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Description
Phase Change Material (PCM) plays an important role as a thermal energy storage device by utilizing its high storage density and latent heat property. One of the potential applications for PCM is in buildings by incorporating them in the envelope for energy conservation. During the summer season, the benefits are a decrease in overall energy consumption by the air conditioning unit and a time shift in peak load during the day. Experimental work was carried out by Arizona Public Service (APS) in collaboration with Phase Change Energy Solutions (PCES) Inc. with a new class of organic-based PCM. This "BioPCM" has non-flammable properties and can be safely used in buildings. The experimental setup showed maximum energy savings of about 30%, a maximum peak load shift of ~ 60 min, and maximum cost savings of about 30%. Simulation was performed to validate the experimental results. EnergyPlus was chosen as it has the capability to simulate phase change material in the building envelope. The building material properties were chosen from the ASHRAE Handbook - Fundamentals and the HVAC system used was a window-mounted heat pump. The weather file used in the simulation was customized for the year 2008 from the National Renewable Energy Laboratory (NREL) website. All EnergyPlus inputs were ensured to match closely with the experimental parameters. The simulation results yielded comparable trends with the experimental energy consumption values, however time shifts were not observed. Several other parametric studies like varying PCM thermal conductivity, temperature range, location, insulation R-value and combination of different PCMs were analyzed and results are presented. It was found that a PCM with a melting point from 23 to 27 °C led to maximum energy savings and greater peak load time shift duration, and is more suitable than other PCM temperature ranges for light weight building construction in Phoenix.
ContributorsMuruganantham, Karthik (Author) / Phelan, Patrick (Thesis advisor) / Reddy, Agami (Committee member) / Lee, Taewoo (Committee member) / Arizona State University (Publisher)
Created2010
Description
Engineering education can provide students with the tools to address complex, multidisciplinary grand challenge problems in sustainable and global contexts. However, engineering education faces several challenges, including low diversity percentages, high attrition rates, and the need to better engage and prepare students for the role of a modern engineer. These challenges can be addressed by integrating sustainability grand challenges into engineering curriculum.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
ContributorsAntaya, Claire Louise (Author) / Landis, Amy E. (Thesis advisor) / Parrish, Kristen (Thesis advisor) / Bilec, Melissa M (Committee member) / Besterfield-Sacre, Mary E (Committee member) / Allenby, Braden R. (Committee member) / Arizona State University (Publisher)
Created2015
Description
As the global community raises concerns regarding the ever-increasing urgency of climate change, efforts to explore innovative strategies in the fight against this anthropogenic threat is growing. Along with other greenhouse gas mitigation technologies, Direct Air Capture (DAC) or the technology of removing carbon dioxide directly from the air has received considerable attention. As an emerging technology, the cost of DAC has been the prime focus not only in scientific society but also between entrepreneurs and policymakers. While skeptics are concerned about the high cost and impact of DAC implementation at scales comparable to the magnitude of climate change, industrial practitioners have demonstrated a pragmatic path to cost reduction. Based on the latest advancements in the field, this dissertation investigates the economic feasibility of DAC and its role in future energy systems. With a focus on the economics of carbon capture, this work compares DAC with other carbon capture technologies from a systemic perspective. Moreover, DAC’s major expenses are investigated to highlight critical improvements necessary for commercialization. In this dissertation, DAC is treated as a backstop mitigation technology that can address carbon dioxide emissions regardless of the source of emission. DAC determines the price of carbon dioxide removal when other mitigation technologies fall short in meeting their goals. The results indicate that DAC, even at its current price, is a reliable backup and is competitive with more mature technologies such as post-combustion capture. To reduce the cost, the most crucial component of a DAC design, i.e., the sorbent material, must be the centerpiece of innovation. In conclusion, DAC demonstrates the potential for not only negative emissions (carbon dioxide removal with the purpose of addressing past emissions), but also for addressing today’s emissions. The results emphasize that by choosing an effective scale-up strategy, DAC can become sufficiently cheap to play a crucial role in decarbonizing the energy system in the near future. Compared to other large-scale decarbonization strategies, DAC can achieve this goal with the least impact on our existing energy infrastructure.
ContributorsAzarabadi, Habib (Author) / Lackner, Klaus S (Thesis advisor) / Allenby, Braden R. (Committee member) / Dirks, Gary W (Committee member) / Reddy, Agami (Committee member) / Arizona State University (Publisher)
Created2020