AC 2010-851: DEVELOPING AN ENERGY LITERACY CURRICULUM FOR INCOMING FRESHMEN AT BAYLOR UNIVERSITY: LESSONS LEARNED Kenneth Van Treuren, Baylor University Dr Van Treuren is a professor on the faculty in the Mechanical Engineering Department at Baylor University He teaches the capstone Mechanical Engineering Laboratory course as well as courses in heat transfer, aerospace engineering, gas turbines, fluid mechanics, and wind power His research interests include energy education and gas turbine heat transfer He can be contacted at Kenneth_Van_Treuren@baylor.edu Ian Gravagne, Baylor University Dr Gravagne is an assistant professor with the Electrical and Computer Engineering department at Baylor University He teaches the Engineering Design II (“senior design”) course, as well as technical electives in solar energy, robotics and engineering mathematics His principal research interests are the engineering applications of dynamic equations on time scales and energy education He can be contacted at Ian_Gravagne@baylor.edu Page 15.379.1 © American Society for Engineering Education, 2010 DEVELOPING AN ENERGY LITERACY CURRICULUM FOR INCOMING FRESHMEN AT BAYLOR UNIVERSITY: LESSONS LEARNED Abstract Understanding energy, where it comes from, and how it is used, has become increasingly important and will continue to be so in the future As part of the Southern Association of Colleges and Schools (SACS) accreditation effort at Baylor University, the authors proposed a unique energy literacy class for incoming freshmen as an element of Baylor University’s Quality Enhancement Plan (QEP) The QEP called for the development of several Engaged Learning Groups (ELG) for freshmen (from any major on campus) which met one semester hour for four semesters The purpose of this particular ELG was to address the lack of energy awareness on the part of students involved in all majors Entitled “Energy and Society,” the course was also part of the residential learning communities on campus It revolved around the topic of energy and its associated societal, political, environmental and economic dimensions Students who attended the entire course, four semesters, were able to substitute this course for one in their major The first semester was an introduction to energy concepts such as work, power and conservation of energy The second semester dealt with energy production (conventional and alternative/renewable) and usage in society The third semester looked in more detail at issues raised by the students themselves and led them through a process to develop a research proposal in an energy related area The last semester was dedicated to the research project proposed by the students Much was learned from the first offering of this course The paper examines the structure of the course, its assessment, lessons learned, and changes proposed for the second offering of this course sequence Importance of Energy Education It is evident that energy and its use have become increasingly important to the United States and the world Shortages in traditional hydrocarbon fuels are being forecast and there is more talk about renewable energy sources While energy is very important, as a presidential debate topic not much was said about energy in the last election In fact, only 10 minutes of the final 90 minute presidential debate on October 15, 2008 was devoted to outlining energy policy1 From listening to the debates, it was evident that both candidates have studied the energy challenges facing the nation, however, each candidate needed to think through the impact and cost of their policies President Obama has described several key issues in energy and the environment that he has pledged to work towards in his administration Called the “New Energy for America” plan, it consists of the following2 Help create five million new jobs by strategically investing $150 billion over the next ten years to catalyze private efforts to build a clean energy future 2) Within 10 years save more oil than we currently import from the Middle East and Venezuela combined 3) Put million Plug-In Hybrid cars cars that can get up to 150 miles per gallon on the road by 2015, cars that we will work to make sure are built here in America 1) Page 15.379.2 Ensure 10 percent of our electricity comes from renewable sources by 2012, and 25 percent by 2025 5) Implement an economy-wide cap-and-trade program to reduce greenhouse gas emissions 80 percent by 2050 4) President Obama wants to make the U S a leader on climate change and energy The disconnect comes when one looks at what it will take to achieve these goals outlined above Today’s economic direction points to these goals as being overly optimistic To achieve these goals will take massive amounts of capital and national resolve