CourseDescription–Catalog
Energyisaconceptthatthreadsthroughoutscienceandengineeringandisattheheartof
understandinghowtheworldaroundusworks.Whatisenergy?Whatismatter?Howare
energyandmatterusedinbiological,chemical,electrical,mechanical,nuclear,andsocial
systems?Whatwouldourworldbelikeiftherewasanearlyinfinitesupplyofinexpensive
energy?
EnergyinEverydayLifeisasurveycoursedesignedtoservetheneedsofundergraduate
studentsandfutureK8teachersbyhelpingthemmasterbasicconceptsofenergygeneration,
delivery,conversionandefficiencyandlearnwhatmakesenergyuniversal.Inaddition,this
transdisciplinarycoursewillhelpstudentsunderstandconceptsanddevelopskillsthatcrosscut
scientificdisciplines,suchastheabilitytoobserve,thinkcritically,measure,andgatherand
interpretdata.
CourseDescription–Detailed
EnergyinEverydayLifeisanintroductory(100level)sciencecoursethatwillbeofferedforthe
firsttimeinSpring2015.Itusesasanarrativethemeenergy’subiquityineverydaylifeandis
organizedaroundtheconceptofenergyflows,whicharecrucialtounderstandingthenatural
world.Studentswillexploreflows,cycles,andconservationofvariousformsofenergyand
matterastheyrelatetoeverydaylifeandthefutureofthisplanet.Theywillconductinquiriesinto
theefficienciesofbothnewandestablishedenergygenerationandconversionmethods(e.g.,
fossilfuels;nuclear,tidal,wind,andhydropower;passiveandactivesolarsystems;geothermal
heattransfer)andwillalsoexplorebiologicallybasedprocesses,suchasthoseforcell
operation,photosynthesis,biofuelproduction,energyproductionandCO
2
capture.Additional
areasofexplorationincludethedesign,economics,andfutureperspectivesofcurrentand
emergingbiologicallybasedprocessesofbioethanol,bioelectricalsystems,methaneand
hydrogenproduction,microalgae,andbiofuelsynthesis.
Becauseitisfocusedonaconceptcentraltoeverydayliving,EnergyinEverydayLifeenables
studentstoperceivetherelevanceofscience.Studiessuggestthatmanystudents,particularly
femalestudents,disengagefromSTEMlearningbecausetheyfailtoseethesocialrelevanceof
science.Suchdisengagementisultimatelydetrimentaltopolicymakingandglobalhealth.
EnergyinEverydayLifehighlightshowscientistsapplyseeminglyabstractscientificconcepts,
suchasthermodynamics,inwaysthathaverealworldimpactonhowweliveand,ultimately,on
thehealthoftheplanet.
Thisthemeofenergyalsodemonstrateshowscientificdisciplinesareinextricablylinkedthrough
principlesthatweavethroughoutthenaturalworldandthroughpracticesthatguidescientific
inquiry.EnergyinEverydayLifestudentsexplorekeytopicsacrossarangeofscience
disciplines–fromastronomytochemistrytolifesciences,aswellascriticaltopicsin
geoscience,environmentalscienceandsustainabilityscience.Studentscometounderstand
thatexploringscientificquestionsaboutenergyoftenrequiresonetotraversedisciplinary
boundariesreflectingtheincreasinglytransdisciplinarycharacterofmodernscientificinquiry.
Importantly,EnergyinEverydayLifealsostressesthenatureofscienceasaniterative
explorationbetweentheoryandexperiment.Studentsdeconstructcomplexenergy‐related
questionsintoaseriesofsmallerquestions,eachofwhichisuncertaintoagreaterorlesser
degree.Thus,EnergyinEverydayLifeisinherentlystructuredtoteachscienceasaprocessof
answeringquestionsbyreducinguncertainties,ratherthansimplyasanexpandingbodyof
knowledge.
EnergyinEverydayLifeendeavorstobringtheseunderstandings,alongwithrealcontent
masteryinphysics,biology,andearth/spacesciencetothecourse’stargetpopulations:
nonsciencemajorundergraduatesandpreserviceteachers.Thesestudentpopulationsoften
expresshighlevelsofscienceanxiety.Keytoreachingthesestudentsisconvincingthemofthe
relevanceofthetopicandhelpingthemmovepasttheirfears.Thisisparticularlyimportantwith
regardtopreserviceteachers,whoseuniversityscienceexperiencesoftenneverrangebeyond
generalstudiescourses.Peopletendtoavoidthatwhichtheyfearand/ordon’tunderstandand
thisdynamichasbeenespeciallydevastatinginK6scienceeducation,withsomestudies
suggestingthatmanyteachersspendlessthananhouraweekonscienceinstruction.Energy
inEverydayLifeaimstoquellscienceanxietybypresentingscienceconceptsinfun,
accessible,nontraditionalways,andbyleveragingsocietalissuestohighlighttherelevanceand
realworldapplicabilityofscience.
Inaddition,thecontentisorientedtowardstheNextGenerationScienceStandards(NGSS),new
nationalsciencestandardsduetocomeonlineinArizonainthenextfewyears.Suchan
orientationaimstomakethecoursemorerelevantandusefultopreserviceK8teachers.By
focusingonacrosscuttingconceptatthecoreofemergingsciencestandards(Energyand
Matter),thecoursewillhelpproduceK8teachersbetterpreparedtoteachstandardsbased
contentinanintegratedmanner.
ThroughoutEnergyinEverydayLife,studentshonetheirquantitativeskillsthroughhomework
andlaboratoryactivitiesthatchallengethemtogather,interpret,andcommunicatedata
graphicallyandmathematically.
ASU--[SQ] CRITERIA
I. - FOR ALL QUANTITATIVE [SQ] NATURAL SCIENCES CORE
AREA COURSES, THE FOLLOWING ARE CRITICAL
CRITERIA AND MUST BE MET:
YES
NO
Identify
Documentation
Submitted
A. Course emphasizes the mastery of basic scientific
principles and concepts.
Criteria Justification,
Detailed Syllabus
B. Addresses knowledge of scientific method.
Criteria Justification,
Detailed Syllabus
C. Includes coverage of the methods of scientific inquiry that
characterize the particular discipline.
Criteria Justification,
Detailed Syllabus
D. Addresses potential for uncertainty in scientific inquiry.
Criteria Justification,
Detailed Syllabus
E. Illustrates the usefulness of mathematics in scientific
description and reasoning.
Criteria Justification,
Detailed Syllabus
F. Includes weekly laboratory and/or field sessions that provide
hands-on exposure to scientific phenomena and methodology
in the discipline, and enhance the learning of course material.
Criteria Justification,
Detailed Syllabus
G. Students submit written reports of laboratory experiments
for constructive evaluation by the instructor.
Criteria Justification,
Detailed Syllabus
H. Course is general or introductory in nature, ordinarily at
lower-division level; not a course with great depth or
specificity.
Criteria Justification,
Detailed Syllabus
II. - AT LEAST ONE OF THE FOLLOWING ADDITIONAL CRITERIA
MUST BE MET WITHIN THE CONTEXT OF THE COURSE:
A. Stresses understanding of the nature of basic scientific issues.
Criteria Justification,
Detailed Syllabus
B. Develops appreciation of the scope and reality of limitations
in scientific capabilities.
Criteria Justification,
Detailed Syllabus
C. Discusses costs (time, human, financial) and risks of
scientific inquiry.
NOTE: CRITERIA FOR [SG] COURSES BEGIN ON PAGE 4.
III. - [SQ] COURSES MUST ALSO MEET THESE ADDITIONAL CRITERIA:
YES
NO
Identify
Documentation
Submitted
A. Provides a substantial, quantitative introduction to
fundamental principles governing behavior of matter and
energy, in physical or biological systems.
Criteria Justification,
Detailed Syllabus
B. Includes a college-level treatment of some of the following
topics (check all that apply below):
a. Atomic and molecular structure
Criteria Justification,
Detailed Syllabus
b. Electrical processes
Criteria Justification,
Detailed Syllabus
c. Chemical processes
Criteria Justification,
Detailed Syllabus
d. Elementary thermodynamics
Criteria Justification,
Detailed Syllabus
e. Electromagnetics
Criteria Justification,
Detailed Syllabus
f. Dynamics and mechanics
Criteria Justification,
Detailed Syllabus
[SQ] REQUIREMENTS CANNOT BE MET BY COURSES:
• Presenting a qualitative survey of a discipline.
• Focusing on the impact of science on social, economic, or environmental issues.
• Focusing on a specific or limiting but in-depth theme suitable for upper-division majors.
CoursePrefix
Number
Title
Designation
SES
194
EnergyinEverydayLife
SQ
Explainindetailwhichstudentactivitiescorrespondtothespecificdesignationcriteria.
