Welcome to Lesson 1!

View the following (2:36) video introduction to Lesson 1

Checklist for Lesson 1

Here is your "to do" list for this week (at least for EGEE 102!).

See the Calendar in Canvas for due dates/times.

1. Read the online lesson: Lesson 1 - Energy and Society
2. Watch the Lesson 1 - Guided Review (Flash movie) (a printable Review Sheet is also provided)
3. Go through the Lesson 1 - Questions for Review and Discussion
4. Review the Lesson 1 - Resources (supplemental materials that are optional...but informative!)
5. Complete the Lesson 1 - StudyMate Activities (You will obtain feedback for these exercises, but they will not count toward your final course grade.)
6. Take the Lesson 1 - Quiz (graded)

Questions?

If you have any questions, please post them to the Discussions tab located in Canvas. I will check that discussion forum daily to respond. While you are visiting the discussion board, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

Watch the Lesson 6 Review [5] below.

Download Review Document [6]

Watch the Lesson 5 Review [7] below.

Download Review Document [8]

Watch the Lesson 4 Review [9] below.

[10]Download Review Document [11]

Watch the lesson 3 Review below.

Download Review Document [12]

Watch the Lesson 2 Review [13] below.

Download the Transcript [14].

Download the Lesson 2 Review Document [15].

The questions below are your chance to test and practice your understanding of the content covered in this lesson. In other words, you should be able to answer the following questions if you know the material that was just covered! If you have problems with any of the items, feel free to post your question on the unit message board so your classmates, and/or your instructor, can help you out!

1. How is light measured?
2. What factors determine the amount of light that is needed in a room?
3. What are the three main methods of producing light?
4. Explain the difference between incandescence, fluorescence and high intensity discharge.
5. What are the common ways in which we can improve the energy efficiency?
6. A 60-watt light bulb produces 3 watts of radiant energy and 57 watts of heat energy. What is its efficiency?
7. A 100-watt light bulb is left on all day (24 hours). How much did it cost to operate the light bulb if electricity costs 5 cents per kWh?
8. A 100 watt incandescent light bulb is operated for 12 hours, and a 15 watt fluorescent light bulb is operated for the same period of time. At 10 cents per kWh, what is the cost savings of the fluorescent bulb?
9. Jackie Smith, who is very conscience about environment, would like to know how much energy she can save by switching to fluorescent bulb. Estimate the total energy savings for Jackie who uses a light bulb fixture by comparing the total costs to own and operate 23-Watt CFL bulb instead of 100 Watt incandescent bulb that she has been using. The expected life of incandescent and CFL bulbs is 1,000 h and 8,000 hours. The purchase price of an incandescent bulb is $0.50 and the CFL is $7.50. If Jackie Smith in problem 4 replaces 24 bulbs at home with CFLs, what would be her savings if the electricity cost is $0.085 per kWh?

The questions below are your chance to test and practice your understanding of the content covered in this lesson. In other words, you should be able to answer the following questions if you know the material that was just covered! If you have problems with any of the items, feel free to post your question on the unit message board so your classmates, and/or your instructor, can help you out!