at a time when the economic stimulus seems to be focused on Wall Street and the banking industry, health care reform, and the military conflict in Afghanistan It is clear that an industrialized society takes energy for granted3-7 However, just under the surface lies a great need for people to be informed about energy, everyone from politicians who govern our energy industry to the average consumer8 A survey conducted by the National Environmental Education and Training Foundation (NEETF) finds that people are often bewildered, or worse yet, may choose to ignore energy and environmental information because it is deemed “too complex” to understand8 Certainly, we should expect college graduates to be able to ask the right questions and then evaluate the answers they receive In the area of energy usage, Americans are clearly not informed about energy According to the NEETF survey, only 12 % of Americans correctly answered seven or more questions on a basic energy knowledge test9 Questions about trends in electrical energy generation, gas mileage for cars, and which sector of the economy uses the most energy were often answered incorrectly Ironically, however, the survey finds that people often overestimate their energy knowledge Clearly, this is an inconsistency that must be remedied through intensified educational efforts Future generations will have to ask tough questions regarding energy9, 10 and then have the knowledge base with which to make wise energy decisions The authors are advocating a concept termed energy literacy and are proposing to address a national need by developing energy literate students across all disciplines on the Baylor campus But how is energy education best accomplished? The Energy and Society Engaged Learning Group Page 15.379.3 The concept of the Engaged Learning Group (ELG) is the novel result of a process tied to Baylor University’s re-accreditation under the Southern Association of Colleges and Schools (SACS)11, 12 The present accreditation guidelines require every SACS school to submit a Quality Enhancement Plan (QEP) Baylor’s plan consists of two components, the ELG structure, aimed at freshman and sophomores, and the Undergraduate Research and Scholarly Achievement (URSA) concept aimed primarily at juniors and seniors The goals of the ELGs are to increase student-faculty contact, emphasize active learning, facilitate cooperative learning, and increase the number of undergraduate students engaging in research The ELGs were competitively selected from faculty proposals with three being chosen for this first offering The titles were Film and Global Culture, Hispanic Families in Transition, and, the subject of this paper, Energy and Society For the ELGs, the students initially begin as freshmen and take one semester hour per semester for four semesters If students complete the required number of semesters, they will receive credit for a course in their major (typically a laboratory science, in the case of the Energy and Society ELG) The purpose of the Energy and Society ELG is to give Baylor University students a foundation upon which to build an informed understanding of complex energy issues With understanding comes the ability to begin answering the questions confronting society Specifically, the four learning objectives are: 1) To develop scientific energy literacy; 2) To closely examine the production and consumption of energy in both developed and developing countries; 3) To examine the social, political, environmental and ethical problems of an energy-dependent civilization 4) Understand, hypothesize, propose and execute a research project in the theme, “The campus as an energy-efficiency and alternative-energy laboratory.” The four semesters for Energy and Society ELG followed the learning objectives: Energy Literacy This semester began by connecting energy production and consumption with societal and environmental effects As a foundation, students learned basic unit conversions, calculations for energy values, and the concepts of energy conservation (i.e the first law of thermodynamics) and efficiency This semester contained an additional seminar feature which addressed the topics for transition from high school to college Students wrote a report about an aspect of energy usage, production, etc that interested them Energy Production This semester exposed students to energy conversion from fossil fuel, nuclear, solar, thermal, photovoltaic, fuel cell, hydro, alternative fuel, and wind sources Students explored how energy is used in sectors such as transportation, housing/HVAC, electronics, agriculture, and industry Students also wrote and researched an energy-related scientific hypothesis Energy and Society In this semester, stewardship and worldview were