Solar Powered Fountains

Transcription

1 Solar Powered Fountains Hands-on Build to Expose Engineering Concepts to Non-Majors Camille George, Ph. D., Elise Amel, Ph. D. and Karl Mueller School of Engineering University of St. Thomas, St. Paul, Minnesota ASEE Annual Conference Chicago, IL June 20th, 2006

2 Overview Where? Why? Who? What? How? Conclusions & Candid Thoughts 2

3 Where is the University of St. Thomas? School of Engineering 3

4 Why Solar Fountains? Relevant global & local issue Energy sustainability/ Energy politics UN Millennium goals/ Resource inequities Lecture depth can be adjusted to audience Engineering becomes an accessible & tangible subject Successful lab de-mystifies technology Mix engineering process & artistic design 4

5 Who? 11 th grade STEPS campers Education majors (SMEE) General non-majors needing science w/ lab Engineering students 5

6 What did we do? Introduced the Engineering Process Developed Self Confidence Enabled Successful Tool handling Participant sees him/herself creating Assessed module on two levels Attitudinal & Learning Criteria Debunk Stereotypes 6

7 Engineering Process Students wrongly believe engineering always includes difficult mathematics Students wrongly believe engineering involves difficult lab skills Students see engineering as a systematic question-driven process Students see social usefulness 7

8 Engineering Process Assignment Answers the question Examples 1. State project objective and customer. 2. Customer Requirements 3. Engineering Specifications 4. Quality Function Deployment Matrix (QFD) What are you making? Why are you making it? For whom are you making it? What does the customer want? Identify the required functions. List components required to accomplish the task. Describe the components in technical terms. Are all objectives and requirements met? A fountain utilizing a renewable energy source. Aesthetically pleasing; nice sound; reasonably priced; shoots up 15 cm, etc. Pump needed to move 20 gallons per hour. Pump needs to have 6 V DC power to match solar panels. *most of this information is provided by the instructor with ample explanation. *Some in-class algebra based problems can be guided and solved in small groups. A matrix with customer requirements on one axis and the engineering specifications on the other axis showing relation between components and functions. 8

9 Build Phase Drilling Tube Cutting & Bending Soldering Foam cutting 9

10 Unique Fixtures 10

11 Final Fountain Each fountain unique Every student successful 11

12 Assessment Stereotypes discussed first day of class Student survey administered after the module 12

13 Assessment 1. Engineering is art : : : : : : : : science 2. For any engineering question there is one correct answer. strongly agree: : : : : : : : strongly disagree 3. I enjoyed building the solar fountain. strongly agree: : : : : : : : strongly disagree 4. I am more confident in my science abilities, now that I built the solar fountain. strongly agree: : : : : : : : strongly disagree 5. Building the solar fountain helped me understand the idea of renewable energy. strongly agree: : : : : : : : strongly disagree 13

14 Assessment 6. Based on your experience with the solar fountain project, please provide a brief statement about the availability of energy resources (e.g. finite, unlimited, etc.). 7. Based on your experience with the solar fountain project, please provide a brief statement about the availability of water resources (e.g. finite, unlimited, etc.). 8. What was the most important concept you learned from the solar fountain project? 9. What was the most challenging part of the solar fountain project? 10. What part of the solar fountain project taught you the most? 14

15 Assessment 11. Asked about tool handling Very easy to do somewhat easy unsure somewhat frustrating very frustrating to do 12. Making the solar fountain has INCREASED/MAINTAINED/DECREASED my interest in engineering. 15

16 Attitudinal Results Successful class Positive on attitudinal criteria 90% strongly agreed that they enjoyed the project (1/7) More confident in science abilities Average response agreed (3/7) Helped understand renewable energy 100% agreed with statement (2/7) Increased interest in engineering 80% had interest increased 16

17 Conclusions Social relevance & artistic design incorporated with design process and a hands-on build increased awareness in energy issues and increased interest in technology. Lab frustration minimized with unique tools to guide population with limited tool handling 17

18 Candid Thoughts Materials expensive for large scale Suppliers of solar panels not reliable Pay attention to laboratory skills 18

19 Questions? Thank You