Project Manual 2021-2022

Version April 17, 2022

Arjan J.H. Frijns

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Contents
Background ..................................................................................................................................................2
Energy consumption in residential buildings ............................................................................................2
Solar panels vs. solar collectors ................................................................................................................3
Cradle to Cradle (C2C) ..............................................................................................................................4
Project aim ...............................................................................................................................................4
Test facilities ................................................................................................................................................5
Solar simulator .........................................................................................................................................5
Flow set-up ...............................................................................................................................................5
Solar collector system ..............................................................................................................................6
Heat storage vessel ..................................................................................................................................8
Project execution .........................................................................................................................................9
The 7 phases of design .............................................................................................................................9
Phase 1: Framing the question .............................................................................................................9
Phase 2: Concept/Ideation ...................................................................................................................9
Phase 3: Selection ................................................................................................................................9
Phase 4: Detailing .................................................................................................................................9
Phase 5: Realization............................................................................................................................10
Phase 6: Testing/Finalizing .................................................................................................................10
Phase 7: Evaluation ............................................................................................................................10
Materials ................................................................................................................................................11
Interim presentation ..............................................................................................................................11
Realization phase ...................................................................................................................................12
Testing of the final design ......................................................................................................................13
Final report .............................................................................................................................................14
Bibliography ...............................................................................................................................................15
Further reading ..........................................................................................................................................15
Appendix A. Materials and components ....................................................................................................16
Appendix B. Thermal conductivities of some selected materials ...............................................................19
Appendix C. DBL-schedule..........................................................................................................................20

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Background
Climate change and global warming are the main challenges in modern society. In 2015, 195 countries
joined the Paris climate agreement, which sets out a global action plan to limit global warming to less
than 2 degrees for example by drastically decreasing CO2 emissions.

Energy consumption in residential buildings

Residential buildings and offices are responsible for up to 20% of global carbon dioxide emissions (Figure
1). To achieve the goals of the Paris agreement, the energy consumption in the residential sector should
be reduced, for example by improving building insulation, using high-efficiency equipment for heating
and lighting, making use of natural ventilation, and/or making use of more of sustainable energy
resources like wind energy and solar energy.

Figure 1. Top ten CO2 emitting end-uses in 2018 (IEA, 2020)

When analyzing the residential energy consumption by households in the EU (Figure 2), it is seen that
63.6% is used for space heating and 14.8% for water heating (hot tap water, etc.). So most CO2 reduction
can be achieved by reducing energy losses and/or by heating with renewable energy resources, like solar
and wind energy. However, in the Netherlands, in 2018 only a very small part of the energy consumption
was coming from renewable energy sources; the majority is coming from natural gas (Figure 3). To
reduce the number and intensity of earthquakes in the province of Groningen, the Dutch government is
lowering the production of the Slochteren natural gas field in the coming years. This enhances the search
for alternative energy sources for space and water heating in Dutch households even further. The Dutch
government aims to get a gas-free residential sector in 2050 (Ministerie van Economische Zaken, 2016).

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Figure 2. Residential energy consumption in the EU in the year 2019 (Eurostat, 2021)

Figure 3. Total final consumption in the residential and services sectors by source in the Netherlands, 2000-2018 (IEA, IEA World
Energy Statistics and Balances (database), 2020)

To achieve this, the Dutch government is aiming to reduce the heat demand in the existing housing stock
through improved insulation. The remaining heat demand can be provided by heat pumps, solar heat
systems, or heating networks that use residual heat or geothermal energy. The ambition is that new
homes and other new buildings will no longer be heated via natural gas and that by 2021, 30,000 to
50,000 existing homes will also be converted annually to become gas-free (Santen, 2017). As a result,
from 2021 a substantial part of the annual new buildings should be gas-free.

Solar panels vs. solar collectors

In the residential sector, solar energy can be harvested by solar panels and solar collectors. Solar panels
provide electricity, solar collectors provide hot water. A solar water heating system consists of a solar
collector and a heat storage vessel. It is an environmentally friendly alternative to natural gas: when
using solar energy, no CO2 is released and sunlight never gets up. A household with 4 people saves about
180 m3 of gas and 320 kg of CO2 emissions annually.