the threads that were woven throughout the topics concerning energy, environment and society The students were asked to further research topics significant energy issues with the thought that these topics might contribute to their research project Assessment included a 20 minute presentation to the class on their energy related topic with time to answer questions Each student then wrote a formal research proposal based on the hypotheses stated in their presentation Students with similar topics were placed in teams for the final research project Page 15.379.4 Energy Research This semester led student research teams to investigate a thesis/hypothesis that was developed throughout the previous three seminars The desire for these projects was to examine the Baylor University campus as an energy laboratory Students researched topics that could be of significant impact to energy consumption/production and energy economics on campus and in the community The research theme supported an exciting and independent activity Students self-selected research areas, with aspects of proposal writing, speaking and presenting, and independent research all tied together in the projects The projects researched by the ELG students are listed below: 1.) Wind power site survey Two students worked with personnel at the Waco Region 12 Educational Services Center on Highway to site a small wind turbine They invited a team from West Texas A&M University to assist in the erection of a tower with a wind anemometer, in order to log wind speeds and directions Dealing with community and city organizations proved a valuable experience The wind survey was not accomplished and is still being coordinated This information from the wind survey is needed in order to eventually place the turbine and predict its performance 2.) Rooftop gardens Two students constructed small sample roof surfaces on which to test the ability of various green plantings to lower building heating loads in the summer Difficulties with instrumentation and construction/placing of the test sheds took longer than anticipated 3.) Adaptive lighting Two students installed motion-activated lighting in restrooms and classrooms in the Rogers building, and compared energy-usage results against classrooms and restrooms without motion-activated lights They wanted to know where it was appropriate to use sensor technology and whether it worked as advertised 4.) Engines and Propulsion A team investigated the “well-to-wheel” efficiency of using ethanol for transportation vs hydrogen fuel cell technology They worked with personnel at a local technical college to use an engine dynamometer Data was also taken on a hydrogen fuel cell 5.) Solar Photovoltaics Another team installed several types of photovoltaic collectors on the engineering building roof and carefully monitored their energy output The students wanted to know whether one particular type of collector has the substantial cost-benefit advantage that its manufacturers claimed and to get a sense of how much solar energy can be harvested at this location in a given month Value Added Survey Page 15.379.5 One of the assessment instruments used with the ELG was a survey developed by the National Environmental Education and Training Foundation (NEETF)8 This survey attempted to assess the students’ knowledge of environmental issues Originally conducted successive years from 1995 to 2001, this survey showed an increase in perception on the part of the survey subjects concerning energy and environmental issues (64% to 75%) over this time period The survey consisted of a list of 10 questions on general energy topics The 10 NEETF questions were the first questions asked in the 20 question Value Added Survey administered to the ELG students The next 10 questions were related to general topics in the energy field, like efficiencies and even typical units The test was administered on the first day of the first semester and then again on the last day of the third semester It was administered on the last day of the third semester as some of the students did not continue to the fourth semester This forth semester was not needed for some students to receive their academic credit Twenty seven students took the survey the first time and fifteen students took the survey in the third semester The results of the surveys and their comparisons are listed in Tables 1-3 Table lists the results of the survey by question As can be seen by the table, 16 of the questions showed some improvement, some by a large margin Table shows the average number of questions correct by section According to the NEETF report, a score of 5.0 or above on the quiz indicates that respondents have “A lot” of knowledge about energy issues As can be seen from the results, the