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Energy Demos: Class Project versus Commercial Equipment

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Capstone and Design Projects in Engineering Technology

Tagged Division

Engineering Technology

Page Count

11

Page Numbers

25.526.1 - 25.526.11

DOI

10.18260/1-2--21284

Permanent URL

https://peer.asee.org/21284

Download Count

161

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Paper Authors

biography

David W. Goodman Indiana University-Purdue University, Indianapolis

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David Goodman is an Assistant Professor who teaches courses in both electrical and mechanical engineering technology at IUPUI. His areas of expertise include electrical power systems, relay protection, energy auditing, solar thermal systems, and informal energy education. He has eight years of electrical and energy engineering experience at General Electric and Owens-Illinois. He has also worked at a number of company sites conducting energy audits and doing renewable energy feasibility studies. He is a life member of the American Solar Energy Society and is a founding member of the Midwest Solar Training Network. He is a chapter Advisor for Engineers Without Borders and he is a member of AEE, ASHRAE, and, of course, ASEE.

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biography

Robert J. Durkin Indiana University-Purdue University, Indianapolis

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Robert J. Durkin is a lecturer of mechanical, industrial, and electrical engineering technology.

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Abstract

Energy Demos: Class Project versus Commercial EquipmentRenewable Energy Education is a hot topic and many institutions are trying to make up groundand address the educational issues raised by Rosentrater; many courses are being added tocurriculums and require new lab equipment. Many companies have responded by providinghighly polished educational equipment and pre-designed lab manuals. Due to varied economiccircumstances, many instructors must develop their own equipment and lab manuals. While ithas been well documented that humans learn better through a combination of hearing, seeing,and hands-on experience, there are considerably fewer documents on whether student/instructordesigned and built equipment is more or less advantageous than commercial equipment. Thispaper discusses the details of developing the experience-based lab class, describes the labs andtheir structure, discusses some of the pros and cons of each system with respect to pedagogy,time, cost, etc. in the course and curriculum.Rosentrater, K. A. & Al-Kalaani, Y. (2006). Renewable energy alternatives – a growingopportunity for engineering and technology education. The Technology Interface, 6(1), Spring2006. Retrieved September, 2009, from (http://technologyinterface.nmsu.edu/Spring06/.)

Goodman, D. W., & Durkin, R. J. (2012, June), Energy Demos: Class Project versus Commercial Equipment Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21284

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