In the summer, a solar water heater supplies almost all of the hot water demand. This does not work in
the winter, not even with a large solar water heater. But if there is less sunlight, the system can be
combined with a boiler, a small size seasonal heat storage system, or a heat pump. In this DBL project,
we will focus on the boiler system.

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Cradle to Cradle (C2C)
Next to a sustainable product, also the production process should be sustainable. Most methods for
sustainable product development focus on limiting the harmfulness of the product. The product is seen
here as the chain of origin (extraction of raw materials, production), use (energy consumption), and
disposal (reuse, waste incineration, or dumping). However, a product can be made even more
sustainable by the concept of “cradle to cradle” (C2C) (McDonough & Braungart, 2002; EPEA, 2020).

The central idea of the philosophy behind cradle to cradle is that all materials used after their lifetime in
one product can be usefully reused in another product (McDonough & Braungart, 2002). The first
difference with conventional reuse is that there is no loss of quality and no residual products that are still
deposited. In this philosophy, a product should be designed in such a way that the product can be easily
taken apart and all components can be fully recycled into new products (Werf, 2009). Also, the number
of materials should be minimized.

Project aim
In this project, we focus on the design of a solar water heating system (Figure 4).

Figure 4. Schematic of a solar heating system (source: www.midwestwindandsolar.com)

The aim is to design a solar water heating system according to the C2C concept. With the solar heat
system, 1 liter of water should be heated up as much as possible within a limited time frame of 20
minutes.

The system should be designed such that it could be built by the workshop and afterward tested in the
TFE-laboratory using an "artificial sun”. Also, the C2C concept has to be demonstrated. For example, you
should be able to show that all components can be recycled, directly (reuse of components) or indirectly
(as raw material for new products). It should also be shown that you minimized the number of materials
needed for creating a full solar collector system and thereby reduce the payback time of the system.

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Test facilities
The system should be designed such that it would be possible to test it using a solar simulator. The total
budget for the full system is 25 TU/e-coins, which is equal to €100.

Solar simulator
In the laboratory for Thermo Fluids Engineering (Connector building) an experimental set-up is present.
The setup includes a compact area (test surface 2 m x 1.3 m) AAA-rated Eternal Sun solar simulator
(Figure 5) which simulates the spectrum of the sun in compliance with the international standard for
solar simulators (IEC 60904-9, 2007). The simulator produces a global irradiance of 1000 W/m2 in the
place of the collector at a distance of 10 cm from the artificial sky. During operation, the outside of the
solar simulator will be heated up to approximately 60oC (Katiyar, Balkom, Rindt, Keizer, & Zondag, 2017).

Figure 5. Solar simulator Eternal Sun ® in the TFE-laboratory.

Flow set-up
During the project, you will design a solar collector system and a heat storage vessel. It should be
designed such that it is possible to integrate both systems into an existing general setup (Figure 6). The
setup consists of a cart on top of which a wooden frame is placed. It should be possible to mount your
solar within this frame. At the bottom of the cart, the design space for the heat storage vessel is located.
The solar collector and the heat storage vessel are connected via tubes (material: polyurethane, outer
diameter 12mm, wall thickness 2 mm, total tube length approximately 6 m) in which in- and outlet
temperatures and the mass flow are measured. The mass flow can be controlled via a pressure water
pump (Lilie SHURflo Soft LS 4144, max. discharge pressure 3.1 bar) and a bypass system. The flow range
can be chosen between 0.1 – 3.0 l/min.

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Figure 6. General test set-up.

Solar collector system

To mount a solar collector onto an existing roof, the size and weight of the system are limited.
Therefore the design space of the solar collector is limited to the dimensions 670 mm x 1640 mm x 65
mm (width x length x height). A representation of a cut section of the design space is provided in Figure 7
(green area). Here the design space is highlighted within its surrounding wooden casing (gray area). The
bottom plate is made of Trespa and has a thickness of 6mm. A top view of the design space is provided
in Figure 8.