average for the ELG students was above 5.0 for both the pre and post assessment This was not surprising since the students volunteered for this course because of their interest in energy issues The students showed a 14.3% increase on the NEETF questions after completing the three semester ELG sequence For the second 10 questions, an initial score of 2.7 indicates a lack of a basic knowledge concerning energy issues The students show an improvement of 37% however, the improvement of only one correct question after completing three semesters shows that basic energy knowledge might still be lacking An overall score of 50% on the entire survey might be considered a modest success at the completion of three semesters; however, there is still room for improvement Table 1: Results of Value Added Survey listed by question (27 students – Pre, 15 students –Post) Question Pre % Correct U.S electricity generation 67 Home use of electricity 78 Petroleum consumption 37 Fuel for energy generation 52 Us energy consumption 59 Increase energy demands by sector 33 Miles per gallon 19 Nuclear waste 67 Imported U.S oil 56 10 Address energy needs 74 11 Units of energy 19 12 IC engine efficiency 19 13 PV efficiency 33 14 1000MW powers how many houses 19 15 Ethanol 26 16 Oil production 44 17 CAFE fuel economy for cars 59 18 Country with greatest Wind Power 33 19 % airflow extracted through erratic o 15 20 Country with largest reserves of coal Post % Correct 100 73 60 20 73 60 33 73 60 73 33 20 40 40 47 73 53 53 37 40 % change 50 -6 62 -61 24 80 80 10 -1 80 20 116 80 65 -10 60 80 980 Table 2: Number of Questions Correct by Section Questions 11-20 2.7 3.7 38.1 Total 8.2 10 22.2 Page 15.379.6 Questions 1-10 Pre (27 students) 5.5 Post (15 Students) 6.3 % Change 14.3 Table shows what NEETF considers an Energy Report Card On a national level, only 12% of American adults score 70% or higher on this survey The results for the ELG on the first 10 questions showed that the students’ scores were above the national average for both the Pre and Post survey For the Pre survey, 26 % of the students had an acceptable score compared with 47% with acceptable scores for the Post survey Again, this showed that the students had an above average knowledge of energy issues prior to entering the class and that over the three semesters more students achieved this “passing” level Table 3: Energy Report Card Grade (# correct) A (9 or 10) B (8 ) C (7) D (6) F (5 or less) Pre 27 students 3 12 % 11 11 30 44 Post 15 students 4 % 20 27 27 27 National % 13 76 Conclusions and Long Term Goals A complete cycle of four ELG semesters have been completed Overall, the class was a success according to student comments Unfortunately, the numbers in the ELG decreased from 27 initially to 12 in the fourth semester for several reasons Some students decided to leave Baylor after the first semester or the first year because of cost Baylor is a private university and cost can become an issue Second, some students were not willing to the work required to be successful, such as writing essays and even attending the class regularly Baylor University emphasizes classroom attendance and has an attendance policy requiring students to attend 75% of the classes or they will fail a course It could be that the students did not take this class seriously because it only met once a week Third, some students did not require the final semester to receive academic credit for the class and, thus, did not participate in the fourth and final semester Since this was the first offering of the ELG, much was learned and much is still to be learned concerning the administration of such a course The course is seen as a very positive step in beginning to address the problem of Energy Literacy The first offering of the Energy ELG took 27 incoming freshman from across the campus, housed them together, sponsored co- and extra-curricular activities, built community and engagement with faculty, and kept the group (faculty and students) together for years while studying an interdisciplinary academic subject The opportunity exists to improve, as the first ELG concluded in spring 2009 and a second round of the Energy and Society ELG was selected by Baylor University’s administration to start in the fall of 2009 The second ELG would conclude in spring 2011, giving a complete and thorough assessment-improvement cycle If successful, this novel learning structure would be adaptable to almost any residential campus Page 15.379.7 The authors learned many things from the first offering of the ELG For a one semester hour, team-taught course, this was very time intensive The nature of the topic coupled with the expectation to build community with extra-curricular activities was not thoroughly anticipated