determining aninduction machine’s torque-speed curve was less desirable. We paid to have the system alignedprofessionally, a costly thing for a university laboratory nearly 200km from the nearestalignment contractor. We did not want to decouple the machines because of the cost ofrealigning them. Therefore, we created a test method to find appropriate machine modelparameters without decoupling the machine.Incumbent Testing MethodThe current method to characterize an induction machine’s torque-speed curve is represented inFigure 1. In this method induction machine (IM) is operated as a motor and is supplied three-phase AC voltage and current from the utility. The induction motor’s shaft couples to a DCmachine. The DC machine acts as a generator that
Paper ID #40052Implementation and Assessment of an Integrated Extended RealityRenewable Energy Laboratory for Enhanced LearningDr. Irina Nicoleta Ciobanescu Husanu, Drexel University Irina N. Ciobanescu –Husanu, PhD, is Associate Clinical Professor with the Department of Engineering, Leadership, and Society at College of Engineering, Drexel University, Philadelphia, PA. She received her PhD degree in mechanical engineering from College of Engineering at Drexel University and her BS/MS in Aeronautical Engineering from Aerospace Engineering College at Polytechnic University of Bucharest, Romania. Dr. Husanu’s educational
Paper ID #38790The technical and educational requirements in establishing a Li-ioncoin-cell assembly and testing research facility laboratory in auniversity environmentDr. Robert W. Fletcher, Lawrence Technological University Robert Fletcher joined the faculty of the Mechanical Engineering Department at Lawrence Technological University in the summer of 2003, after two decades of various industry engineering positions in research, and product development. Dr. Fletcher earned his Master of Science in Chemical Engineering and the PhD degree in Chemical Engineering from the University of Michigan, in Ann Arbor. He earned his
contentclarifications. Lab periods are used for online laboratory exercises and analysis, project check-ins, and periodic reflection. The labs contain pre-lab assignments and in-lab exercises. Pre-labshelp students prepare for in-the-lab brainstorming. The in-the-lab work includes watching avideo of the lab components, brainstorming the solutions, watching the lab video conducted bythe faculty, and doing a group analysis of the results. The learning outcomes intended for theonline labs are the same as in-person labs. Occasionally, a few minutes are allocated forreflection during lab periods aimed at increasing inclusion and a sense of belonging for allstudents.The one offering of the online labs is compared to two offerings of in-person labs, one precedingand
allowed to reach the desiredtemperature for 5 minutes, after which a 5-minute period of bubble formation was observed. Thisprocess was repeated 4 times with the catalyst's temperature measured at 70°C, 80°C, 90°C, and100°C.It is worth noting that water was used to simulate hydrogenated dibenzothiophene (DBT).Hydrogenated DBT was intended to be used in this study; however, it is not commerciallyavailable. Although it can be prepared in a laboratory, this process requires a high-pressurehydrogen tank capable of delivering compressed hydrogen gas at a minimum of 3 MPa [13], anda high-temperature, high-pressure reactor to synthesize the hydrogenated DBT fromdehydrogenated DBT. Due to the absence of safety protocols for handling hydrogen at theauthors
, due to COVID-19 concerns, it was unclear whether in-person laboratories weregoing to be allowed. As the semester drew closer, it was determined that we could have in-person labs, but we could only have one person per lab bench. Due to high voltages and rotatingmachinery on the benches, this would be a safety hazard. A compromise was reached and wewere allowed to have two students per bench, but the students were required to wear face shieldsin addition to the required face mask and gloves. When running the lab in the past, all lab data,calculations, and discussions about the lab assignment were written on engineering data sheets(similar to industry). With the possibility of touch transmission of COVID-19, we switched toelectronic forms. To do
energy today provides about 9% of the world’s energy and8 to 10% of the U.S. needs [4]. However, in many parts of the world, these percentages are increasingsignificantly. Based on current data on global warming, as well as the current U.S. dependence onoverseas oil, there is an interest and urgency in utilizing alternative energy sources [5].In order to prepare students for their future careers, real-world training is imperative for their education.University campuses in the United States are taking important steps to establish alternative energyresearch and education [5]. For example, undergraduate engineering and engineering technologyprograms are now including laboratory-based curriculum in alternative energy [5]. Hands-on