It should be possible to easily connect the solar collector to the general set-up via compression fittings.
Therefore copper tubing needs to be used. You can choose from copper pipes with diameters of 12mm,
15mm, or 22mm. These inlet and outlet ports (copper pipes with a free accessible length of at least 10
cm) need to be located at the feedthrough (Figure 8, white area).

Optional during the experiments is to place a glass panel (tempered glass, thickness 4mm) on top of the
design space (see Figure 7). This option comes with an additional cost of 2.50 TU/e coins (see Appendix
A).

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 a)

b)

Figure 7. a) General overview and b) zoom-in (side view) of the solar collector design space

Figure 8. Top view of solar collector design space (without cover).

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Heat storage vessel

The design area for the heat storage vessel is located at the bottom of the cart (Figure 7a). The
dimensions are 600 mm x 1400 mm x 600 mm (width x length x height). The heat storage vessel will be
connected to the flexible tubing of the general set-up via two copper pipes (inlet and outlet). For easy
mounting, these copper pipes protrude at least 10 cm and are connected to the inlet and outlet of your
heat storage vessel using compression fittings. An example is given in Figure 9.

Note that if you use a cylinder as a storage vessel only 1 inlet/outlet port can be made at the bottom or
top of the heat storage vessel. However, other designs are also allowed as long as a copper pipe (at least
10 cm) can be used for the connections to the flexible tubes of the general set-up (via compression
fittings).

Figure 9. Exploded view of an example for an inlet/outlet of the heat storage vessel.

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Project execution
The project will be executed according to the schedule as described in Appendix C.

We have chosen to execute the project according to the 7 phases in a design. A general description is
given in the text below.

The 7 phases of design

Phase 1: Framing the question

A design or modeling assignment is inherently vague and/or ill-structured: there is no single or even
optimal answer to such a question. All answers will be (slightly) different and may have different
qualities. The first step is to specify the solution boundaries in terms of requirements, preferences, and
constraints (RPC) which the answer has to satisfy. Next, it is time to step back to see what properties or
functions the solution needs. This means: simplifying, merging, and framing the RPC into general
functions. In this initial project phase, it may be deemed necessary to acquire new knowledge necessary
to master the problem at hand. For example, it may be necessary to learn to work with a specific tool or
to learn some new theoretical concepts.
Outcome: goal & RPC’s

Phase 2: Concept/Ideation
The concept phase (sometimes also called “ideation”) is used to find as many ways possible in which the
assignment can be approached; ways to create something special, unusual, unexpected. This means
stretching the range of possible answers as far as possible (or even looking for apparently impossible
options). The concept phase is there to challenge the students to keep an open eye for innovative ideas
and to come up with creative solutions, connections, and new viewpoints.
Outcome: at least 3 different concepts

Phase 3: Selection
From the concept solutions, one preferred product is selected by examining them in the light of the RPC
(for example by using a decision matrix). The student has to use synthetic skills to select the most
promising concept solution. Should all concept solutions fail to satisfy all requirements, it might be that
the requirements can be redefined so that the selected product is capable to satisfy all of them.
Outcome: choice of 1 concept (including motivation)

Phase 4: Detailing
Now that the preferred solution has been chosen, it is time to start detailing the product as a whole and
all its components. The detailing phase is a mix of using existing knowledge for theoretical optimization
and practical implementation possibilities. The result of the detailing phase is a list of necessary
components (chassis, motors, batteries, etc.) and equations, modeling functions, physical parameter
sets, etc. With this numerical model, calculations need to be done to support the decisions and to
predict the overall performance of the system.

The RPC (defined in phase 1) keeps being the guideline: all parts must be chosen to satisfy the RPC. This
might also be a reason to go back to the definitions in phase 1 and refine (or redefine) the RPCs.

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The detailing phase also comprises the chance to choose your parts to optimize the product, where
necessary on an interdisciplinary basis.

