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During 2021 we will continue to support students who need to study remotely due to the ongoing impacts of COVID-19 and travel restrictions. Make sure you check the location code when selecting a unit outline or choosing your units of study in Sydney Student. Find out more about what these codes mean. Both remote and on-campus locations have the same learning activities and assessments, however teaching staff may vary. More information about face-to-face teaching and assessment arrangements for each unit will be provided on Canvas.

Unit of study_

MECH5255: Air Conditioning and Refrigeration

This unit of study develops an advanced knowledge of air conditioning systems and refrigeration applications. At the completion of this unit students will be able to determine thermal loads on structures and design an air conditioning or refrigeration system with attention to comfort, control, air distribution and energy consumption. Course content will include: applied psychrometrics, air conditioning systems, design principles, comfort in the built environment, cooling load calculations, heating load calculations, introduction and use of computer-based load estimation packages software, air distribution, fans, ducts, air conditioning controls, advanced refrigeration cycles, evaporators, condensers, cooling towers, compressors, pumps, throttling devices, piping, refrigerants, control, refrigeration equipment, simulation of refrigeration systems, food refrigeration and industrial applications; Use of CFD packages as tools to simulate flows in building and to optimise air conditioning design, energy estimation methods and software, energy evaluation and management in the built environment. Use of experimental air conditioning systems to test for thermal balances and compare with simulations.

Details

Academic unit Aerospace, Mechanical and Mechatronic
Unit code MECH5255
Unit name Air Conditioning and Refrigeration
Session, year
? 
Semester 2, 2020
Attendance mode Normal day
Location Camperdown/Darlington, Sydney
Credit points 6

Enrolment rules

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

Teaching staff and contact details

Coordinator Matthew John 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: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Assignment Quiz
In class quiz
20% Week 10 1hr
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Assignment group assignment Project
progress reports, final report, presentation
40% Week 12 multiple weeks
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
group assignment = group assignment ?
  • Assignment: Practical examples and assignments will elucidate the relevance of the basic concepts with respect to engineering applications. The assignments and quizzes will help students absorb the concepts and stay up to date with the pace of lectures
  • Project: The project report and the seminar will test the ability of students to interact in a group environment, apply the concepts to a realistic problem, and relay them effectively in the form of a seminar and report. Group projects and seminars are aspects of training that are beneficial for engineers since this is common practice in the profession. The projects are essentially emulating real job situations that graduates will face in professional practice.
  • Final exam: The final examination will help evaluate the overall understanding of the concepts covered in this UoS and the student’s ability to analyse and solve related problems.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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.

For more information see sydney.edu.au/students/guide-to-grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

Academic integrity

The Current Student website provides information on academic honesty, academic dishonesty, and the resources available to all students.

The University expects students and staff to act ethically and honestly and will treat all allegations of academic dishonesty or plagiarism seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic dishonesty. If such matches indicate evidence of plagiarism or other forms of dishonesty, your teacher is required to report your work for further investigation.

WK Topic Learning activity Learning outcomes
Week 01 Fundamentals (4 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 02 Psychometrics (4 hr) LO1 LO2 LO3 LO4 LO5
Week 03 Design conditions and solar loads (4 hr) LO1 LO2 LO3 LO4
Week 04 Thermal loads (4 hr) LO1 LO2 LO3 LO4 LO5
Week 05 Fans and compressors (4 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Condensers and evaporators (4 hr) LO1 LO2 LO3 LO4
Week 07 Air conditioning systems and energy evaluations (4 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 08 Computer simulations - thermal loads (4 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Computer simulations - equipment selection (4 hr) LO1 LO2 LO3
Week 10 Computer simulations - duct analysis (4 hr) LO1 LO2 LO3 LO4
Week 11 A/C controls - food refrigeration (4 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Computer simulations - energy analysis (4 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Attendence required as per coursework policy and Engineering faculty resolutions. 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

  • ASHRAE, Handbook of Fundamentals.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Engineers Australia Curriculum Performance Indicators - EAPI
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
LO2
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO3
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO4
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO5
Engineers Australia Curriculum Performance Indicators - EAPI
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
National Standard of Competency for Architects - AACA
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.
LO6
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO7
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO8
Engineers Australia Curriculum Performance Indicators - EAPI
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.
LO9
Engineers Australia Curriculum Performance Indicators - EAPI
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 T P A Developing underpinning capabilities in mathematics, physical, life and information sciences and engineering sciences, as appropriate to the designated field of practice.
1.2 T P A Tackling technically challenging problems from first principles.
2.1 T P A Appropriate range and depth of learning in the technical domains comprising the field of practice informed by national and international benchmarks.
2.2 T P A Application of enabling skills and knowledge to problem solution in these technical domains.
2.3 T P Meaningful engagement with current technical and professional practices and issues in the designated field.
2.4 T P A 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 T P A An ability to communicate with the engineering team and the community at large.
3.2 P Information literacy and the ability to manage information and documentation.
3.3 T Creativity and innovation.
3.4 P An understanding of and commitment to ethical and professional responsibilities.
3.6 A An ability to function as an individual and as a team leader and member in multi-disciplinary and multi-cultural teams.
3.7 T A capacity for lifelong learning and professional development and appropriate professional attitudes.
4.1 T P A Advanced level skills in the structured solution of complex and often ill defined problems.
4.3 T P A Proficiency in the engineering design of components, systems and/or processes in accordance with specified and agreed performance criteria.
4.5 T 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 T P A An appreciation of the scientific method, the need for rigour and a sound theoretical basis.
5.9 T Skills in documenting results, analysing credibility of outcomes, critical reflection, developing robust conclusions, reporting outcomes.
Further emphasis has been placed on site visits and guest lecturers.

Additional information related to this unit will be provided in class and on Canvas.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

WHS requirements for laboratories and site visits will be outlined in the course material in Canvas and in lectures.

Work, health and safety

WHS requirements for laboratories and site visits will be outlined in the course material in Canvas and in lectures.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.