Conference Session

Project-based Education in Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Carl Spezia, Southern Illinois University, Carbondale; Jason Buchanan, Southern Illinois Universaity, Carbondale

Tagged Divisions

Energy Conversion and Conservation

are a harmonic current source. An independent current sourcewith a constant value represents the 3rd harmonic current injections. Dependent current sourcesrepresent the remaining harmonic injections. The dependent sources use the regressionequations shown in Figure 4 to relate terminal voltage to the 5th, 7th, and 9th harmonic currents.The constants in the relationship reflect scaling to produce peak current values. Page 15.296.7 C = (2.9µF)NL I9(VL,NL

Conference Session

Experiences in Teaching Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

James Riddell, Baker College Of Flint; Anca Sala, Baker College Of Flint

Tagged Divisions

Energy Conversion and Conservation

. Page 15.133.1© American Society for Engineering Education, 2010 Alternative Energy, an Introduction for EngineersAbstractThe purpose of this course is to give undergraduate engineering students opportunity to exploremultiple types of alternative energy sources and reflect on the implications of the implementationof a particular energy source. Lifecycle planning, engineering and management of particularforms of alternative energy sources such as wind turbines, photovoltaic, geothermal along withmany lesser known sources were researched by the students. The format of the course wasstructured such that each student had a unique topic area to research and present to the class thebasics of a given energy source along with current

Conference Session

Renewable Energy in Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Muhittin Yilmaz, Texas A&M University, Kingsville; Naren Reddy Dhansri, TAMUK

Tagged Divisions

Energy Conversion and Conservation

real wind speed values at whichthe wind turbine motor shaft rotates. The given wind speed will be the reference speed to themotor system, i.e., the presumed wind speed will be converted to a reference voltage to drive themotor. The presumed wind turbine PMDC generator is connected to the presumed wind turbinemotor, rotating at the same speed and generating corresponding voltage values. The teams weregiven the following concept questions during the actual laboratory and were asked to include thecorresponding answers in their technical laboratory report: Q) Investigate the wind turbine mathematical equations, explain the variables affecting the power & voltage generation, and introduce another parameter to reflect real-life

Conference Session

Curriculum and Facility Developments for Innovative Energy Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Amir Abtahi, Florida Atlantic University

Tagged Divisions

Energy Conversion and Conservation

gained an understanding of the principles of sustainability/regenerative leadership and innovation as they apply to personal and organizational change in their engineering field.  Have acquired the knowledge, skills, and dispositions necessary to engage in regenerative engineering.  Have been exposed to leaders who are designing and applying regenerative approaches that are revolutionizing their industries, and who are solving some of the critical environmental and social issues not addressed by conventional practices.  Have developed a sustainability-focused team project by engaging in a reflective, integrated design process.IV.2 Introduction to Alternative Energy TechnologiesThe primary

Conference Session

Curriculum and Facility Developments for Innovative Energy Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarma V. Pisupati, Pennsylvania State University, University Park; Yaw D. Yeboah, Pennsylvania State University, University Park

Tagged Divisions

Energy Conversion and Conservation

is a strategicissue of great importance to the nation. With society’s growing need for energy and energy-related workforce, many institutionsare vying to take advantage of these opportunities and challenges. Some academic institutionswith traditional engineering programs (e.g., chemical, civil, mechanical, electrical and nuclearengineering) have created departments and/or programs in energy-related areas to reflect thegrowing need and trend. To move The Pennsylvania State University to the forefront in energy,the Department of Energy and Mineral Engineering proposed a formal undergraduate degreeprogram (Bachelor of Science) in the growing field of energy engineering. The program benefitsstudents of several colleges at The Pennsylvania

Conference Session

Projects in Alternative Energy: Wind and Solar

Collection

2012 ASEE Annual Conference & Exposition

Authors

Reg Recayi Pecen, University of Northern Iowa; Faruk Yildiz, Sam Houston State University; Bekir Z. Yuksek, University of Northern Iowa; Ulan Dakeev, University of Northern Iowa; Kenan Baltaci, University of Northern Iowa

Tagged Divisions

Energy Conversion and Conservation

. Page 25.390.10 Figure 8. Wind power generation in selected three months.In addition to curriculum development in courses Introduction to Electrical Power/Machinery,Advanced Electrical Power Systems, Wind Energy Engineering, and Wind Power Applications,there are also workshops planned for the Cedar Valley area STEM teachers and local farmersinterested in establishing small-scale wind power systems in the area. The proposed equipment ispart of a program initiative to improve our laboratory facilities to better reflect on the current andfuture renewable energy technologies. The proposed testbed allows students to be educated andtrained in the utilization of real-time electrical power systems and additionally will allow them

