Search results

This paper investigates thermal mass performance (TMP) in hot climates. The impact of using precast concrete (PC) as a core envelope with different insulation materials has been studied. The aim is to find the effect of building mass with different weights on indoor energy consumption, specifically cooling load in hot climates.

This research adopted a case study and simulation methods to find out the efficiency of different mass performances in hot and humid climate conditions. Different scenarios of light, moderate and heavyweight mass using PC have been developed and simulated. The impact of these scenarios on indoor cooling load has been investigated using the integrated environment solution-virtual environment (IES-VE) software.

The results showed that adopting a moderate weight mass of two PC sheets and a cavity layer in between can reduce indoor air temperature by 1.17 °C; however, this type of mass may increase the cooling demand. On the other hand, it has been proven that adopting a heavyweight mass for building envelopes and increasing the insulation material has a significant impact on reducing the cooling load. Using a PC Sandwich panel and increasing the insulation material layers for external walls and thickness by 50 mm will reduce the cooling load by 15.8%. Therefore, the heavyweight mass is more efficient compared to lightweight and moderate mass in hot, humid climate areas such as the UAE, in spite of the positive indoor TMP that can be provided by the lightweight mass in reducing the indoor air temperature in the summer season.

This research contributes to the thermal mass concept as one of these strategies that have recently been adopted to optimize the thermal performance of buildings and developments. Efficient TMP can have a massive impact on reducing energy consumption. However, less work has investigated TMP in hot and humid climate conditions. Furthermore, the impact of the PC on indoor thermal performance within hot climate areas has not been studied yet. The findings of this study on TMP in the summer season can be generated in all hot climate zones, and investigating the TMP in other seasons can be extended in future studies.

This study analyzes the effect of the techniques of active teaching and learning as a way of delivery on the outcomes of quality learning. Focusing on the courses of architectural science taught in a nontraditional method using various active learning strategies, the study takes the case study of the course Building Illumination and Acoustics (BIA) delivered in the academic year 2019–2020 at the University of Sharjah (UoS)'s Architectural Engineering Department (AED).

Utilizing both quantitative and qualitative research approaches, the study applied a case study and survey as methods. A questionnaire was designed and performed to assess the level of students' satisfaction with the implemented active teaching method.

The vibrant learning setting made the students actively engaged and more motivated and enthusiastic. The active learning practices used, including employing senses as in sight and hearing, reasoning rationally and intuitively, reflecting and acting, working steadily and in fits and starts, creating mathematical models, visualizing and memorizing and drawing analogies, were efficient in boosting their ability to comprehend theoretical concepts more effectively. The delivery style effectively enhances quality learning when various active techniques are used pedagogically beyond being merely a utilitarian instrument to prepare novice students of architectural engineering to fulfill practical challenges.

This article focuses specifically on a theoretical, scientific non-studio course in a particular program of architectural engineering in a particular semester before the dramatic changes in styles of teaching delivery that happened due to the COVID-19 pandemic. Future research could further highlight its results by comparing them to statistical evidence of the development of the course, especially for the duration of online teaching during the pandemic and the hybrid teaching period after it.

This article contributes to the development of teaching and learning of architectural engineering in the local Emirati context by putting original theories of teaching into practice. This paper further contributes to the field of architectural pedagogy in terms of the effect of active learning in the architecture field in the non-studio courses in higher education in the United Arab Emirates.