1. Describe three operating practices in using refrigerators that can save energy and money.
2. List the five main components of a refrigerator and explain how a refrigerator works.
3. Describe five ways in which you, with good operating practices, can reduce energy consumption of water heaters at home.
4. Explain the advantages and disadvantages between Storage and Demand water heaters.
5. What are the various methods in which solar energy can be collected for water heating?
6. What is EF? And how does it describe the efficiency of a water heater?
7. How do electric and gas compare for water heating?
8. Why are ENERGY STAR appliances better in terms of efficiency and how can they help the environment?
9. What are EnergyGuide Labels? What information can be obtained from these labels and how can this information can be used to select an environmentally friendly appliance?
10. Briefly describe five ways in which we can save energy in using clothes washers and dryers.
11. Compare and contrast the v-axis (top loading) and h-axis (front loading) water heaters.
12. Explain how energy efficiency of clothes washers is evaluated.
13. What are good operating practices for clothes dryers?
14. How can you describe the energy efficiency of dishwashers?
15. Describe appliance-operating practices that can help the environment.
16. Calculate the amount of heat energy required to heat 200 lbs of water is heated from 55 degrees F to 130 degrees F.
17. 200 gal of water is heated in a heater from 60 degrees F to 120 degrees F every day by a family of four. What is the annual energy requirement?
18. An electric water heater heats 250 gallons of water per day from 58 degrees F to 140 degrees F. How many kWh of energy are required? Recall that 3412 Btus =1 kWh.
19. If the temperature of the water heater was reduced to 120 degrees F, what percent of energy can be saved?
20. What is the cost of operating the water heater in Problem 3 if electricity cost is $0.08 per kWh?
21. A water heater heats 200 gal of water a day from 55 degrees F to 130 degrees F using natural gas. How many CCF of natural gas are required every month?
22. What would be the monthly cost of natural gas in problem 6?
23. What would be the monthly cost of energy if electricity was used for heating the water in problem 6?
24. If the temperature of the water heater was reduced to 120 degrees F in Problem 6, how many kWh could be saved and what would the cost savings?
25. Estimate the % energy savings of an electric water heater that heats 100 gallons of per day when the temperature is set back at 110 instead of
    120 F. The basement is heated and is at 65 F. The life of the water heater is expected to be about 15 years.
    • Use an appropriate cost for electricity and compare the operating expenses with the approximate initial cost of the water heater (from the lectures).
    • Heat required (BTUS) = m x Cp x (Temperature Difference)
    • Where Cp is the heat capacity of water (1 Btu/lb/F)
    • And m is the mass of the water (Assume 1 gal has 8.3 lb of water and the 3,412 Btus = 1 kWh)
26. An old refrigerator consumed 150 W of power. Assuming that the refrigerator operates for 20 hours in a day what is the annual operating cost assuming the cost of electricity to be $0.06 per kWh?
27. Suppose that an oven lasts for 10 years. For a given heating effect, the least efficient oven draws 1,000 W. The most efficient one uses 450 Watts. Assuming that the oven uses 700 h annually and that the local energy cost s 0.06 per kWh, can you save any money? If so, how much money over its lifetime? If the more efficient oven costs $100 more than the least efficient one, would you buy the model efficient model?
28. Suppose you are comparing two refrigerators, both of which last for 10 years. The least efficient refrigerator draws 275 W of power. The most efficient one uses 250 Watts. Assuming that the refrigerator operates 4000 hours annually and that the local energy cost s 0.06 per kWh, can you save any money with the energy efficient model? If so, how much money over its lifetime? If the more efficient refrigerator costs $100 more than the least efficient one, would you buy the model efficient model?

The questions below are your chance to test and practice your understanding of the content covered in this lesson. In other words, you should be able to answer the following questions if you know the material that was just covered! If you have problems with any of the items, feel free to post your question on the unit message board so your classmates, and/or your instructor, can help you out!

1. What is the difference between primary and secondary pollutants?
2. How can scientists extrapolate historical climate changes by analyzing ice cores?
3. What is the greenhouse effect? Explain the difference between greenhouse effect and global warming?  Which gases contribute to the greenhouse effect?
4. Explain how ozone is formed at the ground level with the help of the basic reactions. Which end users of energy are responsible for the emissions of the compounds involved?
5. Explain how the stratospheric ozone layer is being destroyed. Which sector is responsible for the emission of the gases that are responsible for this?
6. What is acid rain?  How is it formed? What are the effects of acid rain?
7. List five steps that you, as an individual, can take to reduce potential global warming and explain how each of these steps will reduce the emissions.
8. List 5 ways in which you, as an individual, can reduce gaseous emissions that contribute to acid rain.
9. State the arguments that scientists who say that global warming is not due to burning of fossil fuels are making.
10. What are the effects of ground level ozone?
11. Briefly describe the methods by which information is gathered and used to show that the planet is warming up.

The questions below are your chance to test and practice your understanding of the content covered in this lesson. In other words, you should be able to answer the following questions if you know the material that was just covered! If you have problems with any of the items, feel free to post your question on the unit message board so your classmates, and/or your instructor, can help you out!

