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The building sector is one of the main consumers of energy. Therefore, heating and cooling concepts for renewable energy sources become increasingly important. For this purpose, low-temperature systems such as thermo-active building systems (TABS) are particularly suitable. This paper presents results of the use of a novel adaptive and predictive computation method, based on multiple linear regression (AMLR) for the control of TABS in a passive seminar building. Detailed comparisons are shown between the standard TABS and AMLR strategies over a period of nine months each. In addition to the reduction of thermal energy use by approx. 26% and a significant reduction of the TABS pump operation time, this paper focuses on investment savings in a passive seminar building through the use of the AMLR strategy. This includes the reduction of peak power of the chilled beams (auxiliary system) as well as a simplification of the TABS hydronic circuit and the saving of an external temperature sensor. The AMLR proves its practicality by learning from the historical building operation, by dealing with forecasting errors and it is easy to integrate into a building automation system.
An energy oriented design concept was developed within the research project PHOTOPUR which has the development of a PV powered water cleaning system as main focus. During a wine season Plant Protection Products (PPP) are several times sprayed on plants to protect them of undesired insects and herbs or avoid hazardous fungus
types. A work package of the project partner INES in Offenburg led to a design introducing energy profiling already in the early beginning of a product design. The concept is based on three pillars respecting first the
requirements of the core process making up filtering and cleaning and secondary aspects which run, support, maintain and monitor the system to secure availability and product reliability.
The presented paper shows that the results of the design tools guided the developers to assemble a functional model of the water decontamination unit which was manually tested with its concatenated steps of the water cleaning process.
Offenburg university of Applied Sciences offers pre-study extracurricular preparatory courses for future engineering students in mathematics and physics. Due to pandemic restrictions, the two-week preparatory physics course preceeding winter term 2020/21 was presented as an online -only course.
Students enrolled to the course attended eight online lect ures of approximately 90 minutes duration followed by a group assignment. Both lectures and tutoring to the group assignment used a videoconference system with group sizes of 120 (lecture) and 6 (peer instruction and group assignments). The eight lectures focused on the high school physics curriculum of mechanics, electricity, thermodynamics and optics. Each lecture included four “peer instruction” questions to improve student activation. Student responses were collected using an audience response online tool.
The “peer instruction” questions were discussed by the students in online groups of six students. These groups also received written group assignments consisting of common textbook exercises and additional problems with incomplete information. To solve these problems, groups were encouraged to discuss possible solutions. The on-line course attendance was monitored and showed a characteristic exponential “decay” curve with a half-life of approximately 18 lectures which is comparable to conventional courses: Around 73% of the students enrolled in the preparatory course attended all eight lectures. In addition to the attendance, the progress of the participants was monitored by two online tests: A pre-course online test the first course day and a post -course online test on the last day.
The completion of both tests was highly recommended, but not a formal requirement for the students. The fraction of students completing the pre-course, but not the post-course test was used as an estimate for the drop-out rate of (34±3)%.
In the course of the last few years, our students are becoming increasingly unhappy. Sometimes they stop attending lectures and even seem not to know how to behave correctly. It feels like they are getting on strike. Consequently, drop-out rates are sky-rocketing. The lecturers/professors are not happy either, adopting an “I-don’t-care” attitude.
An interdisciplinary, international team set in to find out: (1) What are the students unhappy about? Why is it becoming so difficult for them to cope? (2) What does the “I-don’t-care” attitude of professors actually mean? What do they care or not care about? (3) How far do the views of the parties correlate? Could some kind of mutual understanding be achieved?
The findings indicate that, at least at our universities, there is rather a long way to go from “Engineering versus Pedagogy” to “Engineering Pedagogy”.