June 18, 2006
June 18, 2006
June 21, 2006
Energy Conversion and Conservation
11.355.1 - 11.355.16
Conservation of Energy for Campus Buildings: Design, Communication and Environmentalism through Project Based Learning Abstract
A project designed to conserve energy and reduce greenhouse gas emissions resulting from operation of campus buildings has been developed and is being taught at Rowan University as part of Sophomore Engineering Clinic. The goals of Sophomore Clinic are to develop design and communication skills. This paper will discuss the framework of the class, with specific emphasis on how the project fits into the objectives of Sophomore Clinic, and disclose details to allow implementation of the project in similar project- based courses at other institutions. The technical aspects of conserving energy are well suited for introducing design. Introducing ethics and professionalism are also goals of the clinic sequence and a project on reducing greenhouse gas emissions is compatible with these goals.
Engineering Clinics are a hallmark of the Rowan University College of Engineering.1-2 Each semester, Engineering students take a project-based clinic class that is developed through applications drawn from various engineering disciplines and industry. The purpose of the clinic courses is to prepare students for engineering practice in ways that traditional blackboard and textbook classes cannot. Solving open-ended problems, multidisciplinary teamwork and communication skills, as well as professionalism and ethics are emphasized throughout the clinics. As students progress throughout the Rowan curriculum, the clinic projects become decidedly more “real-world.”
The main goals of the Sophomore Engineering clinics are to develop communication and design skills, while continuing to foster real-world skills that are central to the Engineering Clinic series. Concurrent to developing design skills, students develop written (Fall Semester) and oral (Spring Semester) communication skills. Since a significant aspect of the real-world design process involves communication with customers and team-members, an integrated course in design and communication makes pedagogical sense. To this end, students have written and oral deliverables that are related to their design projects throughout the two semester series. A revised model for Sophomore Clinic was introduced in the summer of 2005. The revisions were influenced strongly by a recent paper by Dym, et al.3, and based on the premise that a progression of increasingly complex4 design projects is the best way to introduce students to design.
For the first project in Fall 2005, student teams spent 4 weeks designing a rocket made from a soda bottle and propelled by water and compressed air.5 The design objective was a rocket that flies the longest distance possible. To simplify this design project, the initial launch angle, water pressure at launch, and the size of the bottle, are given as constraints. After the first day, students are asked to develop a wing design that can be completely described by a single parameter (e.g., the length of one leg of a triangle). As a result of these simplifications the first project is an exercise in parametric design. Convergence
Riddell, W., & Jansson, P. M., & Dahm, K., & Benavidez, H., & Haynes, J., & Schowalter, D. (2006, June), Conservation Of Energy For Campus Buildings: Design, Communication And Environmentalism Through Project Based Learning Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--99
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