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Description
In this thesis the performance of a Hybrid AC System (HACS) is modeled and optimized. The HACS utilizes solar photovoltaic (PV) panels to help reduce the demand from the utility during peak hours. The system also includes an ice Thermal Energy Storage (TES) tank to accumulate cooling energy during off-peak hours. The AC runs continuously on grid power during off-peak hours to generate cooling for the house and to store thermal energy in the TES. During peak hours, the AC runs on the power supplied from the PV, and cools the house along with the energy stored in the TES. A higher initial cost is expected due to the additional components of the HACS (PV and TES), but a lower operational cost due to higher energy efficiency, energy storage and renewable energy utilization. A house cooled by the HACS will require a smaller size AC unit (about 48% less in the rated capacity), compared to a conventional AC system. To compare the cost effectiveness of the HACS with a regular AC system, time-of-use (TOU) utility rates are considered, as well as the cost of the system components and the annual maintenance. The model shows that the HACS pays back its initial cost of $28k in about 6 years with an 8% APR, and saves about $45k in total cost when compared to a regular AC system that cools the same house for the same period of 6 years.
ContributorsJubran, Sadiq (Author) / Phelan, Patrick (Thesis advisor) / Calhoun, Ronald (Committee member) / Trimble, Steve (Committee member) / Arizona State University (Publisher)
Created2011
Description
As the demand for power increases in populated areas, so will the demand for water. Current power plant technology relies heavily on the Rankine cycle in coal, nuclear and solar thermal power systems which ultimately use condensers to cool the steam in the system. In dry climates, the amount of water to cool off the condenser can be extremely large. Current wet cooling technologies such as cooling towers lose water from evaporation. One alternative to prevent this would be to implement a radiative cooling system. More specifically, a system that utilizes the volumetric radiation emission from water to the night sky could be implemented. This thesis analyzes the validity of a radiative cooling system that uses direct radiant emission to cool water. A brief study on potential infrared transparent cover materials such as polyethylene (PE) and polyvinyl carbonate (PVC) was performed. Also, two different experiments to determine the cooling power from radiation were developed and run. The results showed a minimum cooling power of 33.7 W/m2 for a vacuum insulated glass system and 37.57 W/m2 for a tray system with a maximum of 98.61 Wm-2 at a point when conduction and convection heat fluxes were considered to be zero. The results also showed that PE proved to be the best cover material. The minimum numerical results compared well with other studies performed in the field using similar techniques and materials. The results show that a radiative cooling system for a power plant could be feasible given that the cover material selection is narrowed down, an ample amount of land is available and an economic analysis is performed proving it to be cost competitive with conventional systems.
ContributorsOvermann, William (Author) / Phelan, Patrick (Thesis advisor) / Trimble, Steve (Committee member) / Taylor, Robert (Committee member) / Arizona State University (Publisher)
Created2011
Description
From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes. The motivating question behind this framework is whether some types of engagement affect learning outcomes more than the others. This work evaluated the effectiveness and applicability of the DOLA framework to learning activities for STEM classes. After classification of overt learning activities as being active, constructive or interactive, I then tested the ICAP hypothesis, which states that student learning is more effective in interactive activities than constructive activities, which are more effective than active activities, which are more effective than passive activities. I conducted two studies (Study 1 and Study 2) to determine how and to what degree differentiated activities affected students' learning outcomes. For both studies, I measured students' knowledge of materials science and engineering concepts. Results for Study 1 showed that students scored higher on all post-class quiz questions after participating in interactive and constructive activities than after the active activities. However, student scores on more difficult, inference questions suggested that interactive activities provided significantly deeper learning than either constructive or active activities. Results for Study 2 showed that students' learning, in terms of gain scores, increased systematically from passive to active to constructive to interactive, as predicted by ICAP. All the increases, from condition to condition, were significant. Verbal analysis of the students' dialogue in interactive condition indicated a strong correlation between the co-construction of knowledge and learning gains. When the statements and responses of each student build upon those of the other, both students benefit from the collaboration. Also, the linear combination of discourse moves was significantly related to the adjusted gain scores with a very high correlation coefficient. Specifically, the elaborate type discourse moves were positively correlated with learning outcomes; whereas the accept type moves were negatively correlated with learning outcomes. Analyses of authentic activities in a STEM classroom showed that they fit within the taxonomy of the DOLA framework. The results of the two studies provided evidence to support the predictions of the ICAP hypothesis.
