TEACHING AND APPLYING WATER CONSUMPTION SIMULTANEITY IN RESIDENTIAL: AN ACTIVE LEARNING PROJECT-BASED ENGINEERING APPROACH

Abstract

In the present project, spanning from April 2020 to August 2022, the study focused on Hydraulic Engineering I within the Civil Engineering program and the Hydrosanitary Installation Project in the Architecture program. The objectives included calculating the simultaneity coefficient and determining the maximum probable flow for each student's residence. To achieve these objectives, active learning methodologies, specifically project-based learning (PBL), were adeptly employed to enrich students' practical knowledge and foster collaboration. The process began with architectural surveys of residential properties, followed by inventories of pipes, sanitary appliances, and wet rooms. Measurements of flow rates at various faucet openings (25%, 50%, 75%, and 100%) were conducted, along with the recording of operating pressures within home networks. This data served as the foundation for creating calibration curves, a process carried out over 120 days. Using the collected data, each student developed a hydraulic model of their network and compared the software results to practical measurements. The participants calculated the simultaneity coefficient (Ks) and maximum possible flow for their dwellings using hydraulic design concepts and regulatory standards. The results were documented in technical reports, a video tutorial, and infographics. The research highlights the importance of understanding residential water usage patterns and their potential for optimizing water delivery systems. It also underscores the value of experiential learning, which helps students bridge theory and practice, enhancing technical skills and their understanding of hydraulic engineering.