use appropriate techniques utilized for microgrid state estimation. ▪ Outline various methods used for microgrid optimization.The MOOC designed by the authors of this paper is divided into several modules (Introductionto Electrical Microgrids, Cybersecurity, State Estimation, Optimization and CommunityMicrogrids) and designed for undergraduate and graduate engineering students. An issueencountered when designing this MOOC is the difficulty to find real datasets to include as part ofthe different simulations or laboratories that the MOOC can cover. The theory is presented in thedifferent modules and students interact with assignments and simulations associated withCybsersecurity, Optimization and State Estimation. Algorithms are created
was targeted for upper-levelundergraduates and early graduate students interested in renewable energy [4]. The coursemainly covers photovoltaic and solar power and wind power in depth, with additional coverageon fuel cells, hydrogen, energy storage, and more. Plans for integrating a renewable energycourse into power and energy engineering minor program at Southern University were reportedby Belu et al [4]. The four credit-hour integrated lecture-laboratory course includes all renewableenergy sources, but wind and solar energy systems make up 60% of the course. Hertzog andSwart described the design and development of a renewable energy course covering solarphotovoltaic, solar thermal, and small wind systems at Central University of Technology
several sections, including PV (photovoltaic engineering),H2PEM (Proton Exchange Membrane hydrogen fuel cells), wind energy technology and solarenergy assessment. The impact of these technologies on a future hydrogen economy, the impact onsmart grids, and job creation are also introduced. The curriculum draws heavily on the experienceand background, both theoretical and field experience, of the instructors including NSF and DOEgrants that allowed the design and implementation of a certified hydrogen development laboratory,and development of instructional materials for PEM training. The curriculum integrates key topicssuch as MATLABR and SIMULINKR modeling and simulation of critical components includingPEM Fuel Cells, PV with storage and grid
,excluding work at national laboratories. While these 2012 insights are useful, there is a need to“benchmark” the findings against the changes in the nuclear sector over the following decade. Inaddition, there is a need to expand the findings to consider including the role of HBCUs in abroader range of engineering, science, and other disciplines required by the nuclear sector.In 2013, the National Academy also produced a report on workforce trends in the United Statesenergy and mining sector [11]. This report is inclusive of all energy sources and includes asection on nuclear energy. In this report, nuclear energy was identified as a mature sector alongwith oil, gas, and mining. The report considered the current systems of nuclear power generationin
(2023) 2161–2170. https://doi.org/10.1016/J.IJHYDENE.2022.10.095. 6. E.K. Smith, S.M. Barakat, O. Akande, C.C. Ogbaga, P.U. Okoye, J.A. Okolie, "Subsurface combustion and gasification for hydrogen production: Reaction mechanism, techno-economic and lifecycle assessment," Chemical Engineering Journal, (2023) p.148095. 7. J.A Okolie, P.U. Okoye, "The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes," Encyclopedia. 3(3) (2023) 1058-66. 8. J.-C. Chen, Y. Huang, K.-Y. Lin, Y.-S. Chang, H.-C. Lin, C.-Y. Lin, H.-S. Hsiao, "Developing a hands‐on activity using virtual reality to help students learn by doing," Journal of Computer Assisted Learning. 36 (n.d.) 46–60. https
, doping, etching multiple layers,etc. The hands-on laboratory segment of the course provides students with a unique opportunityto work in a modern, clean room and physically perform the complex processes required todevelop MEMS wafers from scratch.As another assignment in this course, groups of students are expected to develop novel devicesthat utilize microsystem components for a particular application. This course segment requiresstudents to design, fabricate, test, and document a novel design in an application, which is energyharvesting in this paper. There are publications from similar course projects performed in thepast [1-6]. At the conclusion of this course, students are provided with a comprehensiveunderstanding of the practical
