and with number of engineers leaving theworkforce, which is particularly truer in the power industry1-4. Indeed too few engineeringstudents are studying or planning to study power engineering, further compounding to theproblem of power engineers’ shortages1-5. Preparing students for these career opportunities is achallenging task, further complicated because it must be accomplished using often limitedresources and within very stringent time constraints of the already crowded curriculum1, 5-8.Moreover, there also are new challenges due to the grid transition to the future smart grids and tothe increased use of renewable energy. Development and operation of the smart grids requireengineers to have not only a solid power engineering background
34 conference 35 Model Facilities and/or Instructional Laboratory Design Specifications and Plans 32At the same time, when the survey respondents were asked to weight which renewabletechnologies they most sought professional development, solar photovoltaics clearly stood out asthe strongest preference with a weighted score more than twice as high of many other renewabletechnologies (see Table 3). Table 3) Faculty survey topic prioritiesSolar Photovoltaic Institute Weighted priority forIn attempt to build solar career pathways, professional development in Weighted
. Displacement Transducer Mounted on Circuit Breaker with locking pliers and bolts7. Run Test in T-Doble Software a. Select or create test plan. b. Click Run Test. c. When beeping begins, press and hold Safety Switch. The beeping then becomes a constant tone. d. When tone stops, release Safety Switch and view results. Figure 4. Students Creating the Test Plan for the Travel Time Test Figure 5. Students (Trayton Duncan and Kevin Wood) Observing the Circuit Breaker Travel Time Test 8. Break Down a. Remove leads from apparatus b. Disconnect safety ground cableAnalyzing the Travel Time Test ResultsClosing and Opening TimeAccording to [2] the time between when the close coil is
orifice, and gradually shut down the flow. We had tochange the nozzle on more than one occasion, and we were only coating 9 panels. If a similarfield application was going to be attempted for a utility scale solar farm, some type of moreelegant sprayer would be necessary to prevent clogging (such as one with an ultrasonic vibratinghead).Weather was also a major variable for field applications of the coating. On two sequential dayswe had to cancel plans to coat the panels due to rain. On the day that we were finally able toproceed, we began the day with a nice calm sunny morning. However, after applying the firstcoat and beginning the second, a pressure front began to move into the area and winds picked up.We eventually had to cease application
; (1st year) Applications Processes Foundational Heat Power Fluid Power (2nd year) Applications Applied Applied Electrical 3rd year Thermodynamics Fluid Mechanics Energy Systems Career Capstone Co-Op & Internship Electives (4th year) HVAC Utilities Transportation Manufacturing Figure 1. Energy conversion modules are being integrated into the 4-year plan of study.Another aspect of Figure 1 is an effort to maintain continuity between the energy conversionmodules in different courses by creating an Energy
show a planlayout and the interior of the office, respectively. The office had a desk, chair, computer, printer,and filing cabinets similar to a standard office. In addition to that, the office had a round meetingtable with four chairs around it. Two of the office walls are adjacent to other offices, the thirdcontains a large 1.8 m×1.2 m double pane window, and the fourth wall has the entrance door thatleads to the building hallway. The hallway was generally kept at a higher temperature than thetesting office and the adjacent offices. The room ceiling is made up of squared acoustic tiles with0.6 m on each side and has two triple-bulb fluorescent light fixtures. Figure 1. Office plan layout
perceptions on learninghave improved substantially as indicated by the response to all three survey questions. Notably, asignificant majority (~91%) of students recognized that simulation-based assignments helped morein learning solar cell behavior compared to other regular assignments based on numericalproblems. The indirect assessment results support and strengthen the positive impacts observed bydirect assessment. A future study is planned which will include more quiz questions which willcontribute toward the final grades to ensure optimum effort and engagement of students whileresponding to the quiz questions.4. Conclusions:MATLAB-Simulink based comprehensive simulation exercises were designed and implementedin an undergraduate level solar power
communicate technical concepts.The outline of the course are: 1) Semiconductor physics review 2) Photo emission and absorption 3) Solar cell characteristics and technologies 4) Solar radiation 5) PV system basics and design 6) PV system components 7) Applications and economics of PV systemsTo provide students with hands-on and real-world experiences, a major course project isassigned6. The course project is solicited from both for-profit and non-profit organizations. Theobjectives of the project are to design and build a PVsystem, to introduce students to the process of productdesign and realization, and more specifically, (1) togenerate system requirements, specification documents,design documents, and test plans; (2) to
Foundational (2nd year) Heat Power Fluid Power Applications Applied Applied Electrical 3rd year Thermodynamics Fluid Mechanics Energy Systems Career (4th year) Capstone Co-Op & Internship Electives HVAC Utilities Transportation Manufacturing Figure 1. Energy conversion modules are being integrated into the 4-year plan of study.Integrated Learning In ContextThe green highlighted box in Figure 1 identifies a sophomore-level lab-based thermodynamicscourse that has been re-designed so that students work in small groups on open-ended
part ofthe final grade for that report. These three stages of reporting were meant to mimic the actualprocess in the real world engineering practice. Each team ought to meet the instructor biweeklyto report the progress in the project and to discuss future plans. The number of students per groupdepended on the topic of the project and its scope.The topics and the scope of the projects depended on the course and expected time that studentswere supposed to spend on the project. For two consecutive semester courses, e.g.Thermodynamics and Applied Thermodynamics (six credit hours together) and large teams,projects were typically more substantial and complex, such as: design, fabrication, and experimentations, numerical model
3One of the biggest alterations made was the use of the blades from a plastic desk fan against a biketire to turn an electric motor. This design failed as well due to the weakness of the plastic of theblades. Although, the choice to use fan blades was changed, the next design used the idea ofrunning a smaller wheel against the tire. This next design planned to run a gear against the tire ofthe bike, without the thermoelectric generators. This was a much safer idea since the pieces wouldbe running against the tire instead of the delicate spokes. However, this design was still not withoutits flaws. To increase friction and traction between the wheel of the generator and the tire, thegenerator wheel would have required teeth, which would have
2016 summer program included: Visit to hiking locations near national lab. Lecture on distributed energy resources and inverter technologies, and the basics of power systems operations given by Dr. Fahimi Babak of the University of Texas - Dallas Testing and evaluation of inverters Tour of an energy systems integration facility Lecture on high PV distribution planning given by Roy McCann of the University of Arkansas Lecture on modeling and simulation of a distribution system given by Bryan Palmintier of NREL Tour of a wind technology center at NREL Lectures on distributed control and optimization, and distribution management systems given by Zhihua Qu of the University of