---
title: "ChEn 433 "
date: Class 28 Review
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# Erasmo
<iframe src="https://player.vimeo.com/video/116050821?h=9681cbbd67&title=0&byline=0&portrait=0" width="1400" height="787" frameborder="0" allow="autoplay; fullscreen; picture-in-picture" allowfullscreen></iframe>
<p><a href="https://vimeo.com/116050821">Erasmo</a> from <a href="https://vimeo.com/davidstauffer">David Stauffer</a> on <a href="https://vimeo.com">Vimeo</a>.</p>

# Utah Hydrogen

<a href="https://www.powermag.com/aces-deltas-hydrogen-electrolyzers-arrive-in-big-boost-for-hubs-progress/"><img src="utah_hydrogen.png" height=800 alt="image"></a>

# Study techniques
:::{.cols2}
:::{.col2-vp}
<div style="font-size:0.65em">
* Learning is deeper and more durable when it is effortful. Learning that’s easy
is like writing in the sand, here today and gone tomorrow
* Rereading text and massed practice of a skill or new knowledge are by far
the preferred study strategies of learners of all stripes, but they’re also among
the least productive.
* Retrieval practice—recalling facts or concepts or events from memory—is a
more effective learning strategy than review by rereading.
* Elaboration is the process of giving new material meaning by expressing it in
your own words and connecting it with what you already know.
* Students who don’t quiz themselves (and most do not) tend to overestimate
how well they have mastered class material).
* One of the best habits a learner can instill in herself is regular self-quizzing to
recalibrate her understanding of what she does and does not know.
* From “Make it Stick, The Science of Successful Learning” by Brown,
Roediger, and McDaniel
</div>
:::
:::{.col2-v}
<img src="https://readingallthebooksuk.files.wordpress.com/2015/08/make-it-stick.jpg" width=400 alt="image">
:::
:::

# Exercise
* Write down the main topic/title of each Class
    * do this without the schedule, then with it
* For each class, what were the main ideas
    * outline each class
    * put in the details
    * what were the discussions regarding the ideas
* Do this alone, then with others
* Create your own review notes (like these slides)
    * First "recall", then look up to fill in.

## Schedule
<iframe src="https://ignite.byu.edu/che433/schedule.html" width=1200 height=800></iframe>

## Class 1 Introduction
* energy forms
* stewardship
* human development index
* issues
    * economics, resources, complexity, safety, regional, perception, politics, momentum, workforce, infrastructure
* values and tradeoffs

## Class 2 Energy use
* Sectors, sources, end uses, splits
* Base rate fallacy
* CMO (units)
* **Capacity factor**
* World energy use
* Scale: wind Example

## Class 3 Emissions
* Pollutant types
* SO2
    * key issues (decrease in emission, due to regulation and technologies)
    * Mitigation
        * remove from fuel
        * scrubbing from exhaust
* NOx
* Particulates

## Class 4 Climate
* Greenhouse gases
* IPCC
* CO2 and temperature
* Climate drivers, radiative forcing
* Controversies
* world agreements

## ...Etc

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# Exercise
* Go back through the homework
    * Read the problem statmeents and think through the problems
    * What is the approach used?
    * What did you do right?
    * What misunderstandings did you have?
* Outline the solution
* Don't spend too much time trying to rework problems, but get the essense of the problem and try to go through it from memory.
* Then, look at the provided homework solution and compare your approach.

## Homework
<iframe src="https://ignite.byu.edu/che433/homework" width=1200 height=800></iframe>

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# Exercise
* "Play Professor"
    * If you were giving a comprehensive final, what would it contain?
* For each lecture/slide/topic, as you review, think of a question that could be asked.
* Styles of questions?
    * Direct, definitional.
    * Indirect that require the relevant knowledge
    * Calculations, numerical problems
* What questions were not on previous exams that you thought might be?
* Example: consider the capacity factor

:::notes
* Capacity factor
    * definition.
        * typical values
    * deeper: what causes influence it
    * use: without defining or saying "CF", do you know to use it in an energy problem, and where to use it.
:::

<!----------------------------------------------------------------------------->

# Exam

* Thursday, December 21, 7:00 AM, CB 381
* 3 hours (max)
* Comprehensive
* Possible question types
    * Short answer, as before
    * Short essay
    * Numerical/caculational
        * Like homework (but recognizing time contraints)
        * Non-obvious equations or unit conversions provided
        * For example, balancing a combustion reaction and computing the stoichiometric fuel/air ratio

<!----------------------------------------------------------------------------->

# Example question

A coal plant can achieve a working fluid temperature of 570 $^o$C (843 K). A typical thermal efficiency is 35%. This is the efficiency as electric power produced versus heat input. What is the efficiency as electric power produced versus max possible electric power?

:::notes
$\eta_c = 1-T_c/T_h = 1-300/843 = 0.644 = W_{max}/Q_{in}$
$\eta_a = 0.35 = W/Q_{in}$
$\eta_{want} = W/W_{max} = \eta_a/\eta_c = 0.35/0.644 = 0.54$ 
:::

# Discussion and Questions