Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Energy Conversion and Conservation

whichhave a designated laboratory time. Anecdotal evidence of the activities indicates that students wereengaged and enjoyed the active learning activities. Student reflections show that students not onlyachieved individual learning outcomes—such as analyze thermal system components, design andoptimize thermal systems, etc.—but they synthesized them into their project and performed anevaluation, demonstrating they achieved the highest domain in terms of cognitive learning.Background and IntroductionThermal system design courses tend to be senior level mechanical engineering courses—either re-quired or as a technical elective—designed to incorporate several aspects of thermodynamics, heattransfer, and fluid dynamics into a single course having an

Conference Session

Topics in Energy Management

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew Lau, Pennsylvania State University, University Park

Tagged Divisions

Energy Conversion and Conservation

50-minute periods which is twice that for a lecture-based course, reflecting the studio nature of EDSGN 100.The first project is more structured and provides the students with an opportunity to learn andapply a design process while developing their teamwork, communication, and ethics skills. Thesecond project is industry-sponsored and more open-ended, and typically all teams in all sectionswork on the same project. Students apply stakeholder needs assessment, ideation, research,analysis, testing, concept selection, detailed design, prototyping, and reporting.In the Zero Energy Home (ZEH) project, students work in four person teams to design the homeof their dreams with the main constraint being that it must produce as much energy as it

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Madhumi Mitra Ph.D, University of Maryland Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Corinne Johnson Rutzke, Corinne Rutzke

Tagged Divisions

Energy Conversion and Conservation

, technology, and science teachers; and faculty and graduate teaching assistants involvedwith undergraduate science and math teaching at the university. The activities implemented atthe institute followed Kolb’s experiential learning cycle with some adaptations. The participantsgot the opportunity to acquire concrete experiences involving teamwork, time management, andproject execution skills; reflected on their learning experiences through presentations at the endof the institute; developed concepts related to organic chemistry, engineering design,instrumentation, plant sciences, physics, mathematics, and environmental sciences; and activelyexperimented with virgin and used cooking oils to generate biodiesel, designed and set up asimple algae

Conference Session

Electrical Energy Courses, Labs, and Projects I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ona Egbue, Missouri University of Science and Technology, Rolla MO; Suzanna Long, Missouri University of Science & Technology; Ean-Harn Ng, Oregon State University

Tagged Divisions

Energy Conversion and Conservation

representative comments include“Car you charge up”, “A car that doesn’t use gas, it has to be charged”, and “…charged onelectricity, runs on a battery and even sometimes has gas tank too”. Other descriptions of electricvehicles include “A vehicle you have to plug-in to run”, and “Ford Taurus”.Table 1 – Themes reflecting students’ perception of electric vehicles No of Keywords responses % Electricity 20 67% Charge 6 20% Page 23.483.7 Batteries 6 20% 6Plug-in

Conference Session

Electrical Energy Courses, Labs, and Projects II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Ferris, Portland State University; Robert B Bass, Portland State University

Tagged Divisions

Energy Conversion and Conservation

most groups due to difficulties demagnetizing the CTs aftersaturation during their very first saturation test. Therefore the measured current and voltagevalues reflected only the operation of the CT under core saturation. Different methods ofdemagnetizing were attempted, all with the same result. Further research with the CTs will berequired to troubleshoot this issue so that the saturation test determining the magnetization curvewill be effective. The labs that required use of the MultiAmp SR series relay testers receivedcriticism regarding outdated equipment; two out of three units malfunctioned upon prolonged use,requiring frequent repair. This caused technical problems for the labs that require severalminutes of continuous high current

Conference Session

New Concepts for Alternative and Renewable Energy Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Radian G Belu, Drexel University (Tech.)

Tagged Divisions

Energy Conversion and Conservation

own pace but not so much deciding in what order to learn. It is very plausible that, while Page 23.602.15the course materials and virtual lab are available at any time, the sequential presentation of someof the scientific content of the modules limit in what order the modules could be completed. Thetasks to complete each module are clearly stated and the perceived interactivity of the course andexperiments reflects that the choices that students make are meaningful and not just not for thesake of making choices.However, in general, the responses amongst the surveyed groups (students, graduate students(TA) and instructors) showed little

Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oxana S Pantchenko, University of California at Santa Cruz; Tiffany Wise-West P.E., University of California Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz; Ali Shakouri Shakouri, Purdue University

Tagged Divisions

Energy Conversion and Conservation

 with rebateoffsets, summaries of policy and permitting requirements, and making note of the potential for socialacceptance. Students were not given a budget for their projects but rather were instructed to keep theproposal’s estimated cost reasonable.  Despite discussions with the project mentor on this directive, itwas clear during and after the proposals were prepared that students were not cognizant of what a“reasonable” budget entailed. In reflection, the authors agree that student exposure to the varying scalesof cost associated with different renewable energy technologies could be presented during the lecturesand may result in better performance in this area.Through consultations with both the project mentor and course instructor before

Conference Session

Electrical Energy Courses, Labs, and Projects II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hayrettin Bora Karayaka, Western Carolina University; Robert D. Adams, Western Carolina University

Tagged Divisions

Energy Conversion and Conservation

. AC Circuits Overview, AC Power and 3-Phase Systems: Complex algebra, the concept of phasor in AC circuits, AC power and power factor are reviewed. The nature and dynamics associated with R-L and R-C circuits for AC operation, balanced 3-phase circuits and basics of power system analysis and design are also explained. 2. Transformers : Ideal transformer current voltage relationships, turns ratio, reflected impedance, non-ideal transformers, losses, equivalent circuit model, calculation of model parameters, per-unit calculations for single and 3-phase systems, various connection configurations for 3-phase transformers are presented. 3. Inductance, Resistance and Capacitance of

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Milwaukee School of Engineering; Kyle Pace; Jeremy R Anderson, EASENET

Tagged Divisions

Energy Conversion and Conservation

) Max. Temp. (40 g)Temp. Cellulose Temp. Lignin Direct Combustor Direct Combustor 2286 K 1837 K 673 K 691 KAs expected, the experimentally-measured temperatures were significantly lower than thecalculated theoretical adiabatic flame temperatures as a result of the assumptions described inEquation 5, derived from Equation 4 above. Moreover, the overall initial fuel mass had littleimpact on the maximum measured temperature. So, the deviation in measured temperaturesbetween 30 g and 40 g in the direct combustor likely reflects the inaccuracy of the experimentalflame temperature interrogation technique. 40 35 Direct Combustion 40 g 30

Conference Session

Topics in Biomass and Gasification Processes

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wookwon Lee, Gannon University; Harry R. Diz, Gannon University

Tagged Divisions

Energy Conversion and Conservation

Activities Conference.Finally, a Course Exit Survey was given in the end of each semester to collect student’s assessmenton their learning and course itself. All of the assessments indicated that students learningexperience was great, including positive reflections of their experience in traveling to Washington,DC, as part of the project team, to participate in the US EPA-sponsored expo.5. Discussion, Conclusions, RecommendationsIt was found that the energy yield upon torrefaction was more than 90% of untorrified energycontent and loss in mass per pellet was less than 2%. The overall conversion efficiency from wet-weight biomass material to ultimate pellet would be subject to further refinement, but it appearedthat dry weight could directly