1. A heat engine has Carnot efficiency of 30%. Useful output from the engine is 1000J. How much heat is wasted?
2. How can we improve the Carnot efficiency of a heat engine by changing the hot and cold reservoir temperatures?
3. Most of the energy conversion devices that we use in our day-to-day life can be classified as Heat Engines. Give two examples.
4. The following diagram shows the energy flow to and from a furnace. Calculate the efficiency of the furnace. Show your work very clearly.

The questions below are your chance to test and practice your understanding of the content covered in this lesson. In other words, you should be able to answer the following questions if you know the material that was just covered! If you have problems with any of the items, feel free to post your question on the unit message board so your classmates, and/or your instructor, can help you out!

1. Why is the energy use per person in the world increasing?
2. United States with 5% of the world's population uses about 25% of the world's energy and contributes 25% of the world's greenhouse gas emissions. Explain.
3. List the reasons why the United States per capita energy consumption is the highest of any other region in the world.
4. List reasons why the United States energy consumption per dollar of GDP is higher than most of the industrialized nations.
5. What is the difference between reserves and resources?
6. List the changes that you would make in your personal lifestyle if you were mandated to reduce your energy consumption by 25%.
7. What variables determine the lifetime of a nonrenewable resource?

For more information on topics discussed in Lesson 6, see these selected references:

1. http://www.eere.energy.gov/EE/buildings_lighting.html [16]
2. http://www.ge.com/en/product/home/lighting.htm [17]
3. http://members.misty.com/don/light.html [18]
4. http://hes.lbl.gov/hes/makingithappen/no_regrets/lightingcontrols.html [19]
5. http://www.eere.energy.gov/buildings/components/lighting/lamps/lowpressure.cfm [20]

For more information on topics discussed in Lesson 5, see these selected references:

1. http://www.aceee.org/consumerguide/topfurn.htm [21]
2. http://www.eere.energy.gov/consumerinfo/factsheets/ea3.html [22]
3. Elements of an energy efficient house, Factsheet,DOE/GO-102-1070 PS-207 July 2000, pp 1-8.
4. http://www.eere.energy.gov/consumerinfo/factsheets/ed3.html [23]
5. http://www.eere.energy.gov/consumerinfo/factsheets/eb9.html [24]
6. http://www.eere.energy.gov/consumerinfo/factsheets/ec1.html [25]
7. Insulation, Factsheet, Energy Efficiency and Renewable Energy, US Department of Energy DOE/CE-1080, 2002.
8. http://www.naima.org/pages/resources/library/pdf/BI403.PDF [26]
9. http://www.naima.org/pages/resources/library/pdf/BI409.PDF [27]
10. http://www.eere.energy.gov/consumerinfo/energy_savers/insulation.html [28]
11. http://www.aceee.org/consumerguide/topfurn.htm [21]

For more information on topics discussed in Lesson 4, see these selected references:

1. http://cdiac.esd.ornl.gov/trends/emis/em_cont.htm [29]
2. http://www.epa.gov/globalwarming/emissions/index.html [30]
3. http://www.grida.no/climate/vital/intro.htm [31]
4. http://www.epa.gov/ozone/science/ [32]
5. http://www.epa.gov/globalwarming/climate/index.html [33]
6. http://yosemite.epa.gov/oar/globalwarming.nsf/content/ActionsIndividual.html [34]
7. http://www.giss.nasa.gov/edu/gwdebate/ [35]
8. http://www.epa.gov/air/acidrain/ [36]
9. http://pubs.usgs.gov/gip/acidrain/contents.html [37]
10. http://www.epa.gov/air/visibility/ [38]
11. http://www.epa.gov/air/urbanair/6poll.html [39]
12. http://www.epa.gov/air/urbanair/co/what1.html [40]

For more information on topics discussed in Lesson 3, see these selected References:

1. Hinrichs, R. A., “Energy,” Saunders College Publishers, Philadelphia, PA, 1992.
2. Aubrecht, G. L., “Energy,” Prentice Hall, Inc., Englewood Cliffs, NJ, 1995.
3. Fay, J.A. and Golomb, D. S., “Energy and the Environment,” Oxford University Press, New York, NY, 2002.
4. Christensen, J. W., “Global Science: Energy Resources Environment."