Pleaseusethefollowingorganizertoexplainhowthecriteriaaremet.
Criteria(fromchecksheet)
Howcoursemeetsspirit
(contextualizespecific
examplesinnextcolumn)
Pleaseprovidedetailed
evidenceofhowcourse
meetscriteria(i.e.,wherein
syllabus)
Designationsinthiscolumn
refertotheDetailedSyllabus
(M=module)
I.A.Courseemphasizesthe
masteryofbasicscientific
principlesandconcepts.
Thiscourserequiresthat
studentslearnanumberof
fundamentalscientificprinciples
fromanumberofdifferent
fields/disciplines.
Forexample:
PHYSICS:
M1lecturetopics:Kinectic,
potential,andradiationenergy;
Formaldefinitionofenergy;
Formaldefinitionofmatter;M1
lab:Interactionoflightand
matter
M3lecturetopics:Physicsof
collisions;Fissionandfusion;
M3labs:Escapevelocity
M7lecturetopics:Wormholes,
blackholes,andtesseracts;M7
lab:Warpdrive
BIOLOGY:
M2lecturetopic:Photosynthesis
andenergycycles
M6lecturetopic:Biomass
energy
CHEMISTRY:
M2lecturetopic:Energyof
chemicalreactions;M2labs:
Whatdoesittaketomake
water?Howmuchenergyisina
gallonofgasoline?
EARTH/SPACESCIENCE:
M4lecturetopics:Waves;
Energyandmatterinweather
phenomena;M4labs:Measuring
themassoftheEarth;
Measuringthestrengthofan
earthquake
M6lecturetopics:Wind
energy;M6lab:Tapping
geothermalenergy
BASICSKILLS:
M1lecturetopics:Energyunits
andscales;Whatis
temperature?Unitsofmatter
M2lecturetopics:Theatomand
itselectroncloud
M3lecturetopics:Energy
conversion;M3lab:Your
electricitymeter
M4labs:Averagehouseholdbill
forelectricalenergy
B.Addressesknowledgeof
scientificmethod.
Useofthescientificmethodas
arigorousmeansofaddressing
scientificquestionsisaunifying
themeinthecourse.Labs
routinelyrequirestudentstouse
scientificmethodstoarriveat
conclusions.
Forexample:
M1lecturetopic:Thescientific
methodinpractice
M2lab:Howmuchenergyisina
gallonofgasoline?
C.Includescoverageofthe
methodsofscientificinquirythat
characterizetheparticular
discipline.
Thecoursetranscendsafocus
onnarrowdisciplinarymethods
toshowcasehowmethodsare
usedacrossdisciplines.Onthe
waytounderstanding,however,
studentsencountercontentand
pathwaysofdiscovery
consideredcentraltoanumber
ofdisciplines.
Forexample:
M2lecturetopics:Energyfrom
food,Energyefficiencyofyour
car
M6lab:Solarinsolance
D.Addresspotentialfor
uncertaintyinscientificinquiry.
Anumberoflabsinthecourse
focusstudents’attentiononhow
theavailabilityofinformationand
itsuncertaintyimpactsthe
conclusionswedrawaboutour
physicalworld.Inaddition,the
courseasksstudentsto
examinecompetinghypotheses,
whoseexistencereflect
uncertaintyinthedataormodel.
M1lecturetopics:Formal
definitionsofenergy;
M2lecturetopics:Energyof
chemicalreactions–
endothermicandexothermic
M4lecturetopics:Whatisthe
energyandmassbudgetof
Earth’sinterior?
E.Illustratestheusefulnessof
Thecoursedirectlyaddresses
Forexample:
mathematicsinscientific
descriptionandreasoning.
theimportanceofquantitative
measurementinscientific
descriptionandreasoning.
M1lab:Totalenergyusedbythe
civilizationsvs.totalenergy
outputfromtheSun(orderof
magnitude)
M3lecturetopics:Creating
matterfrompureenergy
(Quantificationofenergyand
matter)
M4lecturetopics:Whatisthe
energyandmassbudgetof
Earth’sinterior?(Quantification
ofenergyandmatter);
EarthquakesandtheRichter
Scale(graphicalrepresentation
ofdata);M4lab:Measuringthe
strengthofanearthquake
M6lecturetopics:Energy
conversion;Energyondemand
(processesofmeasurement
andestimation);M6lab:Average
householdbillforelectrical
energy(standarddeviation)
F.Includesweeklylaboratory
and/orfieldsessionsthat
providehandsonexposureto
scientificphenomenaand
methodologyinthediscipline,
andenhancethelearningof
coursematerial.
Thecourseincludesweekly
researchexplorationsthat
includedigitallabsand
manipulatives,aswellas“doat
home”laboratoryactivities.
Alllabs.
G.Studentssubmitwritten
reportsoflaboratory
experimentsforconstructive
evaluationbytheinstructor.
Studentswillberequiredto
submitweeklylabreportsthat
includestatementsof
hypotheses,discussionof
methods,analysisofdata,and
discussionofresults.
Alllabs.
H.Courseisgeneralor
introductoryinnature,ordinarily
atlowerdivisionlevel;nota
coursewithgreatdepthor
specificity.
Thecourseisatransdisciplinary
surveythatexploresthevaried
disciplinarycontentand
practices
SeeanswerforI.A.
II.A.Stressestheunderstanding
ofthenatureofbasicscientific
issues.
Asthecourseisorganized
aroundanongoing
transdisciplinaryendeavor,
studentsinEnergyinEveryday
Forexample:
NatureofscienceAllmodules
Lifereallyengagethenatureof
scienceandthe
interconnectionsbetween
scientificdisciplines.All
modulesstressscienceasan
iterativeprocessrootedin
observation,experimentation,
andcommunicationofresults.
Studentscomeawaywithan
understandingofbasicscientific
contentandprocessissues
suchashowtoreducebias,
effectivelycommunicateresults,
andtheroleofuncertaintyin
science.
Interconnectednessofscience
M2lecturetopics:Whatisthe
totalenergyrequiredbythe
humanbody?,Xraysand
gammaraysinmedicine,
Energyefficiencyoftheaverage
car
M3lecturetopics:Howdoesa
microwavework?,Dreamofthe
alchemist:Howtomakegold
M4lecturetopics:Howdoes
acousticalenergygettranslated
fromawavetoanimpulsein
yourbrain?,DoesitMatter?
M6lecturetopics:Usingthe
moontomakeyourtoast
B.Developsappreciationofthe
scopeandrealityoflimitationsin
scientificcapabilities.
Studentsexplorethefactors
behindlimitationsinscientific
capabilities,includingtheroleof
technologyandtheboundaries
ofcurrentscientific
understanding.
Forexample:
M5lecturetopics:Batteriesand
whynoneofthemareallthat
great;M5lab:Transmissionline
losses
C.Discussescosts(time,
human,financial)andrisksof
scientificinquiry.
Notasignificantcomponentof
thecourse,buttangentially
addressedinthecourse’s
explorationofthefinancialcosts
andsocietalrisksofalternative
fuelsources.
Forexample:
M6lecturetopics:Fracking,
Photovoltaics,Nuclearpower,
Windenergy,Biomassenergy;
M6readings;M6lab:Tapping
geothermalenergy
III.A.Providesasubstantial,
quantitativeintroductionto
fundamentalprinciples
governingbehaviorofmatter
andenergy,inphysicalor
biologicalsystems.
TheprimaryfocusofEnergyin
EverydayLifeisthecentralityof
energyandmatterotthenatural
world,scientificinquiry,and
everydaylife.
Allmodules.
B.Includescollegelevel
treatmentofsomeofthe
followingtopics:
a.Atomicandmolecular
structure
Initstreatmentof
electromagneticradiation,
EnergyinEverydayLife
engagesstudentinan
explorationofthewaythat
matterinteractswithradiation.
Studentslearnthatmany
physicalproperties,suchas
Forexample:
M1lecturetopics:Whatis
temperature?;M1lab:
Interactionoflightandmatter
M2lecturetopics:
Photosynthesisandenergy
composition,temperature,
density,color,speed,and
rotation,canbedeterminedfrom
spectra.
cycles(spectrumofsolar
radiation
M3lecturetopics:Howdoesa
microwaveovenwork?
M4lecturetopics:Energyand
matterinweatherphenomena
(greenhouseeffect)
b.Electricalprocesses
Studentsexploreelectrical
processesinthecontextof
energytransport,storage,and
conversion.
Forexample:
M5lecturetopics:Capacitors
andinductors;M5labs:Your
electricitymeter,Transmission
linelosses
M6lecturetopics:Photovoltaics,
Windenergy
c.Chemicalprocesses
Thedrivingforceforchemical
processesisthereleaseor
absorptionofenergyduring
chemicalreactions.Students
examinethisconceptina
numberofdifferentbiological
andphysicalcontexts,including
photosynthesis,fermentation,
cooking,andbatterystorage.
