# Campus City Project: Challenge Living Lab for Smart Cities
## 3 Campus City Challenge--Smart Energy
### Challenge Methodology
#### 3.3.4 Step 4--Evaluation  
Finally, from the data collected, the students need to consider the aspects necessary for its evaluation, such as calculations and regulations, and to investigate the necessary basic theory and numerical methods to obtain a baseline while comparing it with the specifications of the regulations.  
_Example of obtained result: \"In the last stage, the analysis of the CO\({}_{2}\) concentration data was made, the results of both cases were verified with the international standards, ASHRAE 62 and 62.1, ASTM D6245-12 [56, 57, 61]. Besides, some actions were designed that could be implemented to improve IAQ. CO\({}_{2}\) concentration values, occupancy of 25 people, and the dimensions of the classroom were used to calculate the ventilation requirements per person. This number was compared with the ASHRAE 62 standard.\"_  
From the development of these four steps, it is expected that the students will develop and apply the concepts, knowledge, and skills that correspond to their academic program. For example:  
* To know the operation of adequate instrumentation for the current evaluation of the classrooms. For example, temperature, humidity, lighting, and CO\({}_{2}\) sensors.
* To design experiments, sampling, and statistics to obtain valid measurements for obtaining results.
* To make decisions about the placement of the sensors for representative data collection.
* The use of software such as Matlab(r), to simulate the current and ideal conditions of the classrooms, using their different measurements.
* To access databases and information to obtain and perform the necessary data processing calculations. For example, calculating the volume of air per second that the room must have, ventilation level, comparison values for air quality, and comfort levels.  
However, some assumptions and simplifications may be necessary to conduct the challenge. Specifically, the degrees of freedom must be clear, the type of sensors that are available (provide them with the sensors and guide them in obtaining the measurements), provide information regarding the study system, for example, current HVAC models and features in classrooms. Finally, the student must be provided with information on the available hours and the policies for the use of the rooms and the scope of the project.  
No physical risks are expected from this challenge. Nevertheless, there is a risk that students will not adequately define the situation or the scope of the project. For example, to be aware of external factors that may affect their results or their proposals, such as the physical conditions of the city where they are conducting the study, meteorological conditions (temperature, humidity profiles), classroom characteristics (number of windows, dimensions, materials), description of the air conditioning system, georeferencing, etc. Thus, the professor must play an essential role in guiding the students with questions that may motivate them to make more in-depth insights into the solutions that they are proposing, in order to help them to develop the desired competencies.