For more information on topics discussed in Lesson 2, see these selected references:

1. Hinrichs, R. A., “Energy,” Saunders College Publishers, Philadelphia, PA, 1992.
2. Aubrecht, G. L., “Energy,” Prentice Hall, Inc., Englewood Cliffs, NJ, 1995.
3. Fay, J.A. and Golomb, D. S., “Energy and the Environment,” Oxford University Press, New York, NY, 2002.
4. Christensen, J. W., “Global Science: Energy Resources Environment”, 4th edition, Kendall/Hunt Publishing Company, Dubuque, IA, 1996.
   Energy Information Administration, Annual Energy Review, U.S. Department of Energy, 2004.
5. Energy Information Administration, Annual Energy Outlook, DOE/EIA 0383 (2004), U.S. Department of Energy, Washington D.C., 2004.
6. Energy Information Administration, International Energy Outlook, DOE/EIA 0484 (2004), U.S. Department of Energy, Washington D.C., 2004.

NO LONGER USED BECAUSE OF FLASH.

Flash file links can be found by looking at revisions of this page.

The following practice exercises are designed to help you assess your readiness for the Lesson 6 quiz. Neither activity is graded and you can attempt these activities as many times as you like.

Try them out and see how well you do!

1. Quiz
2. Challenge

NO LONGER USED BECAUSE OF FLASH.

Flash file links can be found by looking at revisions of this page.

The following practice exercises are designed to help you assess your readiness for the Lesson 5 quiz. Neither activity is graded and you can attempt these activities as many times as you like.

Try them out and see how well you do!

1. Quiz
2. Challenge

NO LONGER USED BECAUSE OF FLASH.

Flash file links can be found by looking at revisions of this page.

The following practice exercises are designed to help you assess your readiness for the Lesson 4 quiz. Neither activity is graded and you can attempt these activities as many times as you like.

Try them out and see how well you do!

1. Quiz
2. Challenge

NO LONGER USED BECAUSE OF FLASH.

Flash file links can be found by looking at revisions of this page.

The following practice exercises are designed to help you assess your readiness for the Lesson 3 quiz. Neither activity is graded and you can attempt these activities as many times as you like.

Try them out and see how well you do!

1. Quiz
2. Challenge

NO LONGER USED BECAUSE OF FLASH.

Flash file links can be found by looking at revisions of this page.

The following practice exercises are designed to help you assess your readiness for the Lesson 2 quiz. Neither activity is graded and you can attempt these activities as many times as you like.

Try them out and see how well you do!

1. Quiz
2. Challenge

Welcome to Lesson 7!

Watch an introduction to Lesson 7 [41]

Checklist for Lesson 7

Here is your "to do" list for this week.

See the Calendar tab in Canvas for due dates/times.

1. Read the online lesson:
   • Lesson 7a: Residential Heat Loss
   • Lesson 7b: Insulation and Home Heating Fuels
2. Watch the Lesson 7 - Guided Review (Flash movie) (a printable Review Sheet is also provided)
3. Go through the Lesson 7 - Questions for Review and Discussion
4. Review the Lesson 7 - Resources (supplemental materials that are optional...but informative!)
5. Complete the Lesson 7 - StudyMate Activities (You will obtain feedback for these exercises, but they will not count toward your final course grade.)
6. Optional: Complete the questions on pp. 134-143 in your textbook Environmental protection: Your power and energy. The answers can be found in the back of the book. NOTE: Some of those textbook questions may appear on quizzes and exams!
7. Take the Lesson 7 - Quiz (graded)

Questions?

If you have any questions, please post them to the Discussions tab located in Canvas. I will check that discussion forum daily to respond. While you are visiting the discussion board, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

Welcome to Lesson 8!

Checklist for Lesson 8

Here is your "to do" list for this week.

See the Calendar in Canvas for due dates/times.