by the authors at the beginning of the course The authors also found that planning these extracurricular activities was not a skill strength they possessed To improve in this area, a graduate student from student services was employed with great success This individual, who was pursuing a career working with college students, was full of energy and ideas, just the type of individual that was well suited to the task of planning extra-curricular activities These activities included social dinners, picnics, and trips to sports activities Couple these activities with the students living together in a dorm situation and it is easy to see how the goal of community development was met successfully Other areas that were difficult for the authors were field trips to energy facilities and bringing in guest speakers Energy facilities, such as power plants, were not open to tours This is the reality of the world in which we are living after 9/11 In its place, the ELG made use of local environmental organizations that were interested in renewable energy and energy conservation For guest speakers, speakers were mainly found on the Baylor campus that had ties to energy issues Speakers from off campus either had schedule or financial issues with coming to Baylor to engage these students For the second cycle of this ELG, a small amount of funding will be required for field trips, guest speakers, catering for social events, and to pay for a graduate student worker The size of the ELG will be limited to approximately 25 students, similar to the size for the first offering Normally ELGs are populated with approximately 50 students However – even accounting for normal attrition – a 50 student initial population is likely to overwhelm the faculty capabilities during the 4th-semester laboratory research phase The original ELG proposal was ambitious both in its curricular and extra-curricular scope however, a new paradigm is proposed with the second cycle of the ELG, a “just-in-time” approach to learning Just-in-time delivery is unusual in engineering education (for good reasons), but seems appropriate to the present educational task In essence, students will begin with directed readings that concentrate on objective three, examining the social, political, environmental and ethical problems of an energy-dependent civilization The social issues in objective three are familiar to the students These students are naturally motivated by their concern for the environment, or their knowledge of the current geopolitical landscape, or the ties between energy and business Many good, readable texts exist on subjects like peak oil3,14 , Christian positions on the stewardship of resources15-17, the future role of alternative energies4,5,18, 19, and the politics of energy9,10,20 And, of course, there is the morning newspaper! Page 15.379.8 It will not be long, however, before certain subjects become simply intractable without some grounding in the science of energy Thus, at certain points, one to three class periods will be used to learn about a particular technical aspect of energy; for example, how is alternating current (A.C.) electrical power generated and transmitted? What is the relationship between the many units of energy and power? How does a combustion engine actually work? These just-intime modules will support objectives two and three, closely examining the production and consumption of energy in both developed and developing countries and examining the social, political, environmental and ethical problems of an energy-dependent civilization This improved ELG will also boast a healthy complement of hands-on laboratory experiences that were not available to the initial students, some of which are made possible by an NSF CCLI grant, including: ≠ ≠ ≠ ≠ A computerized hydrogen fuel cell (also in use for one of the ES1 research projects) A multi-stage reconfigurable solar thermal collector system A kW solar photovoltaic system with a grid-tie inverter and associated equipment A Heating/Air-Conditioning/Ventilation (HVAC) demonstrator The research theme is a unique aspect of the ELG for the undergraduates at such an early stage in their career This will be enhanced in the second offering of the Energy and Society ELG To support objective four, to understand, hypothesize, propose and execute a research project in the theme, “The campus as an energy-efficiency and alternative-energy laboratory,” will be woven throughout the ELG Its four components – understand, hypothesize, propose and execute – will correspond to the four ELG semesters At the end of semester 1, students will write about an energy-themed topic that is relevant to the Baylor or Waco communities, doing “paper” research to back it up At the end of semester 2, they