FSc 503

Problems in Fuel Science

114A Hosler Building


Course Rationale
Objective
Student Involvement in Learning
Facilitators
Course Outline and Assignments
Grading
Problems
Some Resources

 

Course Rationale

Critical thinking and problem solving skills are essential for connecting basic concepts and principles with industrial applications to clearly identify real world problems and seek solutions using scientific methodology. Problem-based learning encourages students to "learn how to learn" cooperatively , rather than competitively, by identifying learning issues and using appropriate learning resources as a team.

Course Objective

The principal objective of this problem-based course is to facilitate active and cooperative, or collaborative, learning in fuel science through solving practical problems and carrying out literature searches, critical literature reviews, concept mapping , road mapping, and written and oral presentations of results. The development of critical thinking and problem solving skills as a team in academic and industrial settings is the major focus of the course.

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Student Involvement in Learning

Students will collaborate in a team and take charge of their learning process as they attempt to solve the assigned problems. It is important to make use of the diversity of the existing knowledge within the group to identify the learning issues regarding the fundamental principles of fuel science and their application to a given problem. Students may use concept mapping to formulate the learning issues and map out the relationships between different concepts and principles to solve the assigned problems. Road mapping will be used to develop a strategy and a time line for problem solution. Students will make a critical review of the relevant literature to assess/reassess the proposed concept and road maps. The results of the literature review and experimental or computational work will be conveyed in written reports and oral presentations throughout the semester.

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Facilitators

Dr. Semih Eser, Associate Professor of Energy and Geo-Environmental Engineering
Office: 154 Hosler Building
Phone: 863-1392; Fax: 865-3248
E-mail: seser@psu.edu

 
Dr. Alan W. Scaroni, Professor of Energy and Geo-Environmental Engineering
Office: 118 Hosler Building
Phone: 863-3264; Fax: 863-5709
E-mail: aws1@psu.edu

 
Dr. Chunshan Song, Associate Professor of Fuel Science
Office: 206 Hosler Building
Phone: 863-4466; Fax: 865-3248
E-mail: csong@psu.edu
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Course Outline and Assignments

August 28: Introduction of the problem and discussion of course procedures and logistics for problem-based learning.

August 30: Presentation and discussion of individual  and team concept maps (or any other format used) for defining the learning issues;  student responses to assigned reading materials.

September 6: Student presentation and discussion of learning issues for solving the problem

September 11: Student presentation and discussion of individual and team road maps for solving the problem

September 18: Presentation of a critical literature review and reassessment of the proposed road map for  solving the problem; finalize the team road maps .

September 25: Presentation of progress

October 2: Submission of the literature survey and submission and presentation of progress report and a comprehensive plan for future work

October 13: Presentation of progress

October 23: Presentation of progress -submit progress report

November 6: Presentation of progress

November 13: Presentation of progress

November 20: Presentation of progress

December 4: Presentation of progress and submission of final report

December 8: Final Oral Examination
 

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Grading

    Your course grade will depend on three components:

    1) Grade for team work (30%)
    2) Individual presentations throughout the semester and final exam on the whole problem at the end of the semester (50%)
    3) Peer evaluation - confidential grades from your team members (20%)

    1) The grade for team work will be determined  according to the following distribution:
 

Concept Map (or identification of learning issues): 15%
Road Map: 15%
Literature Review: 20%
Progress Reports: 15%
Oral Presentation: 10%
Final Report: 25%

 

 

    Critical and creative thinking, problem solving skills, clarity and integrity of reports and presentations will be considered in assigning these grades.

    2) Individual Presentations
 

        The following factors will be considered as equally important in assigning the grades for individual work.


For the final oral exam, each student will give a 25-minute presentation of the final report and be questioned on the important learning issues for the whole problem.

3) Peer Evaluation (individual)
 

        Each student  in a group will assign confidential grades to all the other group members to evaluate their contribution to the learning issues, including leadership , resourcefulness , creativity, and peer teaching effort . The criteria for the grade for peer evaluation will be discussed in the first class meeting. The overall peer evaluation grade for each student will be calculated as the mean of the assigned grades after discarding the top and bottom grades.

 

 
 
 
 

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Problem: CO2 Sequestration, Conversion and Utilization

    There are serious concerns worldwide for the increased CO2 concentrations in the atmosphere, and the impacts of higher CO2 levels on the global environment.  This FSc 503 problem deals with the control of CO 2 concentrations in atmosphere.   The students in FSc 503 are required to understand the global concerns of CO2 issues, clarify the key issues of the CO2 emission control,  identify the technical options,  compare these options and evaluate their impacts on controlling the atmospheric  CO2 concentrations in the long term.  The technical options would include but are not limited to CO2 capture, sequestration, conversion, and utilization for reducing CO2 emissions into the atmosphere.  A quantitative approach, including a thermodynamic and kinetic analysis of proposed options must be considered along with a preliminary economic analysis.

     This is a real-world problem to which there may be different approaches and different view points as well as controversial issues.  Critical analysis, creative thinking, and cooperative team work are expected from each student.  Literature review is an important part of this assignment, but a literature review should be a critical survey, not a repetitive summary of what is already described in literature.
 

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