1. Read the online lesson:
   • Lesson 8a - Comparison of Home Heating Systems
   • Lesson 8b - Cooling and Heating
2. Watch the Lesson 8 - Guided Review (Flash movie) (a printable Review Sheet is also provided)
3. Go through the Lesson 8 - Questions for Review and Discussion
4. Review the Lesson 8 - Resources (supplemental materials that are optional...but informative!)
5. Complete the Lesson 8 - StudyMate Activities (You will obtain feedback for these exercises, but they will not count toward your final course grade.)
6. Optional: Complete the questions on pp. 186-189 in your textbook Environmental protection: Your power and energy. The answers can be found in the back of the book. NOTE: Some of those textbook questions may appear on quizzes and exams!
7. Take the Lesson 8 - Quiz (graded)

Questions?

If you have any questions, please post them to the Discussions tab located in Canvas. I will check that discussion forum daily to respond. While you are visiting the discussion board, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

Welcome to Lesson 9!

Checklist for Lesson 9

Here is your "to do" list for this week.

See the Calendar in Canvas for due dates/times.

1. Read the online lesson: Lesson 9 - Home Cooling
2. Watch the Lesson 9 - Guided Review (Flash movie) (a printable Review Sheet is also provided)
3. Go through the Lesson 9 - Questions for Review and Discussion
4. Review the Lesson 9 - Resources (supplemental materials that are optional...but informative!)
5. Complete the Lesson 9 - StudyMate Activities (You will obtain feedback for these exercises, but they will not count toward your final course grade.)
6. Optional: Complete the questions on pp. 212-215 in your textbook Environmental protection: Your power and energy. The answers can be found in the back of the book. NOTE: Some of those textbook questions may appear on quizzes and exams!
7. Take the Lesson 9 - Quiz (graded)

Questions?

If you have any questions, please post them to the Discussions tab located in Canvas. I will check that discussion forum daily to respond. While you are visiting the discussion board, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

Welcome to Lesson 10!

Checklist for Lesson 10

Here is your "to do" list for this week.

See the Calendar in Canvas for due dates/times.

1. Read the online lesson: Lesson 10 - Windows
2. Watch the Lesson 10 - Guided Review (Flash movie) (a printable Review Sheet is also provided)
3. Go through the Lesson 10 - Questions for Review and Discussion
4. Review the Lesson 10 - Resources (supplemental materials that are optional...but informative!)
5. Complete the Lesson 10 - StudyMate Activities (You will obtain feedback for these exercises, but they will not count toward your final course grade.)
6. Optional: Complete the questions on pp. 236-239 in your textbook Environmental protection: Your power and energy. The answers can be found in the back of the book. NOTE: Some of those textbook questions may appear on quizzes and exams!
7. Take the Lesson 10 - Quiz (graded)

Questions?

If you have any questions, please post them to the Discussions tab located in Canvas. I will check that discussion forum daily to respond. While you are visiting the discussion board, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

EGEE 102 has the following graded requirements:  Quizzes, Home Activities, Exams. Each of these is described below.

Quizzes (20%)

• Online Students: There will be a total of 10 online quizzes, one for each lesson. These quizzes are based on the material covered in each lesson. You will take these timed quizzes after completing each lesson. The quizzes will be scored and will count toward your grade. Two lowest scores will be dropped in calculating the final grade.
• In-class Students: There will be 6 online quizzes through the course of the semester. These quizzes are based on the material covered in each lesson. Check the Canvas calendar for actual dates. The quizzes will be scored and will count toward your grade. One lowest score will be dropped in calculating the final grade.
• You will only have ONE opportunity to take each timed quiz before the deadline (see the Calendar tab for due dates). Once the quiz is started you cannot save and finish later. You must finish and submit  the quiz before the deadline - not just start before the deadline. You will receive feedback for each quiz that you take. This feedback will be available only after the end of the participation deadline for a given quiz.
• No make up quizzes will be given under any circumstances (including sickness, family emergencies, computer/Internet or accidental clicks on wrong buttons). For these kind of reasons, quiz scores are dropped.