), and battery energy storage systems (BESS). (e) Inclusion of PSCAD software in simulation laboratories for Power System Analysis. (f) Incorporation of tutorial-lab sessions in the first-year course Electrical Circuit Fundamentals to introduce renewable energy concepts.Figure 2 Comparison of curriculum update and energy policy milestones timeline. Two main observations are made. First, curriculum development tends to lag behind energypolicy and industry advancements, with significant course updates occurring in the early 2020safter notable changes in the industry. Second, the curriculum renewal influenced by energypolicies spans all program levels, from first-year undergraduate to postgraduate courses.Introductory courses focus on
data was collected on the effectiveness of the renewedcurriculum design. Mikami, Koji et al. have designed a game production curriculum at theTokyo University of Technology in collaboration with Japan’s iconic game industry [11],where new courses, combined lectures, and exercises across the whole value chain wereadded in game development - planning, programming, CG, graphics, and sound. The industrywas involved in both course curricula (technical staff in laboratories, special lectures) andresearch. Class evaluation was conducted through a questionnaire, where game-relatedclasses were highly rated by more than 400 students. The project work was demonstratedthrough students’ participation in the Global Game Jam. This collaboration was
bachelors in computer science at CSU, Bakersfield. My primary interest is in Ar- tificial Intelligence. I am currently conducting research in Computer Vision. Particularly, using AI in order extract valuable data from Core slabs in order to improve the energy industry. In the future, I would love to pursue a Masters degree in the field of Artificial Intelligence and apply my knowledge to solve problems around the world.Dr. Alberto Cureg Cruz, California State University, Bakersfield Dr. Cruz is an Assistant Professor of Computer Science, Principal Investigator of the Computer Percep- tion Laboratory (COMPLAB), and board member of the Center for Environmental Studies (CES) at the California State University, Bakersfield
always be less than 100%. Power = ηQgh Eq. (3) 𝑒𝑛𝑒𝑟𝑔𝑦 𝑜𝑢𝑡𝑝𝑢𝑡 η= Eq. (4) 𝑒𝑛𝑒𝑟𝑔𝑦 𝑖𝑛𝑝𝑢𝑡 The project team at Southern Illinois University developed lab activities associated withthermal energy, with energy efficiency and heat loss as the primary focus. This set of labactivities also contained two parts: a pre-lab activity and a hands-on lab activity. a. The pre-laboratory activity discusses the history of insulation in buildings, such as using large stones
for other instructors to adopt in a futureso that this method can have as big as in impact as possible.Bibliography[1] W. Kersting and R. Kerestes, Distribution System Modeling and Analysis with MATLAB® and WindMil®, 5th ed. CRC Press, 2022.[2] J. D. Glover, M. S. Sarma, and T. Overbye, Power system analysis & design, SI version. Cengage Learning, 2012.[3] PowerWorld, “PowerWorld Simulator,” Apr. 17, 2023.[4] F. Milano, “Experience of Unix Terminal-based Labs for Undergraduate Modules on Power System Analysis,” in EDULEARN14 Proceedings, IATED, 2014, pp. 268–277.[5] G. M. Jónsdóttir and F. Milano, “Jupyter notebooks for computer-based laboratories on electrical energy systems,” in EDULEARN19
working in the energy sector.Secondly, efforts will be made to expand student participation through research. This can includeproviding opportunities for students to conduct independent research projects related to energyconversion.Thirdly, the course will feature more projects with collaboration from local industry and fellowfaculty members. These projects will be designed to offer a wide variety of learningopportunities and to enable students to engage with the practical applications of energyconversion.Fourthly, the course will feature more hands-on learning opportunities. This can include the useof computer simulations, laboratory experiments, and other tactile learning methods. Thesemethods will be designed to allow students to gain
and Design Software,” Proceedings of ASHRAE Winter Conference, January 29–February 2, 2022, (LV-22-C014).[14] Jadun, Paige, Colin McMillan, Daniel Steinberg, Matteo Muratori, Laura Vimmerstedt, and Trieu Mai, “Electrification Futures Study: End-Use Electric Technology Cost and Performance Projection through 2050,” Golden, CO: National Renewable Energy Laboratory. NREL/TP-6A20-70485, 2017. https://www.nrel.gov/docs/fy18osti/70485.pdf.[15] Daniel Steinberg, Dave Bielen, Josh Eichman, Kelly Eurek, Jeff Logan, Trieu Mai, Colin McMillan, Andrew Parker, Laura Vimmerstedt, and Eric Wilson, “Electrification & Decarbonization: Exploring U.S. Energy Use and Greenhouse Gas Emissions in Scenarios with Widespread