Forexample:
M2lecturetopics:Whatisthe
totalenergyrequiredbythe
humanbody?,Howmuch
energydoesyourbrainuse?,
Energyfromfood,Followmatter
fromyourplatetoyourbicep,
Photosynthesisandenergy
cycles,Fermentation,Energy
efficiencyoftheaveragecar;M2
lab:Whatdoesittaketomake
water?
M3lecturetopics:Whydoegg
whitesgofromcleartowhite
whenyoucookthemandwhen
youwhipthemintomeringue?
M5lecturetopics:Batteriesand
whynoneofthemareallthat
great
d.Elementarythermodynamics
Conservationofenergyisa
recurringthemethroughoutthe
course.Uponleavingthe
course,studentswillhavehad
repeatedexposuretothe1st
LawofThermodynamicsin
appliedpragmaticcontexts.
Forexample:
M1lecturetopics:Kinetic,
potential,andradiationenergy;
Energyconservationandflows
M2lecturetopics:Energyfrom
food;Energyofchemical
reactionsendothermicand
exothermic;Balanceyour
formulawithstoichiometry
M6lecturetopics:Windenergy
M7lecturetopics:Iwanttogoto
thestars
e.Electromagnetics
Theemissionandabsorptionof
radiationisamajortopicinthe
coursebecauseitis
fundamentaltothetransportof
energy.
Forexample:
M2lecturetopics:Xraysand
gammaraysinmedicine
M5lecturetopics:Wireless
powertransmissionstumped
evenTesla;Energyconversion
M7lecturetopics:Lightsails
f.Dynamicsandmechanics
Throughoutthecourse,students
engageconceptscentralto
Newtoniandynamicsand
gravity,aswellasthelimitations
ofNewtonianphysics.
Forexample:
M1lecturetopics:Formal
definitionofenergy
M3lecturetopics:Physicsof
collisions(classicalmechanics),
gravitywells(Newton’slawsof
motion);M3labs:Rocketsand
OrbitsIwantmyGPS!,Escape
Velocity
M4lab:Measuringthemassof
theEarth
M6lecturetopics:Usingthe
moontomakeyourtoast(tidal
energy)
M7lecturetopics:Iwanttogoto
thestars(constraints);Faster
thanlighttravel(special
relativity);Wormholes,black
holes,andtesseracts(general
relativity)
CriteriaJustification:EnergyinEverydayLife
ASU[SQ]Criteria
I.CriticalCriteria
A.Courseemphasizesthemasteryofbasicscientificprinciplesandconcepts.
Thetopicofenergyandmatterisinherentlytransdisciplinaryandaddressesconcepts
andprinciplesbasictoscienceacrossanumberofdisciplines.Studentsexploretopics
rangingfromastronomytochemistrytolifesciencesthroughphysics,geoscience,
economics,environmentalscienceandsustainabilityscience.Somespecificexamples
ofbasicprinciplesandconceptsthestudentswillengageinclude:thedefinitionsof
energyandmatter;theemissionandabsorptionofradiationbymatter;photosynthesis
andenergycycles;fermentation;chemistryofreactions;nucleosynthesis;chemistryof
reactions;andfrontiersofenergyproductionsuchasfracking,photovoltaicsandocean
tides.EnergyinEverydayLifeteachesstudentsthewaysinwhichmanyofthese
principlesandconceptsinteractwitheachotherineverydaylifethisapproachwillhelp
tosolidifytheprinciplesandconceptsencountered.
B.Addressesknowledgeofscientificmethod.
EnergyinEverydayLifeisorganizedaroundanongoinghumanendeavor:harnessing
theworldofenergyandmatteraroundus.Thecoursedoesnotteachastaticbodyof
unrelatedfactstobememorized,butintroducesscienceasadynamicprocess,guided
byamethodologythatusesscientificprinciplesandconceptstodevelopandtest
hypothesesinaquantitativemanner,withanendgoalofelucidatingfactfromperception.
Thisistheessenceofthemodernscientificmethod,andsothecourseisinherently
designedtoexposestudentstoscienceasaniterativeprocessofinvestigation.
ThelecturesandlabsassociatedwitheachmoduleofEnergyinEverydayLifereinforce
thisdesign.Forexample,EnergyinEverydayLifestudentswilllearnaboutthescientific
methodbyapplyingitinlaboratoryexercisesandduringlecturediscussions.The
motivatingprinciplebehindtheseexercisesisthatstudentswilllearngeneralandspecific
scientificideasbyinteractingwithrealisticsimulationsandexaminingrealistic
(sometimesreal)data.Thescientificmethodistaughtintheseexercisesbyhaving
studentsexamineaphenomenaattheoutsetofeachlabexerciseandthenformulating
hypotheses.Theyarethengiventhetoolsnecessarytotesttheirhypothesesandare
requiredtoexplainhowtheirexplorationsvalidateordisprovetheirhypotheses.As
studentsencounternewdatainthelab,theyengageintheprocessofrefiningtheir
model.Inthisway,studentswillgaindirectexperiencewiththescientificmethod.In
addition,EnergyinEverydayLifeoffershistoricalexamplesofhowscientistshave
modifiedtheirhypothesesandconclusionsovertime,basedonneworchangingdata.
C.Includescoverageofthemethodsofscientificinquirythatcharacterizetheparticular
discipline.
Asaninherentlytransdisciplinarycourse,EnergyinEverydayLifedoesnotfocus
students’attentiononthemethodsofaparticularscientificdiscipline,butinsteadseeks
tointroducestudentstoarangeofscientificdisciplinesandtohighlightthe
methodologicalsimilaritiesbetweendisciplinesi.e.,theuniversalqualitiesofscientific
inquiry.Onthewaytothisunderstandingstudentswillencountercontentconsidered
centraltoanumberofscientificdisciplines.
Forexample,inModule6studentsexplorecontentandconceptsintherealmof
sustainability,earth/spacescience,andphysicsthroughadigitalmanipulativethat
exploresthechallengesinvolvedinefficientenergycollection.Studentsconsiderthe
impactofangles,cloudcover,seasonalconditionswhiletryingtodeterminethe
maximumefficiencyofsolardevices.Usingthedigitalmanipulative,studentswillfindthe
insolationontoasurfaceislargestwhenthesurfacedirectlyfacestheSunandasthe
angleincreasesbetweenthedirectionatarightangletothesurfaceandthedirectionof
theraysofsunlight,theinsolationisreducedinproportiontothecosineoftheangle.
Studentswillquantitativelyassesstheimpactofthelocalconditionsonthemeasured
insolation.Ultimately,theycometounderstandthattheselocalfactorshelpexplainhow
andwhysolarenergyenergygenerationonthesurfaceoftheEarthdependsstronglyon
localconditions.Inaddition,studentslearnthatengineers,sustainabilityscientists,
astronomers,andmathematicianscanlearnmoreabouttheirownfieldsbyviewinga
problemfromtheviewpointofanotherdiscipline.
D.Addressespotentialforuncertaintyinscientificinquiry.
EnergyinEverydayLifeintrinsicallyfamiliarizesstudentswiththeexistenceof
uncertaintyinscientificknowledge.Studentsencountertheroleofuncertaintyinscience
directlyinModules1,2,and4,particularlyintermsofthelimitationsinvolvedin
measurement.Inaddition,transformationsofenergyisabackboneconceptofEnergyin
EverydayLife,andlaystheframeworkforbreakingdownthetopicofenergy
conservationsoastoisolatekeyareasandassesstheiruncertainties.
Thismessageisreinforcedinanumberofmodulesandlaboratoryexercises,manyof
whichhowstudentshowtheavailabilityofinformationanditsuncertaintyimpactsthe
conclusionswedrawaboutourphysicalworldonadailybasis.Forexample,students’
explorationofinsolationanditsdependenceonlocalconditionsinModule6encourages
studentstobreakdownthecomplexproblemofestimatinghowmuchenergycanbe
generatedfromarooftopphotovoltaicorthermalsolarcollectorintoasequenceof
smallerproblems(e.g.,latitude,altitude,timeofday,season,etc)eachofwhichhas
differentdegreesofuncertainty.Studentswillbelearnhowtoformallycombinethose
sourcesofuncertaintyintothefinalvaluesoftheirinsolation.Thatis,studentswillengage
thescientificandmathematicalprocessoferrorpropagation
Finally,theEnergyinEverydayLifeaddressesuncertaintyintheformofcompeting
hypothesesaboutanaturalphenomenon.Attheircore,competinghypothesesreflect
uncertaintyinthedataormodelanacknowledgementthattherearenotenough
verifiableactstocometoconsensusmodel.Thisaspectofuncertaintycontributestothe
student’sdeeperappreciationofthedynamismofthescientificprocess.