Additional information on modeling with Matlab: webinar “getting started with Matlab”:
https://nl.mathworks.com/products/matlab/getting-started.html
https://nl.mathworks.com/videos/getting-started-with-matlab-68985.html

Outcome: final design & numerical model to support choices for final design

Phase 5: Realization
All (model- and/or design-) components need to be made or ordered and assembled.
Outcome: prototype of your solar heat system: solar collector + heat storage vessel.

Phase 6: Testing/Finalizing
After all separate parts have been tested and assembled, the product is ready. Now it can be tested to
see how its performance compares to the RPC and modeling outcomes. These tests must follow a preset
test plan.
Outcome: test results + discussion and analysis of measurement and design

Phase 7: Evaluation
During the project, choices need to be made, sometimes on solid argumentation (including numerical
modeling), sometimes on educated guesses, and sometimes by just picking something to be able to
move on. In the evaluation, all choices made during the process are put to the test, to see whether (or
how) they have influenced the result; to see whether, in hindsight, different choices could have led to
better results. The findings should be supported by modeling outcomes.
Outcome: discussion, main conclusions, and at least 3 suggestions for design improvement

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Materials

In the 5th phase, you will build a solar collector and a heat storage vessel. You will have a limited budget
of 25 TU/e-coins for constructing both subsystems (exchange rate: €1 = 0.25 TU/e-coin).

A single aluminum plate (L x W x H= 1620mm x 670mm x 2mm) will be provided. During the experiments,
a glass cover can be used (additional costs: 2.50 TU/e-coins). Other materials have to be ordered. For
practical reasons, we limited the materials that can be used for the construction to the components that
are described in Appendix A. Due to the delivery time for some of these components, you need to supply
us with a list of required materials no later than Tuesday 17th May 2022 (groups 1-16) or Wednesday
18th May 2022 (groups 17-32).

If you order black paint you will need to indicate which components need to be painted by the teacher’s
assistant. You are not allowed to paint components on your own. The construction phase will start in
week 22.

Interim presentation

We want you to prepare a video recording of the presentation. You can use Teams or PowerPoint to
record your video. Each group is allowed to choose representative student/s to give the presentation in
the video. The video needs to be a maximum of 5 minutes long. Per group a time slot of 10 minutes is
allocated: a maximum of 5 minutes for the video followed by 5 minutes of discussion and feedback. You
must limit the video to 5 minutes to have sufficient time for discussion.

You will play your video in front of a small committee of experts. In the video at least the following
aspects should be mentioned (read the Rubric for the presentation to check the evaluation criteria):
• Final design of the solar collector and heat storage vessel, including a motivation of the choices made.
• Choice of materials and assembly sequence, including a clear motivation whether this is in agreement
with the C2C concept.
• An overview of the (numerical) model, including main assumptions that are made, a flow chart or a
schematic drawing of the test set-up with heat fluxes, and an overview of the main equations that are
used.
• Experimental protocol for testing, including required mass flows and expected temperature rise.

It is advised to practice your pitch in the DBL meeting. The tutor can use the rubric “Presenting Skills” to
give feedback.

The interim presentations are scheduled on Tuesday 24th May 2022 (groups 1-16) and Wednesday 25th
May 2022 (groups 17-32) (detailed time schedule: see next page).

One day in advance (before 18h00) the video presentation should be uploaded to Canvas.

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Table 1. Time schedule for interim presentations.

groups date time location Committee

01 to 04 24 May 2022 13.30 – 14.30 GEM-Z 3A10 A. Frijns, M. Beving,
M. van Gorp
05 to 08 24 May 2022 14.30 – 15.30 GEM-Z 3A10 A. Frijns, M. Beving,
M. van Gorp
09 to 12 24 May 2022 15.30 – 16.30 GEM-Z 3A10 A. Frijns, M. Beving,
M. van Gorp
13 to 16 24 May 2022 16.30 – 17.30 GEM-Z 3A10 A. Frijns, M. Beving,
M. van Gorp
17 to 20 25 May 2022 13.30 – 14.30 GEM-Z 3A05 G. Finotello, J. de Hullu,
J. Hasker
21 to 24 25 May 2022 14.30 – 15.30 GEM-Z 3A05 G. Finotello, J. de Hullu,
J. Hasker
25 to 28 25 May 2022 15.30 – 16.30 GEM-Z 3A05 G. Finotello, J. de Hullu,
J. Hasker
29 to 32 25 May 2022 16.30 – 17.30 GEM-Z 3A05 G. Finotello, J. de Hullu,
J. Hasker

