Battery Lab

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Laboratory Activity-Batteries

Load  Off-grid solar power systems (Links to an external site.) :

Part 1:

· Watch the Video. https://www.youtube.com/watch?v=P2XSbDRi6wo (Links to an external site.) 

Part 2:

· Scroll to the section titled “Designing/sizing an off-grid solar power system”

Step 1 : Work out your power needs

· Refer to your electric bill and determine your power needs. The electric bill should include a Kwh/day or Kwh/month rating. Convert to watt-hours/day and move on to  step 2.   Only use the spreadsheet if you do not have access to your electric bill.

Step 2 : Sizing Battery Bank

Determine the capacity of the needed battery bank in Amp-Hours for each of the nine (9) scenarios listed below.  Include  three different bar graphs in your Lab Report. One for each group of scenarios (e.g., Days without Sun, Depth of Discharge, Temperature) plotting the Amp-Hours.

· Days without Sun scenarios:

Sun #1 Sun #2 Sun #3
Insert Wh/day from part 1 Insert Wh/day from part 1 Insert Wh/day from part 1
Battery Bank Voltage: 12 Battery Bank Voltage: 12 Battery Bank Voltage: 12
Days without Sun: 2 Days without Sun: 3 Days without Sun: 5
Depth of Discharge: 50 Depth of Discharge: 50 Depth of Discharge: 50
Temperature Multiplier: 1.04 Temperature Multiplier: 1.04 Temperature Multiplier: 1.04
Amp-Hours???? Amp-Hours???? Amp-Hours????

· Depth of Discharge scenarios:

DoD #1 DoD #2 DoD #3
Insert Wh/day from part 1 Insert Wh/day from part 1 Insert Wh/day from part 1
Battery Bank Voltage: 12 Battery Bank Voltage: 12 Battery Bank Voltage: 12
Days without Sun: 3 Days without Sun: 3 Days without Sun: 3
Depth of Discharge:20 Depth of Discharge:45 Depth of Discharge:70
Temperature Multiplier:1.04 Temperature Multiplier:1.04 Temperature Multiplier:1.04
Amp-Hours???? Amp-Hours???? Amp-Hours????

· Temperature multiplier scenarios:

Temp #1 Temp #2 Temp #3
Insert Wh/day from part 1 Insert Wh/day from part 1 Insert Wh/day from part 1
Battery Bank Voltage: 12 Battery Bank Voltage: 12 Battery Bank Voltage: 12
Days without Sun: 3 Days without Sun: 3 Days without Sun: 3
Depth of Discharge: 50 Depth of Discharge: 50 Depth of Discharge: 50
Temperature Multiplier:1.00 Temperature Multiplier:1.19 Temperature Multiplier:1.59
Amp-Hours???? Amp-Hours???? Amp-Hours????

 

***Discuss the results in your lab report.***

 

Batteries Group Discussion Questions

 Use these questions to guide your data summary.  Please do not just  answer the questions numerically 

1. What is a lead-acid battery and how does it work?

2. What are the most widely used types of batteries for solar and/or backup systems?

3. What is the difference between connecting in parallel and series strings of wiring?

4. How does depth of discharge influence the capacity of the needed battery bank?

5. How does weather influence the capacity of the needed battery bank?

6. How does the location of battery storage (e.g., temperature controlled or outside) influence the capacity of the needed battery bank?

7. Discuss some practical ways you can reduce the capacity of the needed battery bank if you were living in an off-the-grid scenarios.  Remember you entered the Watt hours needed based on your current energy usage.

8. How does this laboratory exercise fit within the context of our environmental science and sustainability course?

 

 

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For Professor Avril

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Discussion 1

Calculate your personal ecological footprint using Global Footprint Network’s Footprint Calculator and briefly summarize your results. Were you surprised by any aspect of your ecological footprint?

Discussion 2

  • Select a pressing environmental issue that has personal relevance. You may find ideas from the textbook, from mainstream media, or from the list provided. Once you choose a large-scale issue, think about how the issue impacts you personally. For example, you may be interested in water quality (the larger issue). You could then consider how water quality impacts you in your daily activities such as drinking water that is contaminated with pharmaceuticals or agricultural waste (personal impact).

 

  • Compose a brief (1- to 2-paragraph) introduction to your topic by stating why it is a pressing issue. Be sure to support your statements with facts and details from credible sources.

