Matching Items (4)
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- All Subjects: Alternative Energy
- All Subjects: Dissertations, Academic
- Creators: Henderson, Mark
Description
The object of this study was a 26 year old residential Photovoltaic (PV) monocrystalline silicon (c-Si) power plant, called Solar One, built by developer John F. Long in Phoenix, Arizona (a hot-dry field condition). The task for Arizona State University Photovoltaic Reliability Laboratory (ASU-PRL) graduate students was to evaluate the power plant through visual inspection, electrical performance, and infrared thermography. The purpose of this evaluation was to measure and understand the extent of degradation to the system along with the identification of the failure modes in this hot-dry climatic condition. This 4000 module bipolar system was originally installed with a 200 kW DC output of PV array (17 degree fixed tilt) and an AC output of 175 kVA. The system was shown to degrade approximately at a rate of 2.3% per year with no apparent potential induced degradation (PID) effect. The power plant is made of two arrays, the north array and the south array. Due to a limited time frame to execute this large project, this work was performed by two masters students (Jonathan Belmont and Kolapo Olakonu) and the test results are presented in two masters theses. This thesis presents the results obtained on the north array and the other thesis presents the results obtained on the south array. The resulting study showed that PV module design, array configuration, vandalism, installation methods and Arizona environmental conditions have had an effect on this system's longevity and reliability. Ultimately, encapsulation browning, higher series resistance (potentially due to solder bond fatigue) and non-cell interconnect ribbon breakages outside the modules were determined to be the primary causes for the power loss.
ContributorsBelmont, Jonathan (Author) / Tamizhmani, Govindasamy (Thesis advisor) / Henderson, Mark (Committee member) / Rogers, Bradley (Committee member) / Arizona State University (Publisher)
Created2013
Description
While the implementation of both mild hybrid and start-stop technology is widespread as a factory option in newer vehicles, the adaptation of hybrid technology to older or unequipped vehicles has not been fully realized. As such, a straight forward hybrid conversion system that is easily adapted to different vehicles regardless of drivetrain configuration, has been developed and applied to a test vehicle for less than $2,000. System performance was recorded both before and after hybridization using real world drive cycle tracking charts. The vehicle established a fuel economy baseline of 22.93 mpg, and achieved 26.58 mpg after the conversion. This corresponds to a 15.92% increase in fuel economy. Accounting for initial system costs and annual fuel saving, this corresponds to a 6-year payback period. Based on these results, it can be concluded that an inexpensive aftermarket hybrid system is both feasible and effective at improving fuel economy.
ContributorsBeeney, Tyler (Author) / Rogers, Bradley (Thesis advisor) / Madakannan, Arunachalanadar (Committee member) / Henderson, Mark (Committee member) / Arizona State University (Publisher)
Created2012
Description
Honors colleges have offered an academically rigorous option for growing numbers of diverse students. This study took place at a large, public university that required undergraduate students to complete a thesis to graduate from the honors college. In 2017, 97% of students who began the honors thesis prior to senior year completed it. Thus, the aim of this study was to help more students begin the honors thesis process early.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
ContributorsEardley, Trisha Lynn (Author) / Buss, Ray (Thesis advisor) / Henderson, Mark (Committee member) / Johnson, Melissa (Committee member) / Arizona State University (Publisher)
Created2019
Description
While PhD dissertations are typically accessible many other terminal degree projects remain invisible and inaccessible to a greater audience. Over the past year and a half, librarians at Arizona State University collaborated with faculty and departmental administrators across a variety of fields to develop and create institutional repository collections that highlight and authoritatively share this type of student scholarship with schools, researchers, and future employers. This poster will present the benefits, challenges, and considerations required to successfully implement and manage these collections of applied final projects or capstone projects. Specifically, issues/challenges related to metadata consistency, faculty buy-in, and developing an ingest process, as well as benefits related to increased visibility and improved educational and employment opportunities will be discussed. This interactive presentation will also discuss lessons learned from the presenter’s experiences in context of how they can easily apply to benefit their respective institutions.
ContributorsPardon, Kevin (Author) / Dyal, Samuel (Author) / Harp, Matthew (Author)
Created2017-05-02