Conference Session

Innovative Energy Projects

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven R. Walk, Old Dominion University

Tagged Divisions

Energy Conversion and Conservation

purpose beyond, "It is assigned". 2. Support the learner in developing ownership for the overall problem or task. 3. Design an authentic task. 4. Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning. 5. Give the learner ownership of the process used to develop a solution. 6. Design the learning environment to support and challenge the learner's thinking. 7. Encourage testing ideas against alternative views and alternative contexts. 8. Provide opportunityIn having students participate in the lab design, the author observed many of these elements ofdiscovery-based learning in the volunteer students‟ approach and behavior. While this

Conference Session

Energy Conversion and Conservation Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Constantine Nicholas Tzouanas; Vassilios Tzouanas, University of Houston, Downtown

Tagged Divisions

Energy Conversion and Conservation

1 percent of total energy consumption is solar, compared withroughly 85 percent from oil, natural gas, and coal1.Even though a number of technologies are already available, improving them to a level that leadsto widespread use of solar power requires continued research and engineering efforts. This workfocuses on one of these technologies, namely the photovoltaic (PV) systems.PV systems are comprised of photovoltaic cells. A photovoltaic cell is designed to convertradiant energy in light to electrical energy that can be used to power devices. They are usuallymade of semiconductors, like silicon, and have an anti-reflective coating. In a photovoltaic cell,one side has a positive charge and the other side has a negative charge. When photons

Conference Session

Digital Simulation Tools in Energy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura J. Genik, Michigan State University; Craig W. Somerton, Michigan State University

Tagged Divisions

Energy Conversion and Conservation

to showcase the uses of MATLAB in the context ofengineering applications. Learning objectives were developed for the introduction of MATLABto the courseA2. In courses focused on learning the tool, rather then the application, students canbecome muddled in the nuances of the tool rather then its overall usefulness to the discipline.This is the impetus for adding this component to a required class in the sophomore level.Students were informed on the syllabus that certain assignments would be computer intensiveand the point value for these problems would reflect the amount of expected effort. It was also Page 22.1642.2noted on the homework

Conference Session

Investigating Alternative Energy Concepts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mehmet Sozen, Grand Valley State University; David Faasse

Tagged Divisions

Energy Conversion and Conservation

. This model relies on the inverse relationshipbetween reflected irradiance from the clouds and atmosphere back into space and groundirradiance which is the radiation that reaches the surface of the earth. For more details one canrefer to the users’ manual of NSRDB4.Figure 2 depicts the comparison of total irradiance on a horizontal surface obtained fromdifferent models and direct measurements. Figure 2 Comparison of total solar irradiance on a horizontal surface.The direct (beam) radiation component of this is shown in Fig. 3. This was obtained by using the Page 22.975.5following model for the fraction of diffuse radiation on a

Conference Session

Digital Simulation Tools in Energy Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Saeed Sean Monemi, California State Polytechnic University, Pomona

Tagged Divisions

Energy Conversion and Conservation

15% Presentation 5% Self Evaluation 5% Communication and team work 5% Availability 5% Reflection 5%ConclusionBy developing this course the students will have enough understandings and techniques to takeon the challenges that are facing today’s power distribution network systems. As the size of thesmart grid system grows, the problem of decision making on day to day operations becomesobvious. The scaling issue has presented a problem and therefore a

Conference Session

Curricular Developments in Energy Education

Collection

2010 Annual Conference & Exposition

Authors

Ilya Grinberg, Buffalo State College; Mohammed Safiuddin, State University of New York, Buffalo; Chilukuri Mohan, Syracuse University; Steve Macho, Buffalo State College

Tagged Divisions

Energy Conversion and Conservation

participation ofsteering oversight board and steering oversight committees at each level. Figure 2 representstypical curriculum lifecycle for an individual program, such as Smart Power Engineering,Electric Power Fundamentals, etc. It has a number of program outcomes and course outlines2. Fig.2. Curriculum Development for Typical ModuleFigure 3 represents curriculum structure of interrelated modules delivered either at one or atmultiple institutions. Administration and delivery infrastructure are unified and linked toconditions in Fig. 2. Such a structure with distributed modules and unified administration anddelivery network reflects the concept of the consortium by providing flexibility, integration ofexpertise, and

Conference Session

Sustainable-energy Education: Lessons Learned

Collection

2009 Annual Conference & Exposition

Authors

Tom Ferguson, University of Minnesota, Duluth; Paul Weber, University of Minnesota, Duluth