Realization phase

The construction phase is scheduled in the same time slots (D or E) as the regular DBL meetings. The
workshop location is the PROTO/zone (Traverse building). You may only work on your system during
these scheduled hours. The exact time slots are indicated in the schedule on the last page of this manual.

The ordered materials are distributed during the first time slot. Standard tools will be supplied as well.
Only 3 students per group are allowed in the laboratory during the building phase. Make sure that all
groups members contribute to the solar heat system.

For students who are building in the PROTO/zone is not compulsory to be present at their group
meeting.

Table 2. Time schedule for realization of prototype

groups date time location

1-16 2 June 2022 08.45 - 12.30 PROTO/zone (Traverse)
1-16 7 June 2022 13.30 - 17.15 PROTO/zone (Traverse)
1-16 9 June 2022 08.45 - 12.30 PROTO/zone (Traverse)
17-32 3 June 2022 08.45 - 12.30 PROTO/zone (Traverse)
17-32 8 June 2022 13.30 - 17.15 PROTO/zone (Traverse)
17-32 10 June 2022 08.45 - 12.30 PROTO/zone (Traverse)

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Testing of the final design

In week 24, you can test your design in the TFE laboratories (Connector building). Due to the large
number of groups, you only have one time slot of 60 minutes in total. See time schedules in Table 3
(groups 1-16) and Table 4 (groups 17-32). Also here the time limits are very strict. So, be well prepared!

Your time slot is subdivided into 4 phases:

• Preparation phase (15 min): your solar collector will be put on top of the cart and the inlet and outlet
will be connected to the general set-up. Also, the heat storage vessel will be connected to the general
setup. For both subsystems, you have to point out your inlet and outlet ports. Next, the system will be
filled with water and the flow and temperature sensors will be connected to the computer. Finally, the
pump will be switched on and the preferred mass flow rate is set (flow range 0.1 – 3.0 l/min for water at
20oC). The initial water temperature will be measured. Note: in case the preparation phase takes longer
than 15 minutes, the testing phase will be shortened. So, be on time and be well-prepared!
• Testing phase (25 min in total: 5 min alignment under artificial sun + 20 min testing; maximum 3
students per group, live stream for other group members): in this part, the cart will be put underneath
the artificial sun and the final testing of your system starts. Mass flow and temperatures in the inlet and
outlet will be monitored for 20 minutes.
• Disconnecting phase (5 min): in this final part, 1 liter of water will be tapped from the heat storage
vessel and the water temperature will be measured. The system will be emptied and disconnected from
the general setup.
• Disassembling (15 min): Here the cradle-to-cradle (C2C) principle has to be proven. Within 15 minutes
you should disassemble your system and the materials need to be sorted such that they can be recycled.

Table 3. Time schedule for testing (groups 1-16) on Thursday 16 June 2022 (meeting location: entrance of Connector building)

groups date starting time groups date starting time

01 16 June 2022 8.30 09 16 June 2022 10.45
02 16 June 2022 8.45 10 16 June 2022 11.00
03 16 June 2022 9.00 11 16 June 2022 11.15
04 16 June 2022 9.15 12 16 June 2022 11.30
05 16 June 2022 9.30 13 16 June 2022 11.45
06 16 June 2022 9.45 14 16 June 2022 12.00
07 16 June 2022 10.00 15 16 June 2022 12.15
08 16 June 2022 10.15 16 16 June 2022 12.30

Table 4. Time schedule for testing (groups 17-32) on Friday 17 June 2022 (meeting location: entrance of Connector building)

groups date Starting time groups date starting time

17 17 June 2022 8.30 25 17 June 2022 10.45
18 17 June 2022 8.45 26 17 June 2022 11.00
19 17 June 2022 9.00 27 17 June 2022 11.15
20 17 June 2022 9.15 28 17 June 2022 11.30
21 17 June 2022 9.30 29 17 June 2022 11.45
22 17 June 2022 9.45 30 17 June 2022 12.00
23 17 June 2022 10.00 31 17 June 2022 12.15
24 17 June 2022 10.15 32 17 June 2022 12.30

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Final report

Reports should be written according to the writing guidelines which are listed in the Writing Manual (see
Canvas).