E.Illustratestheusefulnessofmathematicsinscientificdescriptionandreasoning.
InEnergyinEverydayLifestudentsareimmediatelyexposedtothenotionthat
mathematicsisanessentialcomponentforscientificinquiry.Thisisoneofthe
motivationsindesigningthis“SQ”courseinthismanner.InModule1,forexample,
studentslearnhowtousemathematicalreasoningandthegraphicalrepresentationof
datatounderstandthepropertiesofenergy.InModule2,studentswillbeintroducedor
reintroducedtothecosineofananglefordeterminingtheinsolationofasolarenergy
collector(seeanswersCandDabove).Insubsequentmodules,studentsquantifythe
energyinanumberofdifferentcontexts.Forexample,inModule2studentsdetermine
theamountofenergyinagallonofgasolineanditsequivalentinfamiliarforms(e.g.,how
manystripsofbacon);inModule4theenergyinanearthquakeandtheRichterscale
(thisintroducinglogarithms);inModule5forestimatingenergyusageinhome
environments;andinModule6forestimatingcost/benefitanalysisofvariousenergy
extractionprocedures.
F.Includesweeklylaboratoryand/orfieldsessionsthatprovidehandsonexposureto
scientificphenomenaandmethodologyinthediscipline,andenhancethelearningof
coursematerial.
StudentsinEnergyinEverydayLifeareassignedlaboratoryexerciseseachweekthat
requirethemtoinvestigatekeyscienceconceptsinaniterative,inquirydrivenmanner
(e.g.,seeanswerstoCandDabove).Inatypicalweeklyexercise,studentswilldevelop
ahypothesisattheoutsetoftheexercise.Theywillthenobtain(realistic)dataormake
observationstotesttheirhypothesisandpossiblymodifytheirhypothesis.Cumulatively,
themodulescompelstudentstorevisitconclusionsinlightofnewinformation/data,
highlightingtheiterativenatureofscientificinquiry.Acriticalaspectofmostofthese
exercisesisthattheyarecomputerbasedandcollaborative.Ourphilosophyisthat
appropriatelydesignedcollaborativeexercisesofferamoreeffectivelearningexperience,
andthatdigitalmanipulativesgiveamoreeffectiveandengaginghandsonexposureto
manyscientific/engineeringphenomenathandomanyphysicallaboratoryexercises.
Oneofthegoalsindeliveringthiscourseistoevaluatethesetwohypothesis.
G.Studentssubmitwrittenreportsoflaboratoryexperimentsforconstructiveevaluation
bytheinstructor.
StudentsinEnergyinEverydayLifearerequiredtosubmitweeklydigitallabreportsthat
includeansweringquestionsaboutthelabs,givingstatementsoftheirhypotheses,a
descriptionoftheirmethods,presentationofdataobtainedorgenerated,ananalysisof
thedata,andsummarizingtheirresults.Acorrectinvalidationofaflawedhypothesiswill
beconsideredasmeritoriousasvalidationofacorrectone.Thesedigitalreportswillbe
assessedbytheTAsandtheinstructor.
H.Courseisgeneralorintroductoryinnature,ordinarilyatlowerdivisionlevel;nota
coursewithgreatdepthorspecificity.
EnergyinEverydayLifeisatransdisciplinaryscientificsurveyofthemanywaysthat
energyweavesthroughoutbothscientificinquiryandthenaturalworld.Assuchitgives
studentsanintroductiontoavarietyofscientificfieldsandcontentknowledge,withan
emphasisonthedynamicsofthescientificprocess.Beyondexaminingpractices
commontomanyscientificdisciplines,thecoursealsoemphasizesthe
interconnectednessofthenaturalworldamuchbroaderfocusthanmostintroductory
sciencecourses,whichfocusinquirythroughadisciplinarylens.
II.Atleastoneofthefollowingadditionalcriteriamustbemet
A.Stressestheunderstandingofthenatureofbasicscientificissues.
EnergyinEverydayLifeprovidesstudentswithinsightsintoseveralbasicscientific
issuesbecauseitisorganizedaroundanongoingtransdisciplinaryendeavor.Assuch,
studentswillleavethecoursewithabettermasteryofthenatureofscienceandthe
goalsofscientificresearchthanistypicalofintroductorysciencecourses.Thiscourse
alsoemphasizestheinterconnectionsbetweenastronomy,chemistry,lifesciences,
physics,geoscience,economics,environmentalscienceandsustainabilityscience,and
highlightshowthesedisciplinesworktogethertoattacktheglobalissuesofenergyand
thelocalissuesofenergyindailylife.Hence,EnergyinEverydayLifestressesthe
transdisciplinarynatureofmoderndayscience.
AsaresultofworkingthroughthemodulesinEnergyinEverydayLife,studentsarriveat
anmasteryofbasicscientificcontentandprocessissuessuchashowtoreducebias,
effectivelycommunicateresults,andtherealityofuncertaintyinscienceand,insome
cases,controversy.
B.Developsappreciationofthescopeandrealityoflimitationsinscientificcapabilities.
Fromthebeginning,studentsinEnergyinEverydayLife,developanappreciationforthe
scopeandlimitationsinscientificcapabilities.Asthecourseprogresses,theywilllearn
thereasonsfortheselimitations,bothintermsofthechallengesposedbyeachsubtopic
andthelimitationsimposedbytechnologyandcurrentscientificunderstanding.Theywill
alsolearnaboutthetechniquesthatscientistsarecurrentlyusingtotacklethese
challenges,andthelimitationsinthesecuttingedgecapabilities.
Forexample,inlearningabouthowwegenerateandstoreenergyforeverydaylife,
studentslearnaboutthedifficultiesinstoringthemassiveamountsofenergyneededby
moderncivilizationandhencetheneedforalternativemethodsoftransmissionand
improvementsinstoragedevices.Studentsaretaughtthebasicmethodsbywhichwe
storeenergycapacitors,inductors,andbatteriesandthebasicphysicsandelectrical
engineeringunderlyingthesetechnologies.Throughthisknowledgetheywillgainan
appreciationofthelimitationsofthesedevices.Theywilllearnaboutongoingeffortsto
significantlyalterthesedevicesordoawaywiththemaltogetherthatovercomethe
limitationsofexistingtechnologies.
C.Discussescosts(time,human,financial)andrisksofscientificinquiry.
TheEnergyinEverydayLifecoursedoesnotspecificallyaddressthistopic.However,
thecoursewilltouchuponthefinancialcostsofalternativefuelsourcesandthe
infrastructuretosupportthosesources(e.g.,electricalchargingstationsforcarsinstead
ofgasstations);thepossiblesocietalrisksassociatedwithalternativefuelsources(e.g.,
frackingandpeakoil);andthetimeitmaytakebeforewegenerateuseableamountsof
energyfromsomealternativefuelsources(e.g.,fusionreactors).
III.AdditionalCriteria
A.Providesasubstantial,quantitativeintroductiontofundamentalprinciplesgoverning
behaviorofmatterandenergy,inphysicalorbiologicalsystems.
TheprimaryfocusofEnergyinEverydayLifeisthecentralityofenergyandmattertothe
naturalworld,scientificinquiry,andeverydaylife.Studentsengagethetopicquantitatively
inModule1(e.g.,basiclawsofthermodynamics),Module2(e.g.,quantifyingmetabolic
energy),Module3(e.g.,mechanics,particleaccelerators),Module4(e.g.,Richterscale
measurements),Module5(e.g.,energyinvolvedinwirelessenergytransfer),Module6
(e.e.g,energyneedsingeothermalextractionprocedures),andModule7(e.g.,energy
constraintsoninterstellartravel).