will defend a hypothesis relating their theme topic to some aspect of energy usage, production, public education, etc Concluding semester 3, teams will form to write formal proposals to investigate the most viable hypotheses A $10,000 budget has been set aside to seed the team projects, with the proposed research occurring in the 4th semester Students, we are sure, will be quite creative here These activities not only reinforce student learning, but may also provide a relevant and useful product that could result in reducing campus energy usage, fulfill a useful and needed public service and provide experience with which students can assess and direct their own energy resource decisions in the future The proposed four semester syllabus is enclosed as an appendix One likely side effect of the proposed just-in-time approach: students will read and write more than in the previous ELG This will come at some expense of the technical material However, reading and writing more is a positive change As mentioned earlier, the context of energy science is what makes it this course extremely interesting for the students Context will help the students understand energy better, and retain more of what they learn And perhaps just as importantly, readings, papers, and discussions punctuated by just-in-time technical modules should help retain students in the ELG over two years In the long run, energy and sustainability will increase in importance Many researchers and authors feel that world energy usage is not only unsustainable, but that industrial economies will experience continuing volatility as non-renewable resources dwindle Solutions must come not only from technical innovation, but also through changes in business practices, legislation, and personal choices Individuals in all walks of life will be affected by the changing world energy situation This project has the potential to elevate students’ comprehension of the complete energy picture, and to give them tools that will remain relevant and useful throughout their lives and careers Page 15.379.9 Acknowledgements The authors would like to thank the National Science Foundation (NSF 07-543) and Baylor University for their support of this work Bibliography Cox, Ramsey, “The Last Presidential Debate and Energy Talk,” Mother Earth News, October 16,2008, 5:05:25 PM, http://www.motherearthnews.com/Energy-Matters/Presidential-Debate-Energy-Policy.aspx?blogid=1500 http://www.whitehouse.gov/agenda/energy_and_environment/, accessed on March 16, 2010 Deffeyes, Kenneth S., Beyond Oil: A View from Hubbert’s Peak (paperback ed.), Hill and Wang, 2006 Hayden, Howard C., The Solar Fraud: Why Solar Energy Won’t Run the World (2nd ed.), Vales Lake Publishing, 2004 Kraushaar, Jack J., and Ristinen, Robert A., Energy and Problems of a Technical Society (2nd ed.), John Wiley, 1993 Smil, Vaclav, Energy at the Crossroads: Global Perspectives and Uncertainties (paperback ed.), MIT Press, 2005 Tertzakian, Peter, A Thousand Barrels a Second, McGraw Hill, 2006 RoperASW and NEETF, “Americans’ Low ‘Energy IQ:’ A Risk to Our Energy Future,” 10th Annual National Report Card: Energy Knowledge, Attitudes and Behavior, Aug 2002 Goldblatt, David L., Sustainable Energy Consumption and Society: Personal, Technological or Social Change?, Springer, 2005 10 Black, Edwin, Internal Combustion: How Corporations and Governments Addicted the World to Oil and Derailed the Alternatives, St Martins Press, 2006 11 Van Treuren, K W., and Gravagne, I, 2008, “Energy Awareness Efforts at Baylor University,” Proceedings of the ASEE Annual Conference & Exposition, Pittsburg, PA, June 22-25, 2008 12 Gravagne, I A., and Van Treuren, K W., 2008, “Developing an Energy Literacy Curriculum at Baylor University,” Proceedings of the ASEE GSW Annual Conference, University of New Mexico, NM, March 26-28, 2008 13 Smil, Vaclav, Energy at the Crossroads: Global Perspectives and Uncertainties (paperback ed.), MIT Press, 2005 14 Tertzakian, Peter, A Thousand Barrels a Second, McGraw Hill, 2006 15 Northcott, Michael, S., The Environment and Christian Ethics, Cambridge University Press, 1996 16 Robinson, T.; Chatraw, J., Saving God’s Green Earth, Ampelon Publishing, 2006 17 Sleeth, Matthew J., Serve God, Save the Planet: A Call to Christian Action, Chelsea Green Publishing, 2006 18 Fanchi, John R., Energy Technology and Directions for the Future, Elsevier Academic Press, 2004 19 Ristinen, Robert A, and Kraushaar, Jack J., Energy and the Environment (2nd ed.), John Wiley, 2006 20 Byron, Michael P., Infinity’s Rainbow: The Politics of Energy, Climate and Globalization (paperback ed.), Algora Publishing, 2006 Page 15.379.10 CPS Quiz CPS Quiz Discussion: U.S Energy Policy Discussion: U.S Energy Policy Lecture: How fuels are