ContributorsMenekşe, Muhsin (Author) / Chi, Michelene T.H. (Thesis advisor) / Baker, Dale (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2012
Description
The world of healthcare can be seen as dynamic, often an area where technology and science meet to consummate a greater good for humanity. This relationship has been working well for the last century as evident by the average life expectancy change. For the greater of the last five decades the average life expectancy at birth increased globally by almost 20 years. In the United States specifically, life expectancy has grown from 50 years in 1900 to 78 years in 2009. That is a 76% increase in just over a century. As great as this increase sounds for humanity it means there are soon to be real issues in the healthcare world. A larger older population will need more healthcare services but have fewer young professionals to provide those services. Technology and science will need to continue to push the boundaries in order to develop and provide the solutions needed to continue providing the aging world population sufficient healthcare. One solution sure to help provide a brighter future for healthcare is mobile health (m-health). M-health can help provide a means for healthcare professionals to treat more patients with less work expenditure and do so with more personalized healthcare advice which will lead to better treatments. This paper discusses one area of m-health devices specifically; human breath analysis devices. The current laboratory methods of breath analysis and why these methods are not adequate for common healthcare practices will be discussed in more detail. Then more specifically, mobile breath analysis devices are discussed. The topic will encompass the challenges that need to be met in developing such devices, possible solutions to these challenges, two real examples of mobile breath analysis devices and finally possible future directions for m-health technologies.
ContributorsLester, Bryan (Author) / Forzani, Erica (Thesis advisor) / Xian, Xiaojun (Committee member) / Trimble, Steve (Committee member) / Arizona State University (Publisher)
Created2012
Description
The ability to shift the photovoltaic (PV) power curve and make the energy accessible during peak hours can be accomplished through pairing solar PV with energy storage technologies. A prototype hybrid air conditioning system (HACS), built under supervision of project head Patrick Phelan, consists of PV modules running a DC compressor that operates a conventional HVAC system paired with a second evaporator submerged within a thermal storage tank. The thermal storage is a 0.284m3 or 75 gallon freezer filled with Cryogel balls, submerged in a weak glycol solution. It is paired with its own separate air handler, circulating the glycol solution. The refrigerant flow is controlled by solenoid valves that are electrically connected to a high and low temperature thermostat. During daylight hours, the PV modules run the DC compressor. The refrigerant flow is directed to the conventional HVAC air handler when cooling is needed. Once the desired room temperature is met, refrigerant flow is diverted to the thermal storage, storing excess PV power. During peak energy demand hours, the system uses only small amounts of grid power to pump the glycol solution through the air handler (note the compressor is off), allowing for money and energy savings. The conventional HVAC unit can be scaled down, since during times of large cooling demands the glycol air handler can be operated in parallel with the conventional HVAC unit. Four major test scenarios were drawn up in order to fully comprehend the performance characteristics of the HACS. Upon initial running of the system, ice was produced and the thermal storage was charged. A simple test run consisting of discharging the thermal storage, initially ~¼ frozen, was performed. The glycol air handler ran for 6 hours and the initial cooling power was 4.5 kW. This initial test was significant, since greater than 3.5 kW of cooling power was produced for 3 hours, thus demonstrating the concept of energy storage and recovery.
ContributorsPeyton-Levine, Tobin (Author) / Phelan, Patrick (Thesis advisor) / Trimble, Steve (Committee member) / Wang, Robert (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this project is to determine the feasibility of a water tunnel designed to meet certain constraints. The project goals are to tailor a design for a given location, and to produce a repeatable design sizing and shape process for specified constraints. The primary design goals include a 1 m/s flow velocity in a 30cm x 30cm test section for 300 seconds. Secondary parameters, such as system height, tank height, area contraction ratio, and roof loading limits, may change depending on preference, location, or environment. The final chosen configuration is a gravity fed design with six major components: the reservoir tank, the initial duct, the contraction nozzle, the test section, the exit duct, and the variable control exit nozzle. Important sizing results include a minimum water weight of 60,000 pounds, a system height of 7.65 meters, a system length of 6 meters (not including the reservoir tank), a large shallow reservoir tank width of 12.2 meters, and height of 0.22 meters, and a control nozzle exit radius range of 5.25 cm to 5.3 cm. Computational fluid dynamic simulation further supports adherence to the design constraints but points out some potential areas for improvement in dealing with flow irregularities. These areas include the bends in the ducts, and the contraction nozzle. Despite those areas recommended for improvement, it is reasonable to conclude that the design and process fulfill the project goals.
ContributorsZykan, Brandt Davis Healy (Author) / Wells, Valana (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2014-05
Description
The focus of education in the classroom traditionally is one of fact memorization and recall. The teaching process of linear knowledge progression is not always in tune with the way that the human brain actually processes, conceptualizes, and comprehends concepts and information. In an introductory engineering class, focused on materials engineering and its related concepts, a system of lecture interventions has been put in place to increase concept comprehension by supplementing lecture units with various activities, from additional worksheets, explicit concept discussions, and most recently, YouTube videos showcasing specific concepts and situations. In an attempt to correct the lack of actual concept comprehension, these interventions seek to interact with the human mind in a way that capitalizes on its ability to process and interpret non-linear knowledge and information.
