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Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Alternative Energy Laboratory Experiences

Tagged Division

Energy Conversion and Conservation

Page Count

15

Page Numbers

22.621.1 - 22.621.15

Permanent URL

https://peer.asee.org/17902

Download Count

31

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Paper Authors

biography

Oxana S. Pantchenko University of California, Santa Cruz

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Oxana Pantchenko received B.S. degree and M.S. degree in electrical engineering from University of California, Santa Cruz in 2006 and 2008 respectively. She is currently pursuing her Ph.D. degree in Electrical Engineering from University of California, Santa Cruz. Her interests include education, renewable energy sources, sustainability engineering and ecological design.

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Daniel Scott Tate University of California, Santa Cruz

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Daniel Tate is finishing his B.S. degree in Bioengineering from the Univserity of California, Santa Cruz. He will be attending law school next year in pursuit of a career in patent law. His interests include electrochemistry, DNA sequencing, renewable energy and microfluidics.

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Daniel O'Leary University of California, Santa Cruz

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Having earned a B.S. in Computer Engineering from the University of Southern California and a B.A. in Management Engineering from Claremont McKenna College; Dan O'Leary is currently working on a Ph.D. in Electrical Engineering from the University of California, Santa Cruz. His research at the Renewable Energy Lab at NASA Ames in Mountain View, CA investigates the use of wind and solar power on electric vehicles, energy storage, and smart grid technologies. More information on this project can be found at http://re.soe.ucsc.edu/.

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Michael S. Isaacson University of California, Santa Cruz

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Ali DUPE Shakouri

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Abstract

ENHANCING STUDENT LEARNING THROUGH HANDS-ON LABORATORIES ON RENEWABLEENERGY SOURCESA theory based renewable energy sources course was complemented with seven hands-onlaboratory experiments. The course was designed for engineering and non-engineeringundergraduate students and did not require any advanced mathematics or physics background.Each laboratory experiment introduced a miniature version of energy conversion device thatmimicked the insights and workings of a real scale device. The seven hands-on laboratoryexperiments were; flywheel, solar pathfinder, photovoltaic motor, hydroelectric, wind turbine,thermoelectric, and fuel cell laboratory. In order to record the level of improvement of the class,each student was given a questionnaire before and after completing each experiment and at theend of the academic term. Each questionnaire consisted of five different types of questionsrelevant to an individual renewable energy source studied at that time. This paper presentsresults of our findings on performance improvements by laboratory type, class level, gender andstudent major. In more detail, our assessment showed that the students learned the mostduring Flywheel laboratory experiment. When results were grouped by the class level, the mostadvanced class level, or forth year students, showed the most improvement. Overall, bothgenders showed significant improvement. Finally, when results were grouped by the major, ourassessment showed that the students with social science major showed the most improvement.A total of 140 students from University of California, at Santa Cruz participated and as a wholeclass showed a significant increase in their knowledge.

Pantchenko, O. S., & Tate, D. S., & O'Leary, D., & Isaacson, M. S., & DUPE Shakouri, A. (2011, June), Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17902

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