produced (7.1 – 7.4) Lecture: Development of energy research projects: Organization, Expectations, Timelines Discussion: Questions about Oil Discussion: Questions about Oil Lecture: Oil & Gas production in the U.S Lecture: Coal and coal production (5.1 – 5.4) Reserved3 Reserved3 10 11 12 13 14 15 16 Value-add CPS Quiz FINAL EXAM CPS Quiz CPS Quiz Assignment of paper on campus energy usage, due last day of class; directed reading Directed reading Directed reading Directed reading Directed reading Opinion paper on the impact of energy technologies on society, due week Directed reading4 Assignment 1: Textbook for technical lectures is “Energy Systems and Sustainability,” Boyle, Everett and Ramage; Oxford Press, 2004 2: Referring to chapters and sections of the text 3: Reserved for guest lectures or field trip activities if necessary; may occur at any point in the semester 4: Reading assignments may come from any of the proposal references or other sources including news media Mayborn Museum visit (all students) HVAC Demonstrator (5 students) HVAC Demonstrator (5 students) CPS Quiz Lecture: Quantities of Energy (2.2) HVAC Demonstrator (5 students) Lecture: What are Energy, Work, and Power? (2.12) CPS Quiz Value-add CPS Quiz Assessment HVAC Demonstrator (5 students) Laboratory HVAC Demonstrator (5 students) Discussion: Introduction to the Role that Energy Plays in Social/Political/Economic arenas Lecture/Discussion Hour1 Lecture: Why Study Energy? What Questions Must We Ask/Answer; Course Objectives and Syllabus Discussion: History of Energy Week Energy ELG Course Roadmap, Semester (Fall 2009) Page 15.379.11 Lecture: Wind Power (1.4) Lecture: Solar Energy (1.4) Discussion: Is the “Hydrogen Economy” for Real? Discussion: Is the “Hydrogen Economy” for Real? Lecture: Energy in Transportation (6.3, 8) Reserved Reserved 10 11 12 13 14 15 16 Discussion: What is the Real Potential for Renewable Energy? Lecture: Forms of Energy – Kinetic, potential and heat (4.1 – 4.3) Lecture: Forms of Energy – Electricity (4.4 – 4.5) Discussion: Current Events in Renewable Energy Discussion: Current Events in Renewable Energy Discussion: What is the Real Potential for Renewable Energy? Lecture/Discussion Hour Lecture: Review of Course, Syllabus, Recent Events Discussion: What is the Real Potential for Renewable Energy? Conversion Chain: Conventional Fossil Fuels (oil, gas, coal) I Solar Thermal Collector System (all students) Fuel Cell (5 students) Fuel Cell (5 students) Fuel Cell (5 students) Fuel Cell (5 students) Laboratory Fuel Cell (5 students) Value-add CPS Quiz FINAL EXAM CPS Quiz CPS Quiz CPS Quiz CPS Quiz CPS Quiz Assessment Value-add CPS Quiz Energy ELG Course Roadmap, Semester (Spring 2010) Week Page 15.379.12 Directed Reading Assignment of paper: write research hypothesis, due last day Directed Reading Directed Reading Directed Reading Opinion paper on renewable energy, due week; directed reading Directed reading Assignment Directed reading Lecture: Impacts of Energy Use (13.1 – 13.5) Lecture: Impacts of Energy Use (13.6 – 13.11) Discussion: Nuclear Energy Discussion: Nuclear Energy Lecture: How Nuclear Energy Works (10) Discussion: Energy Economics Discussion: Energy Economics Lecture: Energy Economics and Externalities (12) Lecture: Electricity Deregulation in Texas Lecture: Preparing for 4th semester research projects Reserved Reserved 10 11 12 13 14 15 16 Lecture/Discussion Hour Discussion: Environmental Impacts of Energy Generation and Consumption Discussion: Environmental Impacts of Energy Generation and Consumption Baylor Energy Plant (all students) Electricity Generation (5 students) Electricity Generation (5 students) Electricity Generation (5 students) Electricity Generation (5 students) Laboratory Electricity Generation (5 students) Value-add CPS Quiz FINAL EXAM CPS Quiz CPS Quiz CPS Quiz CPS Quiz CPS Quiz Value-add CPS Quiz Assessment Energy ELG Course Roadmap, Semester (Fall 2010) Discussion: Environmental Impacts of Energy Generation and Consumption Week Page 15.379.13 Directed reading Assignment of paper: write research proposal, due last day; Directed reading Directed reading Directed reading Directed reading Opinion paper on energy and environment, due week Directed reading Directed reading Assignment 14 15 13 10 11 12 Week Page 15.379.14 Research Presentation Research Presentations Lecture: Review of Course and Syllabus; Review of Research Projects and Groups Lecture/Discussion Hour Group updates; what makes a good presentation Group updates Group updates Group updates Group updates Group updates; overcoming problems Group updates; what makes good research Laboratory Assessment Energy ELG Course Roadmap, Semester (Spring 2011) Assignment Final research report, presentation, due last two weeks