Advanced level skills in the structured solution of complex and often ill defined problems. 5. PRACTICAL AND ‘HANDS-ON’ EXPERIENCE

Engineers Australia Curriculum Performance Indicators -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2		Tackling technically challenging problems from first principles.
2.1		Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2		Application of enabling skills and knowledge to problem solution in these technical domains.
2.3		Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4		Advanced knowledge and capability development in one or more specialist areas through engagement with: (a) specific body of knowledge and emerging developments and (b) problems and situations of significant technical complexity.
3.1		An ability to communicate with the engineering team and the community at large.
3.2		Information literacy and the ability to manage information and documentation.
3.3		Creativity and innovation.
3.4		An understanding of and commitment to ethical and professional responsibilities.
3.6		An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
3.7		A capacity for lifelong learning and professional development and appropriate professional attitudes.
4.1		Advanced level skills in the structured solution of complex and often ill defined problems.
4.3		Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
4.5		An ability to undertake problem solving, design and project work within a broad contextual framework accommodating social, cultural, ethical, legal, political, economic and environmental responsibilities as well as within the principles of sustainable development and health and safety imperatives.
5.1		An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.9		Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes