Using Design, Build And Test Projects For Improving The Design Of Fluid Thermal Systems And Hvac Design

The goals of the newly-awarded project by NSF are to adapt and implement proven concepts from previous NSF projects in order to integrate hands-on experiments in traditional thermal science lecture courses and to reorient traditional teaching laboratory courses with design, build, and test (DBT) activities. In particular, the following principles and methods are adapted: a hands-on experience integrated to abstract concepts discussed in lectures, a clear linkage to industrial applications, and Design Build and Test (DBT) projects. Specifically, two DBT course modules are developed: the heat exchanger and scaled building air-conditioning system. The project reforms the current thermal science stem curriculum with changes to three required lecture courses in such a way that the contents of the stand-alone ME lab course is integrated with the lectures through the execution of DBT activities. This adaptation enhances students’ learning of thermal science subjects by providing students an enhanced, open-ended design problem experience in the mid-stage of the curriculum rather than near the end when the senior design project is required. It supports improved comprehension of the thermal-fluid contents through practical application and immediate, relevant implementation, rather than a fragmented learning process. DBT activities enhance students’ critical thinking skills with the decision-making and close-loop accomplishment experience. Through a planed evaluation process, the project leads to three outcomes to demonstrate that the DBT approach better equips students with an ability to apply mathematics, science, and engineering to thermal-fluid systems design, that the students can have a platform to practice teamwork, professional and ethical responsibility, and that the reformed curriculum contributes to an increase in student’s interests in thermal/fluid subjects, better retention rate, and more attraction to prospective students. Finally, the developed process ensures a favorable cooperative learning environment with a strong sense of accomplishment for the underrepresented student population. This presentation focuses on the progress of the project in the following areas: (1) Planned activities, (2) student design team’s efforts, and (3) pre-project evaluation serving as a benchmark for project implementation evaluation.