Implication of global warming on air-conditioned office buildings in Australia

With the accelerated trend of global warming, the thermal behavior of existing buildings, which were typically designed based on current weather data, may not be able to cope with the future climate. This paper quantifies, through computer simulations, the increased cooling loads imposed by potential global warming and probable indoor temperature increases due to possible undersized air-conditioning system. It is found from the sample office building examined that the existing buildings would generally be able to adapt to the increasing warmth of 2030 year Low and High scenarios projections and 2070 year Low scenario projection. However, for the 2070 year High scenario, the study indicates that the existing office buildings, in all capital cities except for Hobart, will suffer from overheating problems. When the annual average temperature increase exceeds 2°C, the risk of current office buildings subjected to overheating will be significantly increased. For existing buildings which are designed with current climate condition, it is shown that there is a nearly linear correlation between the increase of average external air temperature and the increase of building cooling load. For the new buildings, in which the possible global warming has been taken into account in the design, a 28-59% increase of cooling capacity under 2070 High scenario would be required to improve the building thermal comfort level to an acceptable standard.

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.