Energy Demos: Class Project versus Commercial Equipment
- Conference
- Location
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San Antonio, Texas
- Publication Date
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June 10, 2012
- Start Date
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June 10, 2012
- End Date
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June 13, 2012
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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11
- Page Numbers
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25.526.1 - 25.526.11
- DOI
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10.18260/1-2--21284
- Permanent URL
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https://peer.asee.org/21284
- Download Count
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402
Paper Authors
David W. Goodman Indiana University-Purdue University, Indianapolis
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.
Robert J. Durkin Indiana University-Purdue University, Indianapolis
Robert J. Durkin is a lecturer of mechanical, industrial, and electrical engineering technology.
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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