Tagged Divisions

Energy Conversion and Conservation

standarddeviation on statements involving U.S. energy consumption and the role of the Earth’s albedo inclimate change, while the Fall 2008 class was most consistent in their responses on the publichaving sufficient energy education and increasing levels of carbon dioxide. Table 2: Greatest Consensus (Standard Deviation) Statement Spring The United States uses more energy per capita than any other country 1.2 Variations in the Earth’s reflectivity impact climate change 1.4 Celebrities are credible sources of advice on energy and the environment 1.5 Energy transmission is a significant barrier to efficient energy choices 1.5

Conference Session

ECCD Technical Session 4: Energy and Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Pragya Niraula, Oklahoma State University; Amrit Sunil Chugani, Oklahoma State University; Nilesh Anil Baraskar, Oklahoma State University; Anusha Sunil Saraf, Oklahoma State University; Michael L. McCombs, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

officially began in Guthrie on Christmas Eve 1890 in the McKennon Opera House whenTerritorial Governor George W. Steele signed legislation providing for the establishment of anagricultural and mechanical college as well as an agricultural experiment station in PayneCounty, Oklahoma Territory, effective December 25, 1890 [5]. At long last, Stillwater wasdesignated as the location for the college by the designated commission. On May 15, 1957,Oklahoma A&M changed its name Oklahoma State University of Agricultural and AppliedSciences to reflect the broadening scope of curriculum offered. However, the name was quicklyshortened to Oklahoma State University for most purposes, and the "Agricultural & AppliedSciences" name was formally dropped in

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

ECCD Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Lynn Wade, Northern Arizona University; Karin E. Wadsack, Northern Arizona University School of Earth & Sustainability; Benjamin L. Ruddell, Northern Arizona University; Brent A. Nelson, Northern Arizona University

Tagged Divisions

Energy Conversion and Conservation

their efforts, which can be difficult both for tenure-track faculty who are evaluated based onresearch publications as well as non-tenure-track faculty with high teaching loads.In reflection of these lessons learned, we plan to continue to implement these projects in classeswherever relevant, including both design- and energy-focused courses, in addition toindependent study and research projects. Continuous project refinement is needed to ensure thatprojects are well-defined and tractable for students. All projects will require regular feedback andinteraction with facilities staff to ensure both project relevance and implementation of projectresults. Finally, the continued pursuit of institutional-level resources will be needed to providethe

Conference Session

Experiences in Teaching Energy Courses

Collection

2007 Annual Conference & Exposition

Authors

Timothy Skvarenina, Purdue University

Tagged Divisions

Energy Conversion and Conservation

it. They are being heldresponsible for coming to class every time and participating in class. They would much rather befree to skip class when they want to and get the notes off the web or from a friend. With the firstclass I taught using clickers, this was a major issue and was reflected in the end-of-termevaluations. In the conclusions section, I will describe how I tried to deal with that with mysecond class.The final disadvantage, that I have found is that it takes time to develop good questions andmultiple choice responses for use in class. The numeric format of the clickers only allows asingle number to be entered, so numeric problems must be structured to allow the students toenter the numbers in a reasonable format (e.g., rather than

Conference Session

Learning about Power Systems and Power Consumption

Collection

2009 Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania

Tagged Divisions

Energy Conversion and Conservation

GammaFig. 14: Simulink/SPS model of the CIGRE HVDC Benchmark systemLecture 3Simulation: The HVDC system simulated in this study is modeled based on the CIGRE HVDCBenchmark system. For the simulation, a time-step of 50 µs is customarily chosen, which isslightly less than 1″ for a 50 Hz waveform. To implement the model with Simulink/SPS, a totalof 109 states; 37 inputs; 86 outputs; 31 switches were used. Matlab 7.6.0 (R2008a) was used toconduct the simulation. The normal operation of the HVDC system is affected by faults on theDC line, converters, or the AC system. The impact of a fault is reflected through the action ofconverter controls. In an AC system, relays and circuit breakers are used to detect and removefaults. On the other hand, the faults

Conference Session

Design Projects in Wind and Solar Energy

Collection

2006 Annual Conference & Exposition

Authors

Steven Hazel, Rowan University; Peter Mark Jansson

Tagged Divisions

Energy Conversion and Conservation

atracing. Multiple readings should also be taken. Generally the 4 roof corners are sufficient, whilesometimes due to shading, pictures of the pathfinder must be taken in middle sections of the roof.The data found in each of these readings can be used to find a total yearly average for the entireroof area.To use, place the pathfinder as close to the roof surface as possible and level it. The pathfinder’sreflective dome makes it possible to perform assessments on a less than sunny day. In fact, if theSun is too strong use the field notebook to block the Suns reflection in the pathfinder as shown inFigure 9. Figure 10 is an example of how effectively the pathfinder works on a cloudy, evenraining day. If the pathfinder is completely shaded by