 

  • State how the issue impacts you personally (1 paragraph) and include a summary of at least one local or regional problem associated with this issue (1 paragraph).

Discussion 3

 

Then, search Science Daily or a news story about a natural science topic that’s less than six months old. Make sure to choose a story that interests you, because you’ll use this news story for all the projects in this course.

Once you’ve chosen a news story, summarize the main ideas from the article. Then, draft two questions that a natural scientist might ask about the topic. Include both the summary and the two questions in your initial post. As you write your questions, think about what you’ve learned about the natural sciences and scientific thinking in the module overview. For instance, if you chose an article on volcanic eruptions, you might ask: what causes eruptions to happen and how do we predict when they’ll occur? Make sure to include the news story title and a link to it in your post.

 
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Dividing The World

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“What is the essential dividing line between human beings around the world?”

In your opinion, is there one fundamental difference which separates people of the world?
What is the primary division of the world?
As global citizens vs citizens of somewhere?
As the winners and losers from globalization?
As a clash of civilizations?

There is no necessarily correct answer for this assignment – points will be given for clear expression of thought.
An equally valid response is to explain why you think there isn’t one fundamental way in which the world separates.

Assignment instructions:

Part 1
Read the three articles:
1 – Friedman – It’s a flat world, after all
2 – Forsyth – Theresa May’s new 3rd way
3 – Gelfand – Here’s the science…

Part 2
Summarize and explain the key global division identified in each article. This should be at least a paragraph per article.

Part 3
Which of the three approaches do you find most convincing for explaining the world? Give justification for your answer. If you prefer a different framework for identifying the world (e.g. Huntingdon’s Clash of Civilization thesis), this is the point to introduce it. To have a chance of maximum points, you should try and explore how the three readings connect with each other, even though they use different frameworks. For example, are the winners and losers for Friedman the same groups as Gelfand identifies?

Part 4
Depending on your answer to Part 3 – which single policy would you advocate for to improve the quality of life of those identified as losing out from globalization.

 
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Research Methods

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Create a PowerPoint presentation for the Sun Coast Remediation research project to communicate the findings and suggest recommendations. Please use the following format:

  • Slide 1: Include a title slide.
  • Slide 2: Organize the agenda.
  • Slide 3: Introduce the project.
    • Statement of the Problems
    • Research Objectives
  • Slide 4: Describe information gathered from the literature review.
  • Slide 5: Include research methodology, design, and methods.
    • Research Methodology
    • Research Design
    • Research Methods
    • Data collection
  • Slide 6: Include research questions and hypotheses
  • Slides 7 and 8: Explain your data analysis.
  • Slides 9 and 10: Explain your findings.
  • Slide 11: Explain recommendations including an explanation of how research-based decision-making can directly affect organizational practices.
  • Slide 12 and 13: Reflect on your experience throughout the course. Provide some of the things you learned and some of the course’s takeaways that you can apply to your current or future job.
  • Slide 14: Include references for your sources.

Your PowerPoint must be a minimum of fourteen slides in length (including the title slide and a reference slide).

You are required to narrate your presentation. Utilize the note section to write out your transcript per slide. Ensure the presentation you create is your own authentic work. Ensure that you follow APA guidelines and cite any resources you use. For assistance with adding narration to your presentation, please utilize the Adding Audio to a PowerPoint instructional document.

 
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Question Help

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Welding fumes are a common occupational exposure. Several different welding fumes can cause similar adverse health effects. Personal sampling of a welding operation at a manufacturing facility produced the following 8-hour time-weighted average (TWA) results for individual metal fumes.

Metal FumeResultOSHA PELACGIH TLVAntimony0.05 mg/m³0.5 mg/m³0.5 mg/m³Beryllium0.00001 mg/m³0.0002 mg/m³0.00005 mg/m³ (I)Cadmium0.025 mg/m³0.005 mg/m³0.01 mg/m³Chromium0.02 mg/m³1 mg/m³0.5 mg/m³Copper0.03 mg/m³0.1 mg/m³0.2 mg/m³Iron Oxide0.5 mg/m³10 mg/m³5 mg/m³ (R)Magnesium Oxide0.02 mg/m³15 mg/m³10 mg/m³Molybdenum0.003 mg/m³15 mg/m³10 mg/m³ (I)Nickel0.25 mg/m³1 mg/m³1.5 mg/m³ (I)Zinc Oxide0.3 mg/m³5 mg/m³2 mg/m³ (R)

(R) Respirable fraction (I) Inhalable fraction

Briefly summarize the primary health effects associated with overexposure to each type of metal fume, including both acute and chronic health effects. Explain what analytical methods you would use for evaluating health hazards in the workplace.

