Conference Session

Sustainable Energy Education

Collection

2010 Annual Conference & Exposition

Authors

Thomas Shepard, University of Minnesota, Twin Cities; Camille George, University of St. Thomas

Tagged Divisions

Energy Conversion and Conservation

being negligible the 1st law of thermodynamics Page 15.1073.12during the heating process is: dE dU du & & = =m = Q −W dt dt dtc). Heat is transferred in via the radiant solar energy collected. Using the data collected,find an average value for Q& in during the heating process: Heat is transferred from the pot due to free convection which depends on thetemperature difference between the water and the surroundings. A theoretical estimate ofthis transfer can be determined to be

Conference Session

Project-based Education in Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego

Tagged Divisions

Energy Conversion and Conservation

was run at the end of the course (Table 1). The scope was to evaluate the subjectiveperception of the students relative to their understanding of energy-related topics rather than usingcomprehensive tests [9] as physics laws were I fact the real objective of the course. A comparisonbetween their pre-course perception and post-course perception was intended (questions 1 and 2). Also a Page 15.800.7relative self-assessment of their progress in this direction was addressed by question 3. Table 1. Exit survey questions Q 1: On a scale of 1 to 10 how important did you think energy conservation was before taking this

Conference Session

Experiences in Teaching Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Paul Chanley, Northern Essex Community College; Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Energy Conversion and Conservation

power to produce electricity. The first task is to provide a qualitative theoryof water power usage as well as a discussion about the impact of water power historically andlocally. This discussion is very productive because of the community college's location within anarea central to America’s Industrial Revolution. The curriculum also includes simple fluidmechanics and terms such as head, flow and diameter of a pipe. The quantitative section of thewater power activity is to discover the principles of the flow equation, [Q = 0.62 * (cross-sectional area)*(2gh) 1/2]. This equation is supported with handouts and worksheets thatincorporate problems for the students to solve. As water falls, it is a potential source of energy.The greater the height

Conference Session

Curricular Developments in Energy Education

Collection

2010 Annual Conference & Exposition

Authors

David Blekhman, California State University Los Angeles; Jason Keith, Michigan Technological University; Ahmad Sleiti, University of Central Florida; Eileen Cashman, Humboldt State University; Peter Lehman, Humboldt State University; Richard Engel, Schatz Energy Research Center; Michael Mann, University of North Dakota; Hossein Salehfar, University of North Dakota

Tagged Divisions

Energy Conversion and Conservation