Some additional requirements:

• Size: maximum 15 pages (10pts Arial or similar, regular spacing), excluding title, list of contents,
symbol list, reference list, and appendices with detailed design, assembly sequence, and
computer scripts.
• All 7 design phases need to be clearly described.
• The final design should be given, including a technical drawing and assembly sequence. It must
also be explained to what extent this design is made according to the C2C concept.
The detailed drawings can be put in an appendix (does not count for page limit).
• The numerical model needs to be described and the main outcomes need to be mentioned. To
clarify your numerical model in the report, you must at least include the following aspects in the
main text of your report:
o A schematic picture of your design, including the heat flows or a flowchart describing the
(interaction) between the heat flows
o The assumptions and equations for your design
o Temperature development is a function of time for the main components of your system
and the selected design.
Your computer script(s) should be put in an appendix. This appendix does not count for the page
limit.
• Finally the main conclusions need to be summarized and at least 3 suggestions for improvement
need to be given and explained.

1 electronic version in PDF (name: OGOxx-4GA50.PDF – xx = group number) needs to be uploaded on

Canvas. The title page needs to include the names and student numbers of each group member.

The final reports need to be submitted via Canvas before Friday 24th June 2020, 23:59.

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Bibliography
EPEA. (2020, April 10). Introduction to Cradle to Cradle. Retrieved from Youtube:
https://youtu.be/QMsF1P-_vWc
Eurostat. (2021). Energy consumption in households. Retrieved from Statistcs Explained:
https://ec.europa.eu/eurostat/statistics-
explained/index.php?title=Energy_consumption_in_households
IEA. (2020). Retrieved from https://www.iea.org/data-and-statistics/charts/top-ten-co2-emitting-end-
uses-in-selected-iea-countries-2018
IEA. (2020). IEA World Energy Statistics and Balances (database). Retrieved from www.iea.org/statistics
IEC 60904-9. (2007). Photovoltaic devices - Solar simulator performance requirements. IEC.
International Energy Agency. (2017). Energy Efficiency Indicators - Highlights. (G. Tonolo, U. Ziebinska, &
M. Silva, Eds.) Paris: OECD/IEA.
Katiyar, M., Balkom, M. v., Rindt, C. C., Keizer, C. d., & Zondag, H. A. (2017). Numerical model for the
thermal yield estimation of unglazed photovoltaic-thermal collectors using indoor solar simulator
testing. Solar Energy, 903-919.
McDonough, W., & Braungart, M. (2002). Cradle to Cradle : Remaking the Way We Make Things (1st ed.).
New York: North Point Press.
Ministerie van Economische Zaken. (2016). Energieagenda: naar een CO2-arme energievoorziening. Den
Haag: Rijksoverheid.
Rutte, M., Buma, S., Pechtold, A., & Segers, G.-J. (2017). Vertrouwen in de toekomst: Regeerakkoord 2017
– 2021. Den Haag.
Santen, H. v. (2017, Oktober 10). Dit zijn de klimaatmaatregelen van Rutte III op een rij. NRC.
Werf, M. v. (2009). Cradle to Cradle in Bedrijf. Schiedam: Scriptum.

Further reading
Textbooks on heat and mass transfer

• Karwa, R. (2016). Heat and mass transfer. Springer. https://doi.org/10.1007/978-981-10-1557-1

• Incropera, F. P., & DeWitt, D. P. (2002). Fundamentals of heat and mass transfer (5th ed.). J.
Wiley.
• Welty, J. R. (2015). Fundamentals of momentum, heat and mass transfer (Sixth edition,
International student version). John Wiley & Sons.