Home Activities (25%)

• You will be asked to complete six "Home Activities" during this semester. The best five scores (out of the possible 6) will be used to calculate your grade. You cannot make up Home Activities if you missed any.
• Home Activities are simulations that are interactive and help you apply concepts from the online lessons to a real world environment.
• Each simulation is to be completed individually.
• The Home Activity assignments in the course are:

1. Home Activity 1: Residential Energy Conservation
2. Home Activity 2: Energy Usage Analysis
3. Home Activity 3: Appliances
4. Home Activity 4: Lighting
5. Home Activity 5: Insulation
6. Home Activity 6: Insulation and Energy Conservation

Exams (55%)

• There are three midterm exams (30%, but only your best 2 scores will count toward your grade; each worth 15%). You will receive feedback for each exam that you take. This feedback will be available only after the end of the participation deadline for a given exam.
• A comprehensive final exam (25%) is required for everyone and consists of all multiple choice questions. Questions will be from the practice questions (StudyMate) and/or previous exams.
• UNIVERSITY PARK STUDENTS: You will take the exam face-to-face on campus at E-testing Center. You will have to sign up for the time and date a week before the exam date. Please refer to the Calendar tab for specific date. You will receive an e-mail from E-testing Center about a week before the exam. For Final Exam you do not pick the date. University Registrar will publish the date and time. Do not make plans to leave campus before that date. No requests will be entertained to take Final Exams at other times.
•   For summer sessions, UP students also will complete all assessments online, like non-UP students.
• NON-UNIVERSITY PARK STUDENTS: You will take the exam online through Canvas. NOTE: Exams will be available only 10 minutes before the actual exam start time. Please refer to the Calendar tab for specific date.
• For online summer sessions, all students are treated like NON-UNIVERSITY PARK Students. All exams are online.

Grading Policy

University Policy 47-20 is followed for this course. Grades shall be assigned to individual students on the basis of the instructor's judgment of the student's scholastic achievement as set forth in Section 47-60. This specifically includes the instructor's judgment regarding an appropriate academic sanction for academic dishonesty defined in Section 49-20.

Your grade for the class will be evaluated based on the awareness of some basic facts about energy use, ability to articulate principles of energy conversion devices, analyze energy efficiency of various conversion devices, and perform basic quantitative analysis of economic and environmental analysis of energy conservation. Assessment is performed through exams, home activities, quizzes, and class participation.

The Course letter grades will be based on the following range.

For this course, we recommend the minimum technical requirements outlined on the Dutton Institute Technical Requirements [64] page, including the requirements listed for same-time, synchronous communications. If you need technical assistance at any point during the course, please contact the Outreach Helpdesk [65] (for World Campus students) or the ITS Help Desk [66] (for students at all other campus locations). 

The course must be viewed using one of the following browsers: Firefox (any version), Safari (versions 5.1 or 6.0) or Internet Explorer with the MathPlayer PlugIn [67]. If you use any other browsers there will be pages that do not render properly.

Finally, any problems with Canvas, especially those occurring during graded assignments, must be reported to Canvas Helpdesk [65], preferably AT THE EXACT MOMENT that they occur. That way, the Canvas team will be able to validate glitches and fix system problems as they may occur.

Post all content/structure questions to the Message Boards

If you have any questions about the course content or about the way in which the content is organized or any other question, post your question to our General Course Questions discussion board. You can access the General Course Questions by clicking on the Discussions link in Canvas. Use the discussion board instead of using Canvas e-mail. Chances are, if you have a question, so does at least one other student. Posting content/structure questions to the message board will help make sure everyone's course questions are answered efficiently.

While you are visiting the discussion boards, feel free to post your own responses to questions posted by others - this way you would be helping out a classmate!

Use Canvas e-mail only for private matters

Questions or concerns of a personal nature may be e-mailed to the instructor and TAs using the "All in Teachers" option in the Canvas mail tool. That way, all members of the instructional team will see your note, and we can ensure that you receive a response in a timely manner.

Use our office hours and the telephone, too!

It is my hope that, in addition to the online discussion forums, you will make use of my office hours and/or will contact me by phone if you have any questions. The course teaching assistants (TAs) will also be available to help, in person or electronically. See the About tab for office hours and contact information.