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Chuck Niederriter , Amanda Hochstatter , Hasanga Samaraweera , Amy Audette , Kevin Clark

Integrating sustainability across and within the science curriculum of Gustavus Adolphus College *. Chuck Niederriter , Amanda Hochstatter , Hasanga Samaraweera , Amy Audette , Kevin Clark. Summer 2011 Meeting of the AAPT Omaha, NE * NSF DUE # 0942235. Goals:

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Chuck Niederriter , Amanda Hochstatter , Hasanga Samaraweera , Amy Audette , Kevin Clark

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  1. Integrating sustainability across and within the science curriculum of GustavusAdolphus College* Chuck Niederriter, Amanda Hochstatter, HasangaSamaraweera, Amy Audette, Kevin Clark Summer 2011 Meeting of the AAPT Omaha, NE *NSF DUE #0942235

  2. Goals: • To Increase Interest in Science and Science-related Careers.  Because energy usage, global warming, and energy conservation are currently topics of high interest for young people, course work in sustainability will draw more students into science. • To Enhance Quantitative Literacy.  The nature of sustainability is such that students are required to develop good quantitative skills in order to go beyond a conceptual level of understanding. • To Increase Thermodynamic Literacy.  Due to its abstract nature, thermodynamics is a difficult subject for science students and even more difficult for non-science students.  However, the understanding of the basics of thermodynamics is important for responsible decision-making in a modern, energy-driven world. So, we believe that it is essential to ensure that the next generation of decision makers have a high level of thermodynamic literacy. • To Improve Sustainability Literacy.  A great deal of the science behind conservation, energy production, and energy management is new and evolving, which will challenge students, but can also create an exciting learning environment. • To Emphasize the Interdisciplinary Nature of Science.  Work in sustainability, as well as many other areas in science, is inherently interdisciplinary. It is important that students are aware of this so they can begin to see the connections between the scientific disciplines.

  3. Overview of Project Develop labs and classroom materials that • take advantage of student interest in energy and the environment to increase interest in science • lead to an increase in quantitive literacy • lead to an increase in thermodynamics and energy literacy • help students see the interconnection between classes and the interdisciplinary nature of science

  4. Courses: • Introductory and General Education • First Term Seminars – Renewable Energy, Energy, Environment, etc. • Introduction to Environmental Studies • J-Term courses on renewable energy • Chemistry in Context • Biology • Principles of Biology • Cell and Molecular • Genetics • Chemistry • Principles of Chemistry • Environmental Chemistry • Physical Chemistry 1 – Thermodynamics • Physics • General Physics (for biology, chemistry, biochemistry majors) • Classical Physics (for physics majors and pre-engineers) • Geology • Principles of Geology

  5. Introductory Laboratory Experiences for Non-Science Majors: • Hydrogen Storage • Mechanical and Electromagnetic Storage • Combustion • Fermentation • Cellulase Breakdown of Cellulose • Human Power • Ethanol • Greenhouse Effect • Introduction to energy • Heat engines • Energy Content of Fuels • Photovoltaics • Geothermal Power • Solar Water Heating • Wind Power • Hydroelectric Power • Energy Storage in Batteries • Introduction to Power Inverters

  6. Bomb Calorimeter

  7. Photovoltaics

  8. Solar Thermal

  9. Fuel Cell Cars

  10. Greenhouse Gas Lab

  11. Ethanol Production • Bacterial Ethanol • Alter the genetic structure of the bacteria • Plasmid increases ethanol production

  12. Geothermal

  13. Intermediate Level Laboratory Experiencesfor Science Majors: • Advanced Photovoltaics • Advanced Wind Power • Advanced Hydroelectric Power • Advanced Battery Storage • Advanced Hydrogen Storage • Biodiesel • Advanced Ethanol • Power Conversion • Motors and Generators

  14. Changes to E & M Labs • Added battery construction and introduction to hydrogen fuel cell to “Digital Multimeter” Lab • Added an exploration of power inverters to “Oscilloscope” lab • Added impedance matching in fuel cells and photovoltaics to “Wheatstone Bridge and Power Transfer” lab • Added build-your-own generator (using pre-wound coils and disc magnets) to “Faraday’s Law” lab

  15. Faraday’s Law Induced Emf = -N dΦB/dt Where Emf = Voltage ΦB = Magnetic Flux N = Number of Turns in wire

  16. Same Law New Approach

  17. Future Plans • Evaluate effectiveness of labs developed last summer • Refine labs developed last summer • Advisory committee suggest additional directions for new labs • Develop new labs • Develop “Introduction to Sustainability” lectures for courses adopting new labs • Dissemination – Web Site gustavus.edu/physics/sustainability/

  18. Acknowledgements • Jeff Jeremiason, Jim Dontje, & Colleen Jacks (my Co-PI’s) • Faculty Advisory Committee • Jeff Williams – Outside Reviewer • National Science Foundation

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