on question 2 where it says "3.) Calculate the average monthly PM2.5 concentration for each month in 2010, and add to the table below."
Is this just the average of what is already on the table for each month?
You are asked to calculate the average concentration for each month and insert that into column “C”
The table is titled PM concentration, so I'm not sure what PM2.5 concentration is.
The data in column “0” are indeed PM2.5 concentrations
I was wondering for the air quality lab, if you would prefer that the questions be answered on the Excel sheet, or if I could upload them in a separate word file?
We would prefer that you use the Excel spreadsheet to submit the labs. It makes the grader’s life easier.
It may not have been clear what were the connections between the various parts of the Air Quality and GIS lab. What we were attempting to do is to show how we can use ozone measurements taken at discrete sites to evaluate its level at various times and locations.
In the first two tabs of the lab you’re given a set of ozone measurements taken at a single point at various times. The questions ask you to determine a variety of measures of the ozone concentrations using that data.
Here we’re given (the data in the table, which Dr. Pradhan transferred to an ArcGIS file that you actually used) the ozone concentrations at a single time at twenty different locations in the Delaware Valley. None of those locations are at Drexel, but we’d like to know what was the ozone concentration here at that time.
To estimate that concentration we use a small portion of the capabilities of ArcGIS, a professional-level program, one it might be useful to have on your resume. The capability we used (one of many) takes a set of data that has geographic location and then creates a contour map of the ozone concentration levels for the entire area bounding the set of data points. What you’re doing when you query for the “cell” data is asking ArcGIS to tell you the value of the ozone concentration (in this case) at a particular geographic location (the cell).
Taken together these tools allow you to understand how ozone (and similarly many other characteristics that vary by geographic location) varies by both time and location. That’s fundamental to further understanding of the hazards (for ozone) for particular populations.
I have a question for calculating the consumed electricity (Ele) in Q2 in Lab 8. The instructions have the formula:
EER = Ecooling * Electricity (1.1)
rearranging to:
Electricity = EER / Ecooling (1.2)
However, the text in the instructions says, "The efficiency of chiller can be rated by the Energy Efficiency Ratio (EER) which is defined as the cooling output in Btu divided by the total electric energy input in watt-hours during the same period..." which would lead to this formula:
EER = Ecooling / Electricty (2.1)
rearranging to:
Electricity = Ecooling / EER (2.2)
Since EER has no units, I was unable to determine the correct way of calculating the electricity. I'm assuming it would be like 2.2, but I would like to make sure which formula to use.
I just want to know if I can do three separate plots for question 3 instead of having just 1?
We want to see them all on a single plot. The single plot with three datasets should be generated automatically.
I have a question on Quest 1. It asks for the Total Airflow Rate, when it is talking about Qv + Qr = Qe + Qr; I am kind of confused. I understand that Qv = Qe, but I'm not sure what I'm supposed to be calculating for this, the value of Qr? and what is the significance of the 7,200? I read the instructions, but I still don't understand.
The problem instructions state “Consider a system with a total volumetric flow of (Qv + Qr) = (Qe + Qr) = 7,200 m3/h.”
The 7,200 m3/h is therefore a constant which is given to you, which in turn allows you, in other parts of the assignment, to calculate Qv.
I also am confused about the part directly after this where it asks to perform one sample calculation for a Qv = Qe = 800 m3/h, what exactly are you asking for here?
You are being asked to calculate the items that follow on that page, the ozone and CO2 concentrations as well as the intermediate numbers for that specific value of Qv. In Q3 you’re asked to make the same calculation for a variety of ventilation rates.
For the Energy calculation for both Ventilation and Exhaustion, I'm not sure which temperature&humidity ratio to use for each. Is it Ti and Wi for Exhaustion or vice versa? Thank you.
A useful way to think about this question is to imagine a cubic foot of air going through the system.
I discovered by reading the comments to this blog that Dr. Montalto’s lecture notes are not present as I had stated. That’s because I thought I had received them and posted them as I have with other lecturers. I apologize to any who were affected by this.
For any student who was unable to complete the lab because they felt they needed the notes I offer the following:
Jim Mitchell
I am trying to figure out the equations that are needed in Quest 2, but there is no direction whatsoever of what these would be. I am confused as to what each of the columns is supposed to be equation wise. Is there anything you can tell me?
Dr. Montalto reviewed the equations and logic in his lecture. His slides are on VBB in the Lecture Notes folder in Resources.
In the memo grading section on the lab, it asks us to talk about the 'Relation to site visit.' Is this referring to the eiolca.com website in terms of how the data we got from it was important, or am I misunderstanding this?
Oops. That question applies to the visit we’re making this week (week-8). In past years we’ve visited when doing Dr. Montalto’s Lab. I didn’t catch the change of weeks when revising.
You may ignore that question this week.
When I went to annotate my longest wall, it turned out to be 111' as opposed to the 110' it is supposed to be. I must have not realized it, or it may have changed when I was creating my other walls, but I've have been trying to adjust the dimensions with no succes.
I have a question about the experienced Revit user part of the lab pertaining to the directions
Develop a model with an output "sheet" that includes the following.
I am confused about the first bullet. It may be the wording, but I am unsure what it is asking to put on the sheet.
For the second bullet, I am also not sure what to place on the sheet. My senior year in high school I took a class where we spent the whole year working with the Revit program. Because we spent all year on it, I believe we learned the majority of the features. We were required to have, I believe, 4 sheets that had all 4 elevations, the floor plans, a section view, schedules for all materials, a rendered view (including the landscape we imported from another program), and the floor plan of a walkthrough. We were also required to annotate everything. I was wondering, if because of this, if there was something I was missing, or if I could just pick one that I had already done to put in. I was starting a section view when I read that it was supposed to be a new aspect, but was having difficulty with the annotations. The annotating aspects are a little different between the two versions I have used (It was either '09 or '10 that I used in high school).
The intent here is simply that you do not reuse an old file from some other class or work project. You’re to create your building from scratch.
Be sure to include all the information that the “novice” users are asked for as well as whatever new that you create.
Again, I’m not trying to make life too complex for you, just asking you to extend your prior knowledge. Your example of using annotations would be fine if they’re significantly different in this version of Revit from before. Another example would be to create your own “Family” of some object. There’s an excellent tutorial on the Autodesk site on creating a bookcase that you could follow.
First of all I have a question that is not directly to class:
The answer to both is yes, although an AutoCAD drawing will import essentially as a template on top of which you can building your Revit model.
Read about Families in Revit’s help to learn about how to use many, many different building elements including doors and windows.