Conference Session

Energy Efficiency and Capstone Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University; Richard Chiou, Drexel University

Tagged Divisions

Energy Conversion and Conservation

in renewable energy and sustainability[1],[8],[9].The main objectives of these developments are related to (1) promotion of awareness of theemerging technologies in renewable energy area; (2) making students cognizant of the globalchallenges regarding reducing the carbon footprint in industrial setting, climate change, andother energy related issues, (3) preparing the needed high quality workforce in renewableenergy systems who will develop new systems, devices and technologies for the industry.General Framework of the MinorAs is reflected in the figure above (Figure 1) the minor courses are mostly technical electives forour major while three of the courses from our minor are also core curriculum courses for the ETmajor. The minor can be

Conference Session

Energy Efficiency and Capstone Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

David McDonald P.E., Lake Superior State University

Tagged Divisions

Energy Conversion and Conservation

% Faculty Grades of Student Work ….….. 84% Student Comment Faculty Comments The students worked through programming exercises to learn the basics of CANoe for CAN analysis and simulation.Part 2: Discussion Question Given a reasonable amount of time, do you feel comfortable in approaching a vehicle instrumentation or data acquisition problem that involves the use of CAN? Yes Yes, I believe I have a firm grasp of the fundamental concepts of CAN. Kind of difficult with the amount of time the professor was away. Given adequate time and resources (manual, examples, etc.), I feel that I could solve vehicle instrumentation problems using CAN.Summary:This paper reflects a portion of the content of a course that is meant to help

Conference Session

Energy Conversion and Conservation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Victoria A. Scala, United States Military Academy; James Ledlie Klosky P.E., United States Military Academy

Tagged Divisions

Energy Conversion and Conservation

an average of 93% which is an A-. Therefore 77% of the class performed with a B+ orhigher on the project and 44% earned an A on the project. As a whole, student performance onthe group project exceeded performance on exams. As this was a newly developed courseoffered for the first time, student performance proved a positive reflection on the coursedevelopment. Course Performance 10 Quanitty of Students Earning 8 6 4 Grade 2 0 A A- B+ B B- C

Conference Session

Energy Conversion and Conservation Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Xichen Jiang, Western Washington University; Jill Davishahl, Western Washington University; Dana Hickenbottom; Daniel Saunders, Western Washington University; Troy Thornton, Western Washington University

Tagged Divisions

Energy Conversion and Conservation

severaldays, the power generation curve from the solar panels under smoggy conditions remained“smooth”.Table 7 lists the peak and average power output for each converter type, as well as the total dailyenergy generated under smoggy conditions. From the data, it is evident that the smog diddecrease the power generated from the solar panels but not to the same extent as that of shadingthe panels. This is because even with the smog, diffuse and reflected irradiance were able toreach the solar panels. Table 7: Power and energy output with smoggy conditions Converter Weather Avg. temp (°C) Peak power (W) Avg. power (W) Total energy (J) AP Systems Smog 17 2083 1127

Conference Session

ECCD Technical Session 3: Energy and Multidisciplinary

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Fred Lacy, Southern University and A&M College

Tagged Divisions

Energy Conversion and Conservation

Conference, June 14, 2014,Indianapolis, IN, USA. 3. Next Generation Science Standards, http://www.nextgenscience.org/implementation, accessed on 12/10/2014. 4. F. C. Berry, P. S. DiPiazza and S. L. Sauer, “The future of electrical and computer engineering education," IEEETransaction on Education, Vol. 46, no. 4, pp. 467-476, 2003. 5. G. Gross, G.T. Heydt, P. Sauer P. and V. Vittal, “Some reflections on the status and trends in power engineeringeducation, IERE Workshop: The next generation of power engineers and researchers”, Montreal, Quebec, Canada,10 Oct. 2003. 6. G. Joós, “Training Future Power Engineers”, IEEE Power and Energy, Jan./Feb. 2005, pp 38-47. 7. D. Ray, and F. Wayno, “Collaboration to Facilitate Research and Education in a

Conference Session

ECCD Technical Session 4: Energy and Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arash Kialashaki, California State University, Chico