B.Includesacollegeleveltreatmentofsomeofthefollowingtopics:
a.Atomicandmolecularstructure
RelatedtoEnergyinEverydayLife’streatmentofelectromagneticradiationisthe
importantideathatmatterinteractswithradiation.InModule1and2studentslearnthat
theexactnatureofthisinteractionisdeterminedbyatomicandmolecularstructureupto
energiescharacteristicofxrays.Asaresult,studentslearnthatmanyphysical
propertiescomposition,temperature,density,color,speed,androtationcanbe
determinedfromspectra.Asapracticalexampleoftheinteractionbetweenmatterand
energy,inModule3studentswilllearnhowamicrowaveovenoperates.InModule4,
withinthecontextofenergyinweatherphenomenastudentsalsolearnthatthemolecular
structuresofatmosphericgasesdeterminewhysomegasesabsorbinfraredradiation,
leadingtoplanetarywarming(thegreenhouseeffect),whileothergasesdonot.
b.Electricalprocesses
StudentsinEnergyinEverydayLifeencounterelectricalprocessesinModule5within
thecontextofenergytransport,storageandconversion.Forexample,studentswill
masterelementaryaspectsofinductors,capacitors,resistors,LRCcircuits.Alsoin
Module5,studentswilllearnaboutconductance,lossesandefficienciesaspartofthe
discussiononenergytransportandtheelectricalgrid.Studentswillmasterreading
electricalmetersinLab9ofModule5,andexploreaspectsofthewirelesstransmission
ofenergyinLab10ofModule5.FinallyinModule6studentswilllearnadditional
componentsofelectricalprocesses(potentialdifferences,electrons,holes,
transformers,etc)duringthediscussiononphotovoltaicsandwindenergyturbines.
c.Chemicalprocesses
Thedrivingforceforchemicalprocessesisthereleaseorabsorptionofenergyduring
chemicalreactions.InModule2ofEnergyinEverydayLifestudentswilllearnthis
fundamentalconceptinthecontextofmasteringhowdifferenttypesoforganismsobtain
energyfromtheirenvironmenttobuildthecomplexmacromoleculesnecessaryforlife;
howsuchenergeticconsiderationsaffecttheabilityoforganismstoperform
photosynthesisandfermentation;andhowmuchenergyittakestocreatewaterfrom
hydrogenandoxygen.InModule3studentswillexploretheinterchangebetween
chemicalenergyandmechanicalenergyincooking.InModule5,studentswilllearn
chemicalenergyreleaseandabsorptionwithinthecontextofthestorageofenergywithin
batteries.
d.Elementarythermodynamics
InEnergyinEverydayLifetheconservationofenergyisarecurringtheme.Studentsare
introducedtothe1stLawofThermodynamics(andtheotherthermodynamiclaws)in
Module1,andconservationofenergyappearsrepeatedlyinseveralModules.For
example,InModule2studentslearnabouttheenergyflowfromfoodingestedintothe
humanbody,andtheenergyreleasefromchemicalandnuclearreactions.Elementary
thermodynamicsalsoplaysalargeroleinModule6whenstudentsmasterthebasic
issuesofusingalternativefuelstopowermodernsociety,andinModule7whenstudents
explorepotentialfuelsforspacetravel.Uponleavingthiscourse,studentswillhavehad
repeatedexposuretothe1stLawofThermodynamicsinappliedpragmaticcontexts.
e.Electromagnetics
TheemissionandabsorptionofradiationisamajortopicinEnergyinEverydayLife
becauseitisfundamentaltothetransportofenergy.InModule2studentsbecome
qualitativelyandquantitativelyfamiliarwiththermalradiators(e.g.,Planckfunction,
Wien’sLaw,etc)andspectra(wavelength,frequency,speedoflight,etc).Asanother
example,inModule5studentswilllearnthelimitationsoftransportingenergybyphotons
forthepurposesofpoweringmoderncivilizations.Finally,inModule7studentswilllearn
abouttheabsorptionofenergyfromphotonstopowerspaceshipsbylightsails.
f.Dynamicsandmechanics
InEnergyinEverydayLifestudentswillencounterNewtonianmechanicsinModule1
whenwork,energy,andpoweraregiventheirphysicsdefinitions.InModule3students
mastertheenergeticaspectsofNewtoniandynamicsinexploringrockets,andlearnthe
fundamentalsofNewtoniangravitywhenexploringtheenergyrequirementsforliftinga
rocketoutofEarth’sgravitationalwell.InModule4andLab7studentsrevisitNewtonian
dynamicsandgravityinthecontextofhowwemeasurethemassoftheEarth.InModule
6studentswillbeexposedtotidalforcesinthecontextoftappingtidalenergyfromthe
Earth’soceanasanalternativefuelsupply.Finally,inModule7studentsareintroducedto
thelimitationsofNewtonianphysicsandtheirbeingpartofthelargerframeworkof
specialrelativitywhenlearningabouttheenergyrequirementsforspacetravel.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module1
Whatisenergy?Whatismatter?
Objectives
Introduceenergyandmatterandmotivatestudentswithsomemindstretchingideas.
Developasenseofrelevantphysicalandtemporalscales.
Topics
KeyConcepts
Thescientificmethodinpractice
Inquiry
Formaldefinitionofenergy
Kinetic,potential,andradiationenergy
Processofmeasurement
Physicalquantities
ThermodynamicLaws
Uncertaintyinmeasurement
Energyunitsandscales
Energyextremes–biggest,smallest
Physicalquantities
Quantumtocosmicscales
Whatistemperature?
Temperaturescales,absolutezero
Processofmeasurement
Physicalquantities
Formaldefinitionofmatter
Unitsofmatter
Matterextremes–biggest,smallest
Physicalquantities
Periodictable
Quantumtocosmicscales
Theworld’smostfamousequation
Energyconservationandflows
Normalmattervs.Darkmatter
Mathematicalreasoning
Graphicalrepresentationofdata
Frontiersofscience
Readings,videos,podcasts,etc.
KeyConcepts
ArmoryLovins,“A50yearplanforenergy”
http://www.ted.com/talks/amory_lovins_a_50_year_plan_for_energy.html
Energyinhistory
Energyinthefuture
SES194:EnergyinEverydayLife
Springsemester2015Online
Chapter3of“Energy:Physical,EnvironmentalandSocialImpact”
Force,work,energy,conservationlaws
Chapter5of“Energy:Physical,EnvironmentalandSocialImpact”
Consumptionofenergy,projectionofenergyneeds
Lab1
Interactionoflightandmatter
Labdescription:Aninteractiveexplorationofcolortemperaturerelationships.
Lab2
Totalenergyusedbythecivilizationsvs.totalenergyoutputfromtheSun
Labdescription:Studentslearntoapplyorderofmagnitudeestimates.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module2
Biology,medicine,chemistry,andyourcar
Objectives
Learnenergyandmatterconceptsinlifesciencesandchemistrythataffecteverydaylifeandbeyond.
Developasenseofthescientificmethodasaproblemsolvingprocess.
Equipstudentswithaquantitativetoolkitusingtheconceptsofmeasurementandestimation.
Topics
KeyConcepts
Whatisthetotalenergyrequiredbythehumanbody?
Howmuchenergydoesyourbrainuse?
Mitochondria
Energyfromfood
Followmatterfromyourplatetoyourbicep
Interconnectednessofscience
Biologicalenergyflows
Lipids
Aminoacids
Nucleicacids
Photosynthesisandenergycycles
Carbondioxideoxygencycles
Spectrumofsolarradiation
Fermentation
Quantificationofmetabolicenergy
XRaysandGammaraysinmedicine
What’s“He”doinginmyMRI?
Interconnectednessofscience.
Electromagneticradiation
Theatomanditselectroncloud
Bohrandquantumviewpoints
Energyofchemicalreactions–endothermicandexothermic
Balanceyourformulawithstoichiometry
Conservationofenergy
ThermodynamicLaws
Uncertaintyinmeasurement
Energyefficiencyoftheaveragecar
Getitcranking–gasolinevs.diesel
Transportationaerodynamics–Priusvs.asemi
Thejourneyofpalladiumtoyourcatalyticconverter
Interconnectednessofscience
Energyofchemicalreactions
RareEarthelements
SES194:EnergyinEverydayLife
Springsemester2015Online
Readings,videos,podcasts,etc.
KeyConcepts
Chapter6of“Energy:Physical,EnvironmentalandSocialImpact”
Atomicstructure,chemicalenergy
Chapter23of“Energy:Physical,EnvironmentalandSocialImpact”
Photosynthesis,biomassforfuel
http://www.ted.com/talks/jonathan_trent_energy_from_floating_algae_po
ds.html
Biomassenergy
Lab3
Whatdoesittaketomakewater?
Labdescription:Interactiveexerciseinwhichstudentsexplorethephasesofwaterandthechemistryofmakingwater.
Lab4
Howmuchenergyisinagallonofgasoline?
Labdescription:Interactiveexplorationofenergyunitsandenergyequivalents.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module3
Cooking,collisions,androckets
Objectives
Masterenergyandmatterconceptsinphysicsandchemistrythataffecteverydaylifeandbeyond.
Topics
KeyConcepts
Howdoesamicrowaveovenwork?
Interconnectednessofscience
Historyofscience
Interactionofphotonsandmatter
Whydoeggwhitesgofromcleartowhitewhenyoucookthemand
whenyouwhipthemintomeringue?
Chemicalreactions
Mechanicalenergy
Doestanningcountascooking?
