This course builds upon the knowledge and applications of energy, power, and transportation presented in ED T&L 224. Course activities will include in-depth investigations and applications of sources of power and energy utilization; designing, and constructing solutions to transportation problems; and assessing issues and impacts of technological developments related to energy, power and transportation. Activities will focus on how transportation can be modified as it relates to people with disabilities. Course will promote the integration of math and science concepts as they relate to technology activities. This syllabus is tentative and subject to change.
GENERAL OBJECTIVES
1. Identify the sources of power and the impact technology has on the utilization of power for transportation purposes.
2. Demonstrate competence in the selection and use of tools, materials, and processes related to energy and technology.
3. Acquire a fundamental knowledge about the development of technology, its effects on people, the environment and culture; and industry, its organization, personnel systems, techniques, resources and products, and their socio-cultural impact/components of the knowledge base. Design and construct practical problems related to energy, power, and transportation. This course will follow the design problem-solving approach.
4. Select appropriate instructional strategies for individual and group instruction, including safety instruction.
5. Apply math and science concepts to develop appropriate solutions to assigned problems.
6. Efficiently using resources to obtain time and to attain and maintain direct physical contact and exchange among individuals and societal units through the movement of material/goods and people. Address issues and impacts of technological developments involving sources of power, energy utilization, and transportation.
7. Structure an educational environment in the classroom and laboratory to accommodate the instructional process.
8. Provide laboratory management (i.e., safety, inventory, filing, requisitioning equipment and materials, maintenance, budgeting).
9. Develop lesson plans, organize materials and present psychomotor, affective, and cognitive instruction.
10. Establish student expectations and develop/implement a behavior policy.
COURSE REQUIREMENTS
1. Attend lectures, field trips, and demonstrations as well as participate in individual and group activities. This includes all lab activities.
2. Complete all written assignments, activities, a mid-term and a final exam.
3. Keep a notebook / journal.
4. Develop a 30-minute presentation for elementary, middle, or high school students teaching the design (problem-solving) process related to transportation. Content should include a project, demonstration, jigs and fixtures, lectures, and visual aids.
5. Obtain access to the Internet, and maintain communications with the instructor via e-mail. The syllabus and assignments may be obtained via a web site (location to be disclosed the day of class).
6. Participate in transportation laboratory development activities necessary for teaching in the field.
7.Participate in a final day clean-up of laboratory. Remove all your materials from your locker prior to this time.
8. Research and hand in 5 articles from journals, magazines, newspapers, etc. These can come from Scientific American, Automobile Magazine, The Wall Street Journal, The Columbus Dispatch, Science News, Popular Mechanics, Government Publications, Popular Science, or Fine Woodworking. You may also decide to obtain articles from other sources than those mentioned above. One article is due approximately every other week, as listed in the Schedule of Events. Each student is to write a brief summary about the article, voice an opinion (if any), and include any implications the topic might have in the field of Power and Energy/Mechanical Systems.
OR
Research and hand in a paper dealing with the transmission and utilization of mechanical power. This paper should use current sources (within the past 5 years) and be an informative piece of work. The paper should follow the APA style, include an executive summary at the front, and a list of references / bibliography at the end. The length should be between 4 and 7 pages. This paper can coincide with the presentation assignment.
Grading for either option will include a critical analysis of readability, grammar, spelling, and APA style.
REQUIRED MATERIALS AND SUPPLIES
1. Lab coat (optional, but highly recommended).
2. Notebook / journal - loose-leaf type.
3. Materials for problem solving as needed.
GRADING CRITERIA
The final grade will be based on the following criteria:
|
|
5/1 |
50 |
5% |
|
|
1 |
100 |
10% |
|
|
1 |
50 |
5% |
|
|
1 |
100 |
10% |
|
|
1 |
100 |
10% |
|
|
1 |
100 |
10% |
|
|
20 |
500 |
50% |
|
|
|
1000 |
100% |
|
93-100% A |
73-76 C |
|
90-92 A- |
70-72 C- |
|
87-89 B+ |
66-69 D+ |
|
84-86 B |
61-65 D |
|
80-83 B- |
Below 61 E |
|
77-79 C+ |
|
GENERAL POLICIES
Attendance: Activities are specifically designed as in-class endeavors: Attendance is mandatory, due to the participatory nature of the course activities. What you put into the course is what you will get out of it.
Clean-up: All work areas will be cleaned, all tools should be returned to their proper location. Daily clean-up will be conducted 15 minutes before the end of the class. All students will participate in daily clean-up procedures. The laboratory area should be left in the same condition as it was at the beginning of the period.
