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. 10.18260/1-2--17902

\bibitem{asee_peer_17902}
  Pantchenko, O. S., \& Tate, D. S., \& O'Leary, D., \& Isaacson, M. S., \& DUPE Shakouri, A. (2011, June), \emph{Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17902

Oxana S. Pantchenko, Daniel Scott Tate, Daniel O'Leary, Michael S. Isaacson, and Ali DUPE Shakouri.  "Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17902 Internet.  25 Apr, 2024

\bibitem{asee_peer_17902}
  Oxana S. Pantchenko, Daniel Scott Tate, Daniel O'Leary, Michael S. Isaacson, and Ali DUPE Shakouri.
  "Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17902 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_17902
author = "Oxana S. Pantchenko, Daniel Scott Tate, Daniel O'Leary, Michael S. Isaacson, and Ali DUPE Shakouri"
title = "Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17902}
number = {10.18260/1-2--17902}
}

TY  - CPAPER
AB  - 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.
AU  - Oxana S. Pantchenko
AU  - Daniel Scott Tate
AU  - Daniel O'Leary
AU  - Michael S. Isaacson
AU  - Ali DUPE Shakouri
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Enhancing Student Learning through Hands-On Laboratory Experiments on Renewable Energy Sources
UR  - https://peer.asee.org/17902
DO  - 10.18260/1-2--17902
ER  -