Phone: (608) 994-3724

MTWThF: 8:49-9:33

11:33-12:48

Bohn, Ralph C. and Angus J. MacDonald. Energy Technology: Power and Transportation. Glencoe/McGraw Hill. Peoria, 1992.

Other texts and materials may be used depending on the direction of the course.

Materials: Three ring binder, pen or pencil, calculator, and a desire to learn. The first three items are required each day, otherwise you’ll lose all participation points for that day. The last item should be present throughout your life.

Course Statement: This one semester course will cover real world applications in the areas of transportation, power and energy systems in the form of the creation of a high mileage vehicle. This course will present a wide spectrum of activities, processes, materials, and challenges that involve the study of these three very crucial conventions. Students will be provided with a broad exposure to the way Technology ultimately charters the direction of our world today. Course objectives include:

1) Constructing a spreadsheet, entering data into cells, using mathematical functions to manipulate/process data, generate a chart or graph, and interpret the results.

2) Participate in an on-line discussion group or listserv appropriate to the content area.

3) Construct and conduct electronic surveys via e-mail, listservs, or newsgroups.

4) Produce a multimedia slide show using text, graphics, moving images, and sound

5) Incorporate effective group processes and time management techniques in a project’s development

6) Specify and detail workgroup goals and individual and subgroup responsibilities

7) explain that research and experimentation in various scientific and technological areas help society advance

8) Understand how new knowledge is usually, by design or otherwise, an outcome of technological activity which contributes to the exponential growth of technological knowledge

9) Understand how systems are conceived, designed, built, and controlled by people

10) Select resources for specific applications, apply appropriate processes to transform them into useful products and services, evaluate the end results, and make modifications as necessary.

11) Select appropriate processes to alter the condition of information to increase its usefulness

12) Understand evaluating a technology needs to account for people’s values as well as objective facts

13) Recognize a technology can become controversial when people think the cost of the technology is not being equally shared by those who will benefit most from the technology

14) Recognize that perceptions regarding the risks and benefits of a given technology are influenced by the values and beliefs of a people involved

15) Understand that the relative appropriateness of a given technology can be evaluated by comparing the risks with the benefits or the advantages with the disadvantages

16) Know it is very difficult to govern a technology once it has become an integral part of the way people live, work, or play

17) Realize the effects of a given technology may be unacceptable under one set of circumstances but acceptable under a different set of circumstances.

Grade Summary: 93-100 A

85-92 B

77-84 C

70-76 D

Below 70 F

Some grading policies include:

1) If an assigned task that is given a deadline is not completed by that deadline, the student or students responsible will receive a zero for that task. Exceptions will be made only in the event of an emergency, etc.

2) Unless specified by the instructor, each student should bring appropriate materials to each and every class. If not the instructor will have the right to make a deduction on the student’s daily or final evaluation.

3) Unless specified by the instructor, any student who misses a final exam time will receive a failing grade for the quarter and potentially the semester.

The Control of Energy The Nature and Principal Sources of Energy

Solar Energy Emerging Alternative Sources of Energy

Nuclear Energy Measuring Energy and Power

Automated Control Systems Conservation of Energy Resources

The Effects of Energy Use on the Environment

Transportation Systems External-Combustion Engines

Internal-Combustion Engines Gasoline Automotive Engines

Diesel Automotive Engines Small Engine Operation

Small Engine Safety Maintaining and Troubleshooting Small Engines

Equipment Powered by Small Engines Mechanical Power-Principles and Theory

Mechanical Power Systems Fluid Power - Principles and Theory

Fluid Power Systems Electrical Power - Principles and Theory

Electrical Power Systems Future Sources of Energy and Power

Storing and Using Energy Emerging Power Applications

Future Transportation Systems Effects of Energy Use on Society

These are just a few of the topics which we may explore. Again, if you’re interested in any particular subject we will explore it in as much depth as you like. This is your class and you should have a say in what you do.

Classroom Rules:

1) Respect other people and their property.

2) Follow directions

3) NO FOUL LANGUAGE: Any word spoken that the instructor consider inappropriate will be charged one dollar per word.

4) No food or drink in either the computer lab or the shop area (if outside its okay)

5) Obey the operating rules of each machine

6) The instructor has the authority to change the rules at any time he sees fit.

7) COME PREPARED FOR CLASS: Any student not bringing appropriate material will be subject to loss of participation points.

8) The instructor has the right to create any rules as he sees fit.

Tentative Weekly Schedule

Week # 1 January 17 - 21

Week # 2 January 24 - 28

Week # 3 January 31 - February 4

Week # 4 February 7 - 11

Week # 5 February 14 - 18

Week # 6 February 21 - 25

Week # 7 February 28 - March 3

Week # 8 March 6 - 10

Week # 9 March 13 - 17

Week # 10 March 20 - 24

Week # 11 March 27 - 31

Week # 12 April 3 - 7

Week # 13 April 10 - 14

Week # 14 April 17 - 21

Week # 15 April 24 - 28

Week # 16 May 1 - 5

Week # 17 May 8 - 12

Week # 18 May 15 - 19

Week # 19 May 22 - 26

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I, ___________________________ have read and understand all that the syllabus entails. If there is a conflict I understand that the instructor will use the syllabus to clarify and define the direction of the class.

I have read my (son’s daughter’s) syllabus and understand the objectives that Mr. Martin has set for my son or daughter. If there are any concerns that I should have I know where to contact Mr. Martin from the information provided here.

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