page 1 developing a next-generation community college curriculum for energy-efficient...
TRANSCRIPT
Page 1
Developing a Next-Generation Community College Curriculum for Energy-Efficient High-Performance
Building Operations
Peter Crabtree, Peralta Community College DistrictNick Kyriakopedi, Laney College
Evan Mills, Philip Haves, Roland J. Otto, Mary Ann Piette, Peng Xu, Rick Diamond, Lawrence Berkeley National Laboratory
Joe Deringer, The Deringer GroupChuck Frost, Lawrence Livermore National Laboratory
Page 2
Outline
• Need for new skills• New curriculum• Approach to education • Computer-based education tool• Articulation with high schools and 4-year
colleges• Testing and dissemination
Page 3
Need for new skills
• Growing awareness of operational problems • Operators and service technicians in front line • Community colleges the main source of education• Need to update ‘traditional’ curricula:
— controls— troubleshooting— commissioning
• Partnership:— Perralta Community College District— LBNL— The Deringer Group
• NSF-funded project
Page 4
Focus group - I
Focus Group Participants (N=42)
Manufacturers, Installers and Service Contractors
Building Owners,
Operators and
Managers
Designers and
Consultants
Education
Utilities; Government;
Research
Page 5
Focus group - II
Trades Represented
Refrigeration Equipment & ServiceResidential Design & ServiceEquipment ManufacturerMechanical ContractorControls Sales & ServiceCommissioningEnergy ManagementBuilding Owner; Facilities ManagerEngineering and SpecifyingEducators
Page 6
New curriculum - I
Technical Skills: • Basic building science: physics and math and
theory of how buildings work• Information technology and networking• Diagnosing and trouble-shooting problems • Control system programming • Sustainable design - green buildings• Performance measurement and analysis • Safety and risk management
Page 7
New curriculum - II
Business Skills: • Working with people, reporting, etc. • Economic and financial analysis (including
assessment of non-economic benefits)• Communicating analyses and recommendations
to decision makers • Critical thinking• Problem solving
Page 8
Educational approach - I
Problem-based learning:
• premise: learning more effective in context
• employers provide ‘real world’ problems –
complexity and ambiguity are pluses
• students work in teams to solve problems:
— define actual problem
— identify information and other resources
required
— almost no lectures
Page 9
Educational approach
Concept-based learning:• Assignments due before class• Use text books etc for majority of
learning• Use class to fill in the gaps• Use personal response system to
pose simple problems that test concepts – lecture, discuss or move on depending on response
Combine problem-based learning, concept-based learning and computer-based educational tools
Page 10
Computer-based education tool - I
Simulation-based tool, based on SPARK:• Understand the operating principles of HVAC
system components• Diagnose basic equipment problems at the
component level• Use goal-oriented, problem-solving methods at a
systems level to find solutions to more complex equipment problems
• Focus on problem-solving methodologies in finding system
Page 11
Software-only tool
Animationof system
Mouse overfor Status
VirtualInformationResourcefor Ņdrill-downsÓ
Simulationenginecomplexitycan behidden
Page 12
‘Hardware-in-the-loop’ tool - I
Virtual Building/HVAC system Real Control System
AlgorithmsHardwareA/D
D/A +
SPARK + EnergyPlus
Virtual Building/HVAC system Real Control System
AlgorithmsHardwareA/D
D/A +
SPARK + EnergyPlusSPARK + EnergyPlus
Page 13
‘Hardware-in-the-loop’ tool - II
Actuator
VAV box
Control signal
SupplyAir
PIDcontroller
roomT
Temp set-point
Room temp
P I D
A/D
D/A
Virtual Real
Control signal
Page 14
Articulation with high schools and 4-year colleges
High school:• Parallel project to develop a high school applied
physics course • Inform and engage prospective college students• Most physical phenomena occur in buildings
4-year colleges:• Encourage bright students to move on • Universities welcome motivated students• Provide disadvantaged students with opportunities
Page 15
Testing and dissemination
• Curriculum materials and computer-based tools to be tested:— Laney College— Other community colleges in CA
• Summer training programs for instructors• Materials and tools to be freely available and
widely distributed• Tools will be open source to encourage further
development and customization