Mandatory clean-up: A mandatory clean-up session will be held during class toward the end of the quarter. Anyone not in attendance, who has not notified me of a conflict, will have their final course grade reduced by 10 percentage points or one letter grade.
Dismissal: The class will be dismissed by the instructor. Dismissal may take place before, or after, or when the class bell rings.
Make-up exams: Make-up exams are generally not given. However, if you have a problem that cannot be avoided (i.e. death or some other serious event), see your instructor for special arrangements as soon as possible. If the excuse is not sufficient, then the instructor will not allow a make-up exam.
Safety: This issue cannot be stressed enough. Safety must come first! There will be a safety quiz given before anyone can enter the lab.
Attitude: It's your "Attitude" which will determine your "Altitude". So please try to come to class with a positive attitude and enthusiasm for learning!
ACADEMIC MISCONDUCT
1. Faculty Rules 3335-5-54 which states "Each instructor shall report to the committee on academic misconduct all instances of what they believe may be academic misconduct," will be followed.
2. Academic misconduct includes: substituting another person's work as your own, either in written or product form.
3. If you have any questions regarding a behavior that might constitute academic misconduct consult the instructor.
DEADLINES
All due dates are to be adhered to. The dates for a project or activity are subject to change. You will be advised of any changes. If you have a problem or conflict with a schedule date, it is your responsibility to make necessary arrangements to resolve it, and to advise the instructor (in writing) as soon as reasonably possible.
SCHEDULE OF EVENTS
LIST OF REFERENCES
Ametek (1979). Solar Energy Handbook: Theory and Applications. New York, N.Y.: Chilton Book Company.
Branley, F. M. (1975). Solar Energy. New York, N.Y.: Fitzhenry and Whiteside Limited.
Crowther, R. (1983). Sun/Earth. Alternative Energy Design for Architecture. New York, NY: Van Nostrand Reinhold Co.
Crowther, R. L. (1977). Sun/Earth: How to Use Solar and Climatic Energies Today. Denver, CO: Crowther/Solar Group.
Daniels, G. (1976). Solar Homes and Sun Heating. New York, NY: Harper & Row, Publishers.
Denno, K. (1989). Power System Design and Applications for Alternative Energy Sources. Englewood Cliffs, NJ: Prentice-hall.
Flanigan, T. (1989, May/June). Manipulating Daylight. Solar Today. p. 11-15.
Gabel, M. (1980). Energy, Earth. and Everyone. Garden City, NY: Anchor Press/Doubleday.
Gadler, S. J., & Adamson, W. W. (1978). Sun Power: Fact about Solar Energy. New York, NY: Lerner Publications Company.
Hoke, J. (1968). Solar Energy. New York, NY: Franklin Watts Inc.
Hoke, J. (1978). Solar Energy. New York, NY: Franklin Watts Inc.
Holtz, M. (1980). Passive Design: It's a Natural. Washington, D. C.: U.S. Government.
Kicklighter, C. (1990). Architecture. Residential Drawing and Design. South Holland, IL: The Goodheart-Wilcox Co., Inc.
Marcorini, E. (1988). Science and Technology. New York, NY: Facts on File.
McKie, R. (1985). Solar Power. New York, NY: Glouchester Press.
Morris, M. (1992, February). The Future is Now. Popular Science. 240. 56-60, 84.
Nicholson, N. (1977). The Nicholson Solar Energy,v Catalog and Building Manual. Frenchtown, NJ: Renewable Energy Publications, Ltd.
Pickens, T. (1989, August/September). The 3M Austin Center; A Case Study in Photovoltaic and Daylight Innovation. Solar Today. p. 20-2.
Rapp, D. (1981). Solar Energy. Englewood Cliffs, NJ: Prentice-Hall.
Reid, E. (1990). Understanding Buildings: A Multidisciplinary Approach. New York, NY: Construction Press.
Schwaller, A. E. (1991). Energy Technology: Sources of Power. Worchester, MA: Davis Publications.
Smith, H. B. (1985). Exploring Energy. South Holland, IL: The Goodheart-Wilcox Company, Inc., p. 115-49.
Totten, M. (1990, January/February). Renewed Interest Brewing for Renewables. Solar Today, p. 10-18.
Twidwell, J., & Weir, T. (1986). Renewable Energy Resources. London: Spon.
Wardell, C. (1993, April). The Science of Energy Efficient Homes. Popular Science 242, p. 96-101.
Wright, D. A. (1993). Durable Free Energy Dwellings. Solar Today. The Amerivan Solar Society.
Updated January 6, 1998