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

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

10.1406.1 - 10.1406.17



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Paper Authors

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Yong Tao

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W Bao

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R Moreno

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Marc Zampino

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Yiding Cao

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1526

Using Design, Build and Test Projects for Improving the Design of Fluid-Thermal Systems and HVAC Design

Y.-X. Tao, M. Zampino, Y. Cao, W. Bao, R. Moreno, G. Calderon, M. Rivera, M. Vargas, and D. Chavez

Florida International University Department of Mechanical and Materials Engineering Miami, Florida 33199

Abstract 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.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education”

Tao, Y., & Bao, W., & Moreno, R., & Zampino, M., & Cao, Y. (2005, June), Using Design, Build And Test Projects For Improving The Design Of Fluid Thermal Systems And Hvac Design Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15016

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