Online Matlab training

• Getting started with Matlab: https://nl.mathworks.com/products/matlab/getting-started.html

and https://nl.mathworks.com/videos/getting-started-with-matlab-68985.html
• Introduction to Programming with MATLAB: https://www.coursera.org/learn/matlab
• Oncourse training Matlab: https://oncourse.tue.nl/2019/course/index.php?categoryid=13

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Appendix A. Materials and components
Available construction materials. Other materials may also be used up to total system price of 25 TU/e-
coins (= €100)

Table A.1. Materials and components for building the solar collector and heat storage vessel. Prices are in TU/e-coins.

Description TU/e-coins
(€1 = 0.25 TU/e-coin)

Tubes Price per

meter

Soft copper tube, outer diameter12 mm, wall thickness 1.0 1.99
mm

Soft copper tube, outer diameter 15 mm, wall thickness 1.0 2.49
mm

Soft copper tube, outer diameter 22 mm, wall thickness 1.1 3.99
mm

PVC tube, outer diameter 40 mm, wall thickness 1.8 mm, 0.77
max. length 2 m

PVC tube, outer diameter 50 mm, wall thickness 1.8 mm, 0.90
max. length 2 m

PVC tube, outer diameter 110 mm, wall thickness 2.2 mm, 2.37
max. length 2 m

Acrylate transparent tube, outer diameter 50 mm, wall 2.0

mm, length 1000 mm 1.49*

length 2000 mm 2.98*

Bitumen corrugated sheet 200x86 cm, black 2.48

*acrylate transparent tubes are only available in pieces of 1.0 m or 2.0 m.

Table continues on next page ==>

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 Description TU/e-coins
(€1 = 0.25 TU/e-coin)

Components Price per unit

PVC end cap**, inner diameter 40 mm, wall thickness 2.2 mm 0.19

PVC end cap**, inner diameter 50 mm, wall thickness 2.2 mm 0.26

PVC end cap**, inner diameter 110 mm, wall thickness 2.2 mm 0.43

PVC T-piece 50 mm 0.50

PVC short turn 50 mm 0.40

Tubing & push-in connectors Price per unit

Polyurethane tube 6x4, black (price per meter) 0.12

T-piece push-in coupling (6 mm) 0.40

Knee push-in coupling (6 mm) 0.30

Straight screw-on coupling 6 x 3/8 " 0.40

** end cap can be provided with a single inlet/outlet opening

Table continues on next page ==>

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Description TU/e-coins
(€1 = 0.25 TU/e-coin)

Insulation materials Price per unit

Tempex Polystyrene plate (LxWxH= 100x50x5 cm) 0.83

Kingspan Therma TW 50 PIR (LxWxH= 120x60x4 cm) 3.70

Polyethylene foam foil (width: 1m, thickness 3 mm); 0.12

price per meter

Miscellaneous

PVC glue -

Aluminum tape, width 50 mm (price per meter) 0.19

Duct tape, width 50 mm (price per meter) 0.10

Gaffer tape, matt black, width 48 mm (price per meter) 0.15

Double-sided adhesive tape, width 50 mm (price per meter) 0.19

Black coating on one side of the aluminum plate 1.20

Black paint (price per unit, not for the aluminum plate) 1.20

Use of glass cover during the experiment 2.50

(tempered glass without any additional coating, thickness 4mm)

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Appendix B. Thermal conductivities of some selected materials
Table B.1. Thermal conductivity of the construction materials.

Material Thermal conductivity [W/(m K)]

Acrylate 0.20

Copper 400

Glass 0.96

Kingspan Therma TW 50 PIR 0.022

Pinewood 0.12

Polyethylene foam foil 0.04

(Low-Density Polyethylene Foam)

Polystyrene 0.03

Polyurethane (flexible tubings) 0.13

PVC 0.19

Trespa 0.30

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Appendix C. DBL-schedule

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