ChEn 433

Class 28 Review

Erasmo

Erasmo from David Stauffer on Vimeo.

Utah Hydrogen

Study techniques

  • 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

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

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

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

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

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?

Discussion and Questions