Abstract
This paper presents a design for a solar energy lab that allows students to plan, install and evaluate different system architectures and gain relevant practical experiences. The addressed learning outcomes are analyzed based on the 13 learning outcomes defined by the Accreditation Board for Engineering and Technology (ABET) as well as based on the taxonomy levels of the cognitive domain after Bloom. In this paper we present a sample lab assignment and map its tasks to the learning outcomes and cognitive domains. First results of qualitative student feedback are equally presented.
Highlights
Due to an ever increasing energy demand in industry, commerce and private households, increasing oil prices and the need to reduce greenhouse gases, renewable energy solutions become more and more important
Further research is required for improving the performance of current technologies and storing and transporting energy for times and places when and where the renewable energy resource is not available
The comparison of the manually and automatically collected data sets involves assessment and an evaluation of the differences. It can be placed into this cognitive domain
Summary
Due to an ever increasing energy demand in industry, commerce and private households, increasing oil prices and the need to reduce greenhouse gases, renewable energy solutions become more and more important. This is reflected in new strategies and changes in the energy portfolios of many countries. Further research is required for improving the performance of current technologies and storing and transporting energy for times and places when and where the renewable energy resource is not available This development leads to an increasing demand for well trained and highly skilled engineers that can plan, implement and improve the use of green technologies. For this reason engineering programs with focus on renewable energies become more and more attractive and important for the future of our modern societies
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