A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Teaching Life-Cycle Perspectives: Sustainable Transportation Fuels Unit for High-School and Undergraduate Engineering Students
Classroom units were developed for high-school environmental science and college industrial ecology classes to introduce life-cycle perspectives and systems analysis of transportation fuel/vehicle systems. The units at both levels emphasize the need to consider energy and environmental issues related to the nation’s transportation sector that extend well beyond the gasoline pump and vehicle emissions. The units include several lessons to introduce environmental issues, understand the fuel and vehicle technologies (high-school level only), and conceptually and quantitatively evaluate differences among the expected future fuels through a life-cycle assessment. The quantitative assessment of the high-school students shows that the units helped students to significantly raise their energy knowledge and change their attitudes. Anecdotal information from the students indicates that the increased awareness about the seriousness of energy issues has caused them to be more conservative and conscientious about their energy consumption behaviors. The evaluation of the class in the 2009–2010 academic year (AY09) was excellent, suggesting that the addition of the life-cycle assessment activities described in this paper were well received by the students.
Teaching Life-Cycle Perspectives: Sustainable Transportation Fuels Unit for High-School and Undergraduate Engineering Students
Classroom units were developed for high-school environmental science and college industrial ecology classes to introduce life-cycle perspectives and systems analysis of transportation fuel/vehicle systems. The units at both levels emphasize the need to consider energy and environmental issues related to the nation’s transportation sector that extend well beyond the gasoline pump and vehicle emissions. The units include several lessons to introduce environmental issues, understand the fuel and vehicle technologies (high-school level only), and conceptually and quantitatively evaluate differences among the expected future fuels through a life-cycle assessment. The quantitative assessment of the high-school students shows that the units helped students to significantly raise their energy knowledge and change their attitudes. Anecdotal information from the students indicates that the increased awareness about the seriousness of energy issues has caused them to be more conservative and conscientious about their energy consumption behaviors. The evaluation of the class in the 2009–2010 academic year (AY09) was excellent, suggesting that the addition of the life-cycle assessment activities described in this paper were well received by the students.
Teaching Life-Cycle Perspectives: Sustainable Transportation Fuels Unit for High-School and Undergraduate Engineering Students
Power, Susan E. (author) / DeWater, J. E. (author) / Venczel, M. Z. (author)
2011-04-01
9 pages
Article (Journal)
Electronic Resource
English
How Should We Be Teaching Structural Engineering to Undergraduate Students?
| British Library Conference Proceedings | 2009
| British Library Online Contents | 2009