Interactionofphotonsandmatter
Physicsofcollisions
Classicalmechanics
Fissionandfusion
Nuclearphysics
Processofmeasurement
Creatingmatterfrompureenergy
Quantificationofenergyandmatter
Particleaccelerators
Dreamofthealchemist:Howtomakegold
Nucleosynthesis
Interconnectednessofscience
Gravitywells
Newtoniangravity
Newton’slawsofmotion
Readings,videos,podcasts,etc.
KeyConcepts
http://scitech.web.cern.ch/scitech/toptech/01/MicroWaveOven/microwav
e_2.shtml
Radiation
Energytransport
SES194:EnergyinEverydayLife
Springsemester2015Online
http://www.livescience.com/32285howdoesamicrowaveovenwork.htm
l
Chapter18of“Energy:Physical,EnvironmentalandSocialImpact”
Nuclearstructure,fission,fusion
Chapter19of“Energy:Physical,EnvironmentalandSocialImpact”
Energyfromnuclearreactors
http://www.ted.com/talks/richard_sears_planning_for_the_end_of_oil.ht
ml
Oilreserves,oilfuture
Lab5
RocketsandOrbitsIwantmyGPS!
Labdescription:Interactiveexercisesinorbits,geosynchronousorbits,andhowGPSsystemswork.
Lab6
EscapeVelocity
Labdescription:InteractiveexercisesinescapevelocitiesandagamebasedlandingontheMoon.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module4
AcousticsandtheEarth
Objectives
Exploreenergyandmatterconceptsfromgeologicalandacousticalsciencesthataffecteverydaylifeandbeyond.
Topics
KeyConcepts
Waves
Physicsofoscillations
Electromagnetics
Howdoesacousticalenergygettranslatedfromawavetoanimpulsein
yourbrain?
Interconnectednessofscience.
Majorandminorkeys
Psychologyofperception
Shockwaves!
Exceedingthespeedofsound
WhatistheenergyandmassbudgetofEarth’sinterior?
Quantificationofenergyandmatter
Mathematicalreasoning
Uncertaintyinmeasurement
Earthquakes&theRichterScale
Platetectonics
Graphicalrepresentationofdata
EnergyandMatterinweatherphenomena
Localandglobalatmosphericphenomena
Greenhouseeffect
DoesitMatterhowmanydiamondsdoyougetpertonofore?
Interconnectednessofscience
Economicsofextraction
Processofestimation
Readings,videos,podcasts,etc.
KeyConcepts
http://www.ted.com/talks/david_mackay_a_reality_check_on_renewable
s.html
Renewableenergy,economics,historyofenergyusage
SES194:EnergyinEverydayLife
Springsemester2015Online
http://www.ted.com/talks/steven_cowley_fusion_is_energy_s_future.htm
l
Nuclearenergy,fusion
Lab7
MeasuringthemassoftheEarth
Labdescription:Explorationofkepler’slawsandhowmassismeasuredinbinarysystems.
Lab8
Measuringthestrengthofanearthquake
Labdescription:QuantitativeinteractiveexercisesintheRichterscaleandenergyequivalents.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module5
Transport,storage,andconversion
Objectives
Masteranunderstandingofenergyandmatterflowsandcyclesthataffecteverydaylifeandbeyond.
Topics
KeyConcepts
TheGrid–electricityconductance,losses,andefficiency
Energytransport
WirelesspowertransmissionstumpedevenTesla
Directedenergysystems
Frontiersofscience
Electromagnetics
Batteriesandwhynoneofthemareallthatgreat
Energystorage&sustainability
Processofmeasurement
Capacitorsandinductors
Energystorage&sustainability
ElementaryLRCcircuits
Energyconversion–photovoltaicsandbiomass
Energyefficiency
Processofmeasurement
Energyondemand–whathappenstoenergyproducedbutnotused?
Energyconservation
Processofestimation
Gettingwindandhydroelectricpowerfromtheorigintothedestination
Energygrid
Socialimpactofenergyproduction
Readings,videos,podcasts,etc.
KeyConcepts
Chapter7of“Energy:Physical,EnvironmentalandSocialImpact”
Thermodynamiclawsandefficiencyofenergygeneration
Chapter8of“Energy:Physical,EnvironmentalandSocialImpact”
Productionanddistributionofelectricity
http://www.ted.com/talks/angela_belcher_using_nature_to_grow_batteri
es.html
Energystorage,biomass
SES194:EnergyinEverydayLife
Springsemester2015Online
Lab9
Yourelectricitymeter,onekilowatthouratatime
Labdescription:Practical,interactiveexplorationofmeasuringenergyusage.
Lab10
Transmissionlinelosses
Labdescription:Explorationofefficienciesintransportingenergyovertheelectricalgridandwirelessenergytransport.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module6
Thefrontiersandeconomicsofenergyproduction
Objectives
Exploretheeconomicsofenergygenerationandusage,andthefrontiersofenergygenerationandsustainability.
Topics
KeyConcepts
Revisittotalenergybudgetofcivilization
Interconnectednessofscience
Processofestimation
Dollarcostperunitenergy
Localandglobalmarkets
Peakoil
Processofestimation
Fracking
Geomorphologyofnaturalgas
Photovoltaics
Interactionofradiationwithmatter
Electronsandholes
Insolation
Nuclearpower–fissionandfusion
Nuclearphysicsoffissionandfusion
Radioactivedecay
Usingthemoontomakeyourtoast
Interconnectednessofscience
Tidalenergy
Windenergy
Turbines
Conservationofenergy
Biomassenergy
Relationshipsinecosystems
Readings,videos,podcasts,etc.
KeyConcepts
http://www.engineering.com/Videos/VideoPlayer/tabid/4627/VideoId/326
8/FrackingExplainedOpportunityOrDanger.aspx
EarthStructure
Energyfinance
SES194:EnergyinEverydayLife
Springsemester2015Online
Energysustainability
Chapter24of“Energy:Physical,EnvironmentalandSocialImpact”
Solarenergy,photovoltaics,tidalenergy
Chapter25of“Energy:Physical,EnvironmentalandSocialImpact”
Energystorage,novelenergyalternatives
CleanenergyfuturepodcastbyStevenChu
https://itunes.apple.com/us/podcast/acleanenergyfuture/id78511357?i
=93271871&mt=2
Cleanenergy
Lab11
Averagehouseholdbillforelectricalenergy
Labdescription:GraphicalexplorationofBigDatatoestimatemeanenergybillswithstandarddeviations.
Lab12
Solarinsolance
Labdescription:Explorationofefficiencyofsolarenergycollection
Lab13
Clim’Way
LabDescription:Interactivefocusedoncommunityplanningneededtoreducegreenhousegasemissionsandenergyconsumption.
SES194:EnergyinEverydayLife
Springsemester2015Online
Module7
Scienceofsciencefiction
Objectives
Exploretheenergysciencebehindconceptspopularizedinfiction.
Topics
KeyConcepts
Iwanttogotothestars
Distance,time,andenergyconstraints
ScientificMethod
Matterantimatterengines
Existenceofantimatter
Lightsails
Pressurefromphotons
Electromagnetics
Cloaking
Terahertzmaterials
Superconductors
Criticaltemperature
Bosonicbehavior
Fasterthanlighttravel
Specialrelativity
Wormholes,blackholes,andtesseracts
Generalrelativity
Schwartzchild&Kerrblackholes
Readings,videos,podcasts,etc.
KeyConcepts
http://science.howstuffworks.com/rocket.htm
Physicsofrockets
http://science.howstuffworks.com/antimatter.htm
Matterantimatteregins
http://en.wikipedia.org/wiki/Solar_sail
Momentum&energyfromlightmatterinteractions
Lab14
Warpdrive
SES194:EnergyinEverydayLife
Springsemester2015Online
Labdescription:Gamebasedexplorationoffasterthanlighttravel.
SES194:EnergyinEverydayLife(4credits)
Syllabus,Spring2015
Onlinecourse
4credits
Noprerequisites
GeneralStudies:ScienceQuantitative(SQ)
CourseDescription
Energyisaconceptthatthreadsthroughoutscienceandengineeringandisattheheartof
understandinghowtheworldaroundusworks.Whatisenergy?Whatismatter?Howisenergy
andmatterusedindynamicalacoustical,biological,chemical,electrical,mechanical,nuclear,
andsocialsystems?Whatwouldourworldbelikeiftherewasanearlyinfinitesupplyof
inexpensiveenergy?EnergyinEverydayLifeisanonlinesurveycoursedesignedtoservethe
needsofundergraduatestudentsandfutureK8teachersbyhelpingthemmasterbasic
conceptsofenergygeneration,delivery,conversion,andefficiencyandlearnwhatmakesenergy
universal.Inaddition,thistransdisciplinarycoursewillhelpstudentsunderstandconceptsand
developskillsthatcrosscutscientificdisciplines,suchastheabilitytoobserve,thinkcritically,
measure,andgatherandinterpretdata.
