This document is a list of learning objectives based on the framework of Fink’s taxonomy of significant learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. It represents the aspirations for learning that the energy is based on

Vanasupa, Linda

Zhang, Jane Qiong

English

DigitalCommons@CalPoly

                                                             Learning Objectives Energy Foundational Knowledge1.1 | Understand the difference between renewable and nonrenewable energy resources. 1.2 | Demonstrate understanding of the different types of renewable energy technologies that are  currently available, and how they are used to provide energy. 1.3 | Identify strengths and limitations associated with the different renewable energy technologies. 1.4 | Identify the current major uses of energy (i.e., in agriculture, manufacturing, transportation,   residential, etc.). 1.5 | Distinguish between an energy source, a resource and a carrier. 1.6 | Differentiate between energy reserves and resource base. Key ideas or concepts:1.7 | Realize that the energy problem cannot be solved by technology alone and by only one  technology. 1.8 | Realize that higher impact strategies are in shifting our collective relationship to energy. 1.9 | Know the general hierarchy of systemic intervention strategies that can improve or worsen    [OLPTWHJ[ZVMLULYN`\ZLMYVTSV^[VOPNOTH[LYPHSLMÄJPLU[MVYTHSHUKÄUHSJH\ZLZ 1.10 | Realize that the consumption rate of renewable energy should be less than the regeneration  rate in order for it to be sustainable. 1.11 | Understand that life cycle assessment and system thinking can be applied to better under stand the impact of renewable energy and its applications. 1.12 | 9LHSPaL[OH[MVYZ\Z[HPUHIPSP[`VMUH[\YHSYLZV\YJLZV\YWYPTHY`NSVIHSLULYN`YLZV\YJLWYVÄSLmust shift toward renewable resources. Application Critical thinking:2.1 | Evaluate the advantages and disadvantages of renewable energy technologies in different  contexts. 2.2 | Apply system thinking tools to assessing the potential value of different renewable energy  systems. Creative thinking:2.3 | Be able to create a list of potential appropriate renewable energy technologies that can be  used in a particular situation, based on the situational factors. 2.4 | :[YH[LNPaLWV[LU[PHSOPNOPTWHJ[JVUJLW[\HSZVS\[PVUZ[VZWLJPÄJLULYN`JOHSSLUNLZ Practical thinking:2.5 | Be able to evaluate the environmental and social impacts of renewable and nonrenewable   energy use. 2.6 | Evaluate the different ways to conserve energy in different contexts. Skills: 2.7 | ,]HS\H[LKPMMLYLU[LULYN`[LJOUVSVNPLZIHZLKVULMÄJPLUJ `PTWHJ[ZHUKV[OLYMHJ[VYZIntegration3.1 | Recognize connections between population, water, and energy use and demand that can  be explained by the IPAT equation. 3.2 | Relate the environmental, social, cultural, political, and economic issues and pressures on  a region to anthropogenic energy consumption. 3.3 | Describe the potential role that renewable energy technologies can play in sustainability. Human Dimension 4.1 | Understand their personal and professional role in energy conservation. 4.2 | Describe how their personal behavior around energy is interconnected to the quality of life  for those in developing countries. 4.3 | Describe the perspective of the global population that lives in areas not equally served  by global energy resources, and discuss the challenges experienced by people living in   these areas. 4.4 | Understand the connection between human energy consumption and its relation to   human behavior. 4.5 | Recognize that human rights apply to all people, regardless of their nation state. Caring 5.1 | Become more interested in their capability to contribute to a more sustainable global future. 5.2 | Care about how their own actions and life style choices contribute to or diminish global   sustainability. 5.3 | Feel that you, as an engineer, can help achieve more sustainable production and  management of energy resources in your home, region, country, and globally. 5.4 | Care about populations that are not equally served by global energy resources. Learning How to Learn 6.1 | )LHISL[VÄUKHUKHJJLZZYLSL]HU[SPIYHY`HUK0U[LYUL[YLZV\YJLZYLSH[LK[VSVJHSHUKNSVIHSissues associated with energy topics and issues. 6.2 | Diagnose what one needs to learn about global/local energy issues. 6.3 | Design and execute a plan for self-directed learning. What impact do I want this module experience to have on students, that will still be there a year or more after the course is over? -  Jane Qiong Zhang and Linda Vanasupa 

Energy - Learning Objectives

https://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1135&amp;context=mate_fac

Energy - Learning Objectives

Abstract

Similar works

Full text

Available Versions

DigitalCommons@CalPoly