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
ContributorsLinich, Christopher Graham (Author) / Krause, Stephen (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2014-05
Description
This study analyzes the thermoelectric phenomena of nanoparticle suspensions, which are composed of liquid and solid nanoparticles that show a relatively stable Seebeck coefficient as bulk solids near room temperature. The approach is to explore the thermoelectric character of the nanoparticle suspensions, predict the outcome of the experiment and compare the experimental data with anticipated results. In the experiment, the nanoparticle suspension is contained in a 15cm*2.5cm*2.5cm glass container, the temperature gradient ranges from 20 °C to 60 °C, and room temperature fluctuates from 20 °C to 23°C. The measured nanoparticles include multiwall carbon nanotubes, aluminum dioxide and bismuth telluride. A temperature gradient from 20 °C to 60 °C is imposed along the length of the container, and the resulting voltage (if any) is measured. Both heating and cooling processes are measured. With three different nanoparticle suspensions (carbon nano tubes, Al2O3 nanoparticles and Bi2Te3 nanoparticles), the correlation between temperature gradient and voltage is correspondingly 8%, 38% and 96%. A comparison of results calculated from the bulk Seebeck coefficients with our measured results indicate that the Seebeck coefficient measured for each suspension is much more than anticipated, which indicates that the thermophoresis effect could have enhanced the voltage. Further research with a closed-loop system might be able to affirm the results of this study.
ContributorsZhu, Moxuan (Author) / Phelan, Patrick (Thesis advisor) / Trimble, Steve (Committee member) / Prasher, Ravi (Committee member) / Arizona State University (Publisher)
Created2010
Description
The flipped classroom is a teaching method that flips the activities done in and out of class, i.e., concepts are learned out of class and problems are worked in class under the supervision of the instructor. Studies have indicated several benefits of the FC, including improved performance and engagement. In the past years, further studies have investigated the benefits of FC in statics, dynamics, and mechanics of materials courses and indicate similar performance benefits. However, these studies address a need for additional studies to validate their results due to the short length of their research or small classroom size. In addition, many of these studies do not measure student attitudes, such as self-efficacy, or the difference in time spent out of class on coursework. The objective of this research is to determine the effectiveness of the flipped classroom system (FC) in comparison to the traditional classroom system (TC) in a large mechanics of materials course. Specifically, it aims to measure student performance, student self-efficacy, student attitudes on lecture quality, motivation, attendance, hours spent out of class, practice, and support, and difference in impact between high, middle, and low achieving students. In order to accomplish this, three undergraduate mechanics of materials courses were analyzed during the spring 2015 semester. One FC section served as the experimental group (92 students), while the two TC sections served as the control group (125 students). To analyze student self-efficacy and attitudes, a survey instrument was designed to measure 18 variables and was administered at the end of the semester. Standardized core outcomes were compared between groups to analyze performance. This paper presents the specific course framework used in this FC, detailed results of the quantitative and qualitative analysis, and discussion of strengths and weaknesses. Overall, an overwhelming majority of students were satisfied with FC and would like more of their classes taught using FC. Strengths of this teaching method include greater confidence, better focus, higher satisfaction with practice in class and assistance received from instructors and peers, more freedom to express ideas and questions in class, and less time required outside of class for coursework. Results also suggest that this method has a greater positive impact on high and low achieving students and leads to higher performance. The criticisms made by students focused on lecture videos to have more worked examples. Overall, results suggest that FC is more effective than TC in a large mechanics of materials course.
ContributorsLee, Andrew Ryan (Author) / Zhu, Haolin (Thesis director) / Middleton, James (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This paper describes the research done to attempt to scale up thrusts produced by ionic wind thrusters, or "lifters" to magnitudes needed to power a 2 kg hobbyist remote-control airplane. It includes background information on the Biefeld-Brown effect and the thrust it produces, an experiment that attempted to prove that thrust can be scaled up from smaller ionic wind thrusters to larger scales, and two models predicting thruster geometries and power sources needed to reach these thrusts. An ionic wind thruster could not be created that would power the hobbyist remote as a high-voltage power source with voltage and power high enough could not be obtained. Thrusters were created for the experiment using balsa wood, aluminum foil, and thin copper wire, and were powered using a 30 kV transformer. The thrusters attempted to test for correlations between thrust, electrode length, and current; electric field strength, and thrust; and thrust optimization through opening up air flow through the collector electrode. The experiment was inconclusive as all the thrusters failed to produce measurable thrust. Further experimentation suggests the chief failure mode is likely conduction from the collector electrode to the nearby large conductive surface of the scale.
ContributorsHaug, Andrew James (Author) / White, Daniel (Thesis director) / Takahashi, Timothy (Committee member) / Middleton, James (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Department of Military Science (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12