Studentswillexplorekeytopicsacrossarangeofsciencedisciplines–fromastronomyto
chemistrytolifesciences,aswellascriticaltopicsingeoscience,environmentalscienceand
sustainabilityscience.Theemphasisinteachingthesescienceconceptsisforstudentstoattain
qualitativeandquantitativeunderstanding,includingtheconstructionandinterpretationofcharts
andgraphsandtheuseofsimpleequationstotesthypotheses.
InEnergyinEverydayLife,studentsdeconstructcomplexenergy‐relatedquestionsintoaseries
ofsmallerquestions,eachofwhichisuncertaintoagreaterorlesserdegree.Thus,Energyin
EverydayLifeisinherentlystructuredtoteachscienceasaprocessofiterativeexploration
betweentheoryandexperimentandasaprocessofansweringquestionsbyreducing
uncertainties,ratherthansimplyasanexpandingbodyofknowledge.
Instructors:
FrankTimmes,Professor,SchoolofEarthandSpaceExploration
Office:ISTB4597,[email protected]
MeredithTurnbough,AssistantResearchProfessor,CollegeofLiberalArtsandSciences
Office:CPCOM313,[email protected]
CourseObjectives
1. Introducestudentstobasicconceptsinastronomy,physics,lifescience,and
geoscienceinanintegrativemanneraroundthethemeofenergyandmatter.
2. Educateabroadaudienceofstudentswithanintroductiontothescienceofenergyand
matterandtopicssurroundingthegeneration,transport,conversion,anduseofenergy
andmatterineverydaylife,andtheenergysustainabilityofourplanet.
3. Excitestudentsabouttherelevanceofthebasicsciencesandthepredictiveaspectsof
quantitativescience.
4. Exposestudentstoscienceasaniterativeprocessofexplorationanddiscovery,
experimentandtheory,drivenbythescientificmethodbutnotbeholdentoit.
StudentLearningObjectives
Aftertakingthiscoursestudentswillbeableto:
1. Understandtheuseofthescientificmethodandhowithelpspeopleproblemsolve.
2. Useconceptsinastronomy,physics,lifescience,andgeosciencetoqualitativelyand
quantitativelydescribeessentialfeaturesoftheworldaroundthem.
3. Definethecharacteristicsthatareessentialtoflowsofenergyandmatter.
4. Criticallycompareandcontrastmodesofenergyandmattergeneration,transport,
conversion,anduse.
CurricularArticulation
EnergyandMatterisanintroductorycoursethatcanbechosenbyfutureK8teachersand
nonsciencemajorundergraduatestofulfilltheirprogrammaticsciencecourserequirements,in
particulartheGeneralStudiesScienceQuantitative(SQ)requirement.Itwillprovidestudents
withtoolsandmaterialthatwillhelppreparethemforsuccessintheupperdivisionelectives.
Requiredmaterialsandactivities
Studentswillaccesscoursecontentviaaseriesofweeklycoursereadings,videolectures,
powerpointpresentations,scientificsimulations,andlaboratoryactivitiespostedonthecourse
homepageinthecoursemanagementsystem(LearningStudio).
Primarycoursetext:GordonAubrecht,Energy:Physical,Environmental,andSocialImpact,3rd
edition(AddisonWesley,2005).Note:WeareworkingwithPearsonPublisherstocreatean
eversionoftheportionsofthetextbookthatthecourseuses.
AssignmentsandGrading:
Homework(50%)
Homeworkassignmentsaredesignedtodevelopstudents’understandingofbasicscience
concepts,tohonetheircriticalthinkingskills,andtodeveloptheirabilitiestoexpressdataand
resultsquantitatively.Studentswillcomplete14homeworkassignments,twoperweek,in
LearningStudio.Eachhomeworkisworth100pointsandwilltakeabout45minutes.Onaverage,
therewillbe23quantitativeproblemsperweek.Collectively,homeworkassignmentswill
comprise50%ofthecoursegrade.Eachhomeworkassignmentwillbeworth3.57%ofthefinal
grade.Studentswillbepermittedtocollaborateonhomeworkassignmentsingroupsupto6
people.
Exams(50%)
Therewillbe3exams,roughlyoneevery2weeks,toallowstudentstodemonstratecontent
mastery.TheexamswillbecompletedinMasteringAstronomyandfollowthesamestyleand
contentlevelasthehomework.Collectively,theexamswillcomprise50%ofthecoursegrade,
witheachexamworth16.67%ofthestudent’sgrade.
CourseGrades
Finalgradesarebasedonthenumberofpointsearnedonthehomeworkandexams.Students
willbeabletoseetheirpercentageofthetotalpointstodateinLearningStudio.Finalgradesfor
thecoursearegenerallybasedonacurve;thatis,relativetoyourcolleagues.However,Iallow
forabsolutescores90%orbetterwillgetanA,80%orbetteraB,70%orbetteraC,60%or
betteraD,below60%isafailinggrade.
HowtoSucceedinthisCourse
1. CheckyourASUemailregularly.
2. Logintothecoursewebsitedaily.
3. CommunicatewithyourTAsandinstructor.
4. Createastudyschedulesothatyoudon'tfallbehindonassignments.
5. Honorthehomeworkandexamdeadlines.
CommunicatingWiththeInstructor
Thiscourseusesa"threebeforeme"policyinregardstostudenttofacultycommunications.
Whenquestionsariseduringthecourseofthisclass,pleaseremembertocheckthesethree
sourcesforananswerbeforeaskingeitherinstructortoreplytoyourindividualquestions:
1. Coursesyllabus
2. Announcementswhenyoulogin
3. The"HallwayConversations"discussionboard
Thispolicywillhelpyoutoidentifyanswersbeforewecangetbacktoyouanditalsohelpsyour
instructorfromansweringsimilarquestionsorconcernsmultipletimes.
Ifyoucannotfindananswertoyourquestion,pleasefirstpostyourquestiontothe"Hallway
Conversations"discussionboard.Hereyourquestioncanbeansweredtothebenefitofall
studentsbyeitheryourfellowstudentswhoknowtheanswertoyourquestionortheinstructor.
Youareencouragedtoanswerquestionsfromotherstudentsinthediscussionforumwhenyou
knowtheanswerinordertohelpprovidetimelyassistance.Ingeneral,theTAsandtheinstructor
willanswerquestionsbetween8amand5pm,MondaytoFriday.Ifaresponseispostedoutside
ofthosehours,itisabonus.TheTAsandIarenotoncall24hoursadaytoimmediatelyanswer
questions.Ifyoudonotreceiveananswertoyourquestionthroughthediscussionboardwithina
reasonableamountoftime(allowatleast24hours),thenyoushouldsendanemailtotheTAs
forthecourse.
Ifyouhavequestionsofapersonalnaturesuchasrelatingapersonalemergency,questioninga
gradeonanassignment,orsomethingelsethatneedstobecommunicatedprivately,youare
welcometocontactmeviaemailorphone.Mypreferenceisthatyouwilltrytoemailmefirst.I
willusuallyrespondtoemailandphonemessagesfrom8amto5pmonweekdays,pleaseallow
24hoursformetorespond.Pleasebesuretoemailmeattheemailaddresslistedunder"Meet
YourInstructor".
Ifyouhaveaquestionaboutthetechnologybeingusedinthecourse,pleasecontacttheHelp
Deskforassistance(seecontactinformationunderTechnicalSupportinformation).
Conduct
Studentsarerequiredtoadheretothebehaviorstandardslistedinthe
ArizonaBoardofRegentsPolicyManualChapterV–CampusandStudentAffairs:Codeof
Conducthttp://www.azregents.edu/policymanual/default.aspx,ACD125:Computer,Internet,and
ElectronicCommunicationshttp://www.asu.edu/aad/manuals/acd/acd125.htm,andtheASU
StudentAcademicIntegrityPolicyhttp://www.asu.edu/studentaffairs/studentlife/srr/index.htm.
Studentsareentitledtoreceiveinstructionfreefrominterferencebyothermembersoftheclass.
Ifastudentisdisruptive,aninstructormayaskthestudenttostopthedisruptivebehaviorand
warnthestudentthatsuchdisruptivebehaviorcanresultinwithdrawalfromthecourse.An
instructormaywithdrawastudentfromacoursewhenthestudent'sbehaviordisruptsthe
educationalprocessunderUSI20110(http://www.asu.edu/aad/manuals/usi/usi20110.html).
Appropriateclassroombehaviorisdefinedbytheinstructor.Thisincludesthenumberandlength
ofindividualmessagesonline.Coursediscussionmessagesshouldremainfocusedonthe
assigneddiscussiontopics.Studentsmustmaintainacordialatmosphereandusetactin
expressingdifferencesofopinion.Inappropriatediscussionboardmessagesmaybedeletedif
aninstructorfeelsitisnecessary.Studentswillbenotifiedprivatelythattheirpostingwas
inappropriate.
