Who: This project was designed for an introductory Thermodynamics course taken by all engineering students at the University of San Diego (USD), typically in their second year. The course enrollment averages about 35 students. To engage all students in the project regardless of their chosen major, it focuses on a topic they are likely to have an interest in that isn’t covered in the course textbook: renewable energy. 

What: Two versions of this project have been developed and piloted at USD. The first explores the pros and cons of renewable and fossil fuel energy sources, and the second explores renewable energy sources and energy-savings measures.

V1.0: Groups were asked to design two energy plans for USD: a natural gas power plant using a realistic Rankine cycle and a renewable energy portfolio that would meet USD’s energy demands. At the end of the project, each group had to recommend one of their two energy plans to the Board of Trustees based on provided criteria. Project material, including detailed Instructor Notes, and student artifacts are provided in folders below (Delivery – V1.0, Artifacts – V1.0).

V2.0: Groups were asked to design a renewable energy portfolio that would meet USD’s energy demands. This proves to be quite an expensive investment for USD, so they were then asked to propose ways that USD can reduce its annual energy (electricity) consumption by 10%. At the end of the project, each group had to pitch their renewable energy portfolio and energy-savings proposals to the Board of Trustees. Project material, including detailed Instructor Notes, and student artifacts are provided in folders below (Delivery – V2.0, Artifacts – V2.0).

Why: This project was designed to expose students to contemporary energy topics that are not contained in the textbook, and to incorporate entrepreneurially-minded learning by posing the problem in such a way to create curiosity about the potential solutions, make connections between the technical designs and the broader impact those designs have from economic, environmental, or social points of view, and to motivate the students to create value for the USD community.

Both versions of the project meet these goals, with slightly different approaches. The first version of the project focuses much more on the development of an understanding of the pros/cons of both plans (e.g., the renewable energy portfolio may be better for the environment, but may also be prohibitively expensive to implement). The second version of the project focuses on renewable energy only, with an emphasis on energy-savings measures that create value for USD.

When and where: 

V1.0: The project was implemented over the last 9 weeks of a 15-week semester. Project tasks were assigned periodically, and a final technical report and presentation were due at the semester’s end. Three 55-minute lecture sessions were devoted to the project rollout, guided background research (two versions of this activity have been deployed, see Instructor Notes for more information), and the final presentations. 

Project organization (details can be found in V1.0 Instructor Notes):
Project roll out: tour existing rooftop solar panels*
Task 1: Determine USD’s energy needs [1 week]
Task 2: Background research [2 weeks]*
Task 3: Renewable energy plan [2 weeks]
Task 4: Natural gas power plant design (Rankine cycle) [2 weeks]
Task 5: Final report and presentation [2 weeks]*

V2.0: The project was implemented over the middle 8 weeks of a 15-week semester. Project tasks were assigned periodically, and a final technical report and presentation were due at the semester’s end. Two 55-minute lecture sessions were devoted to the project rollout and the final presentations.