Tagged Divisions

Energy Conversion and Conservation

steps to address it by improving thesyllabus of their existing courses and adding new courses to their curriculum. In the currentpaper, author recommended introduction to the concept and calculations of four ECMs inEngineering Thermodynamics course. In addition, the author provided a step-by-step proceduremanual for a field trip to the university central utility plant, which is available in manyuniversities across the U.S. A paper-based SET survey was conducted to capture students’attitude regarding self-efficacy using a Likert-type scale from 1 to 5. Based on the SEToutcomes, “My overall knowledge of the subject matter has increased” received a 4.27 out of 5which reflects the effectiveness of the implemented teaching methods discussed

Conference Session

Solar and Wind Energy-System Initiatives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaime Ramos-Salas P.E., University of Texas, Rio Grande Valley; Jose Ramirez, University of Texas, Rio Grande Valley; Hiram Moya, University of Texas, Rio Grande Valley; Jose Luis Saldivar Jr, University of Texas, Rio Grande Valley

Tagged Divisions

Energy Conversion and Conservation

insolation during the monthTable 1- List of participant Activities with specific learning objectives and outcomes. Activity # 1: Basics of Solar Trajectory in the Sky.Participants meet at the Sundial during different months of the semester, at noon time, andperform simple measurements: Activity # 2: Clear sky insolation calculator.Following [6], participants created a calculator for direct, diffuse and reflected radiation, using aspreadsheet. The exercise was done for different locations, hour of day, and panel’s tilt andorientation. Activity # 3: Determination of Solar Panels Efficiency.Endowed with an inexpensive pyranometer, participants measured the global irradiance in theplane of the array of a campus photovoltaic array

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Timothy A Poynton, University of Massachusetts Boston

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

to note that the diversity among BPHS studentswas reflected in the EE students. Page 26.1232.10While BPHS students engaged well with the tables staffed by Suffolk EE faculty and students,these exhibits would have benefitted from the types of signs that the industry had to orient the 9students about what they were learning. They also would have benefitted by having seatsarranged around their exhibits and the industrial presenters had. The Suffolk EE studentsinteracted with and engaged the BPHS students at this exhibit quite well, and the Tesla coil had apalpable ‘wow’ factor.There were other

Conference Session

ECCD Innovative Teaching Applications

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wiaam Yasser Elkhatib, Students for the Exploration and Development of Space (SEDS) IUPUI Chapter; Peter J. Schubert, Indiana University Purdue University, Indianapolis; Steven Anthony Zusack, Indiana University Purdue University Indianapolis; Emily Carol Rosales, Indiana University-Purdue University Indianapolis; Austin C. Stanforth MS, IUPUI

Tagged Divisions

Energy Conversion and Conservation

equipment, antennas, etc.).Depending on the location, these objects could be considered to either obstruct the IFOV of thesolar panel and lux, or could potentially reduce the availability of reflected light off of nearbyspecular surfaces to increase available light to the systems. Although this situation wasconsidered, the students could not come up with a way to mitigate this confounding. Therefore,no further attempt to normalize the variable, besides compensate for lux to output, wasincorporated into the study. Finally, while the decreasing temperature throughout the course ofthe study likely had bearing on numerical outcomes, preliminary analysis suggested thatfactoring in the theoretical effect would not have altered the overall consensus of

Conference Session

ECCD International Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Henry Louie, Seattle University; Steve Szablya, Seattle University; Agnieszka Miguel, Seattle University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

students were exposed to and Page 26.1413.11learned additional concepts.A follow-up survey was sent to the four participating students approximately nine months after theacademic year ended. The students were asked to reflect on their involvement in the project, andthen rate how their participation affected their learning in six areas, as indicated in the following: 1. Ability to work as part of a large interdisciplinary team of technical and non-technical professionals. 2. Ability to write a real request for proposals and evaluate the responses. 3 Ability to consider life cycle issues when specifying components and identifying vendors. 4

Conference Session

ECCD Technical Session 5: Energy and Wind and Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph C. Rodriguez, United States Coast Guard Academy; Scott C. Pierce, United States Coast Guard Academy; Brennen McCulloch; George McBurney, United States Coast Guard Academy; Tooran Emami Ph. D., United States Coast Guard Academy

Tagged Divisions

Energy Conversion and Conservation

nature of the load and respond by utilizing the appropriate component of the hybrid design. In the future, the controller will no oversupply the load, as can be seen from time 0 - 4.5 s, instead this power will be used to charge the battery. The load of the simulation will also be updated to accurately reflect the transition in demand of the variable load, opposed to the current, instantaneous changes in demand. This poses a future challenge of programming a controller to recognize the changing demands from the load and activate the battery to improve system response. ResultsI. Load Testing Testing the power draw of the trolling motor while testing it at various rpm settings was required to find the maximum power required to power the