StudentaccesstothecourseSendEmailfeaturemaybelimitedorremovedifaninstructor
feelsstudentsaresendinginappropriatemessagestootherstudentsinthecourse.
SyllabusDisclaimer
Theinstructorviewsthecoursesyllabusasaneducationalcontractbetweentheinstructorand
students.Everyeffortwillbemadetoavoidchangingthecourseschedule,butthepossibility
existsthatunforeseeneventswillmakesyllabuschangesnecessary.Theinstructorreserves
therighttomakechangestothesyllabus.Studentswillbenotifiedinatimelymannerofany
syllabuschangesviaemailorinthecoursesiteAnnouncements.Pleaseremembertocheck
yourASUemailandthecoursesiteAnnouncementsoften.
AccessibilityStatement
IncompliancewiththeRehabilitationActof1973,Section504,andtheAmericanswith
DisabilitiesActof1990,professionaldisabilityspecialistsandsupportstaffattheDisability
ResourceCenters(DRC)facilitateacomprehensiverangeofacademicsupportservicesand
accommodationsforqualifiedstudentswithdisabilities.DRCstaffcoordinatetransitionfrom
highschoolsandcommunitycolleges,inservicetrainingforfacultyandstaff,resolutionof
accessibilityissues,communityoutreach,andcollaborationbetweenallASUcampuses
regardingdisabilitypolicies,procedures,andaccommodations.
StudentswhowishtorequestanaccommodationforadisabilityshouldcontacttheDisability
ResourceCenter(DRC)fortheircampus.
TempeCampus
http://www.asu.edu/studentaffairs/ed/drc/
4809651234(Voice)4809659000(TTY)
WestCampus
http://www.west.asu.edu/drc/
UniversityCenterBuilding(UCB),Room130
6025438145(Voice)
PolytechnicCampus
http://www.asu.edu/studentaffairs/ed/drc/
4807271165(Voice)4807271009(TTY)
DowntownPhoenixCampus
http://campus.asu.edu/downtown/DRC
UniversityCenterBuilding,Suite160
6024964321(Voice)6024960378(TTY)
Lectures,Labs,DiscussionQuestions
Module1:WhatareEnergyandMatter?
Topics:
Thescientificmethodinpractice
Formaldefinitionofenergy
Kinetic,potential,andradiationenergy
Energyunitsandscales
Energyextremes–biggest,smallest
Whatistemperature?
Temperaturescales,absolutezero
Formaldefinitionofmatter
Unitsofmatter
Matterextremes–biggest,smallest
Theworld’smostfamousequation
Energyconservationandflows
Normalmattervs.Darkmatter
Readings,videos,podcasts,etc.:
ArmoryLovins,“A50yearplanforenergy”
http://www.ted.com/talks/amory_lovins_a_50_year_plan_for_energy.html
Chapter3of“Energy:Physical,EnvironmentalandSocialImpact”
Chapter5of“Energy:Physical,EnvironmentalandSocialImpact”
Labs:
1.Interactionoflightandmatter
2.Totalenergyusedbythecivilizationsvs.totalenergyoutputfromtheSun
Discussionquestion:Whatwouldwedowithasourceoffree,unlimitedenergy?
Module2:Biology,Medicine,Chemistry,andYourCar
Topics:
Whatisthetotalenergyrequiredbythehumanbody?
Howmuchenergydoesyourbrainuse?
Mitochondria
Energyfromfood
Followmatterfromyourplatetoyourbicep
Photosynthesisandenergycycles
Fermentation
XRaysandGammaraysinmedicine
What’s“He”doinginmyMRI?
Theatomanditselectroncloud
Energyofchemicalreactions–endothermicandexothermic
Balanceyourformulawithstoichiometry
Energyefficiencyoftheaveragecar
Getitcranking–gasolinevs.diesel
Transportationaerodynamics–Priusvs.asemi
Thejourneyofpalladiumtoyourcatalyticconverter
Readings,videos,podcasts,etc.:
Chapter6of“Energy:Physical,EnvironmentalandSocialImpact”
Chapter23of“Energy:Physical,EnvironmentalandSocialImpact”
http://www.ted.com/talks/jonathan_trent_energy_from_floating_algae_pods.html
Labs:
3.Whatdoesittaketomakewater?
4.Howmuchenergyisinagallonofgasoline?
Discussion:Energyneedsforcleandrinkingwater
Module3:Cooking,CollisionsandRockets
Topics:
Howdoesamicrowaveovenwork?
Whydoeggwhitesgofromcleartowhitewhenyoucookthemandwhenyouwhiptheminto
meringue?
Doestanningcountascooking?
Physicsofcollisions
Fissionandfusion
Creatingmatterfrompureenergy
Dreamofthealchemist:Howtomakegold
Gravitywells
Readings,videos,podcasts,etc.:
http://scitech.web.cern.ch/scitech/toptech/01/MicroWaveOven/microwave_2.shtml
http://www.livescience.com/32285howdoesamicrowaveovenwork.html
Chapter18of“Energy:Physical,EnvironmentalandSocialImpact”
Chapter19of“Energy:Physical,EnvironmentalandSocialImpact”
http://www.ted.com/talks/richard_sears_planning_for_the_end_of_oil.html
Labs:
5.RocketsandOrbitsIwantmyGPS!
6.EscapeVelocity
Discussionquestion:WhydoesaPollockpaintinghavedifferentperceivedenergythana
Rembrandtpainting?
Module4:AcousticsandtheEarth
Topics:
Waves
Howdoesacousticalenergygettranslatedfromawavetoanimpulseinyourbrain?
Majorandminorkeys
Shockwaves!
WhatistheenergyandmassbudgetofEarth’sinterior?
Earthquakes&theRichterScale
EnergyandMatterinweatherphenomena
DoesitMatterhowmanydiamondsdoyougetpertonofore?
Readings,videos,podcasts,etc.:
http://www.ted.com/talks/david_mackay_a_reality_check_on_renewables.html
http://www.ted.com/talks/steven_cowley_fusion_is_energy_s_future.html
Labs:
7.MeasuringthemassoftheEarth
8.Measuringthestrengthofanearthquake
Discussionquestion:Cananyonehearyouinspace?
Module5:Transport,Storage,andConversion
Topics:
TheGrid–electricityconductance,losses,andefficiency
WirelesspowertransmissionstumpedevenTesla
Batteriesandwhynoneofthemareallthatgreat
Capacitorsandinductors
Energyconversion–photovoltaicsandbiomass
Energyondemand–whathappenstoenergyproducedbutnotused?
Gettingwindandhydroelectricpowerfromtheorigintothedestination
Readings,videos,podcasts,etc.:
Chapter7of“Energy:Physical,EnvironmentalandSocialImpact”
Chapter8of“Energy:Physical,EnvironmentalandSocialImpact”
http://www.ted.com/talks/angela_belcher_using_nature_to_grow_batteries.html
Labs:
9.Yourelectricitymeter,onekilowatthouratatime
10.Transmissionlinelosses
Discussionquestion:Whatifbatterieswere100%efficient?
Module6:FrontiersandEconomicsofEnergyProduction
Topics:
Revisittotalenergybudgetofcivilization
Dollarcostperunitenergy
Peakoil
Fracking
Photovoltaics
Nuclearpower–fissionandfusion
Usingthemoontomakeyourtoast
Windenergy
Biomassenergy
Readings,videos,podcasts,etc.:
http://www.engineering.com/Videos/VideoPlayer/tabid/4627/VideoId/3268/FrackingExplainedOp
portunityOrDanger.aspx
Chapter24of“Energy:Physical,EnvironmentalandSocialImpact”
Chapter25of“Energy:Physical,EnvironmentalandSocialImpact”
CleanenergyfuturepodcastbyStevenChu
https://itunes.apple.com/us/podcast/acleanenergyfuture/id78511357?i=93271871&mt=2
Labs:
11.Averagehouseholdbillforelectricalenergy:
12.Solarinsolance
13.Clim’Way
Discussionquestion:WhyisgasolinemoreexpensiveinEuropethanintheUS?
Module7:ScienceofScienceFiction
Topics:
Iwanttogotothestars
Matterantimatterengines
Lightsails
Cloaking
Superconductors
Fasterthanlighttravel
Wormholes,blackholes,andtesseracts
Readings,videos,podcasts,etc.:
http://science.howstuffworks.com/rocket.htm
http://science.howstuffworks.com/antimatter.htm
http://en.wikipedia.org/wiki/Solar_sail
Labs:
14.Warpdrive
Discussionquestion:Whatwouldwedowithasourceoffree,unlimitedenergy?
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