Identify the types of metal fumes that would produce similar health effects on an exposed worker. Assume that each listed metal can cause respiratory irritation. Use the equation in 1910.1000(d)(2)(i) to calculate the equivalent exposure (in relation to OSHA PELS) for the metal fumes with similar health effects based on the “Result” column in the table above. Discuss whether you believe any of the individual metal fume exposures or the combined exposure exceeds an OSHA PEL or an ACGIH TLV.

Your homework assignment should be a minimum of two pages in length.

 
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Civil Engineering

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(1) Given the typical water usage in the U.S. is approximately, 180 gallons per capita day; Estimate the population served by the James W. Jardine Water Purification Plant, Chicago, IL.

 

(2) During wastewater secondary treatment processes, air is added to the wastewater. Why is this step necessary?

 

(3) In dry seasons, the majority (~85%) of water in some rivers is the direct result of wastewater discharges and it is common practice for drinking water plants to treat this waster for potable supply. It is being suggested that we should skip the step of discharging wastewater into rivers and directly pump the wastewater to the drinking water plant for treatment. Would you be willing to use this water in your home as drinking water? Do you think this is a good idea (state why or why not)?

 
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Environmental History Essay For Creative Instructor

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Please write an essay of about 1,000 words, answering ONE of the following questions. Please attempt to use evidence from the attached readings, using recomended readings to increase your score and cite your own sources. Use historical examples, not ones from our own times.

a) Compare and contrast three regions outside the United States in which Americans have contributed to large-scale ecological transformations. In your view, who or what bears the primary responsibility for these transformations? Develop an argument and persuade me.

b) A newspaper editorial once stated “Few should weep over the buffalo” because American power rested on its ability to exploit natural resources. Other than the buffalo, identify three “natural resources” whose exploitation as commodities radically altered the environment within the United States. What were the principal causes and consequences of this exploitation? Develop an argument, and persuade me.

 
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FINAL PROJECT VIII

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As the final and complete step of our course project (a proposal for an industrial and hazardous waste treatment facility), complete the last (seventh) section (cake solids disposal) of your proposal by following the instructions carefully. Draft a one paragraph abstract (insert the abstract immediately following the title page), and then submit your final copy of your completed proposal into Blackboard for grading.

Instructions:

1. Closely read the Required Reading assignment from Bahadori (2014) and the Unit Lesson within the Study Guide.

2. Open your proposal draft from Unit VI and make any improvements to your draft using your professor’s feedback from the Unit VI project assignment.

3. Open the Unit VIII Study Guide, read the unit lesson, strongly consider reading the article referenced in the suggested reading section, and then consider your filter cake disposal strategies available to you and your client.

4. Continue with your Unit VI Project and make your seventh level one heading titled “Cake Solids Disposal.” Describe the waste profiling process, the process of locating an appropriate site of final disposition for the filter cake, contracting with a landfill, and the paperwork associated with final disposal. You are required to describe the entire filter cake disposal process in at least one page.

5. Throughout the course you have continued to add pieces to the course project. After you have added the “Cake Solids Disposal” component to the project, review your project to be sure you have included all components from the course and incorporated feedback from the instructor. Along with the title page and reference list, create a one paragraph abstract following the title page that summarizes the entire project.

 

 

 
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Advanced Pollution Prevention

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Unit VII Scholarly Activity

Address both of the following writing prompts. Your responses to both of your chosen prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page.

Writing Prompts (respond to both):

1. Review the Reading Assignment titled as “Designing a Low-Cost Pollution Prevention Plan to Pay Off at the University of Houston” by Bialowas, Sullivan, and Schneller. In your review, describe:

 why the university developed a P2 plan,

 the process of bulking hazardous wastes, fume hood modifications, and cost savings,

 silver recovery and cost savings,

 oil reclamation plan and cost savings, and

 your overall thoughts about the university’s P2 program.

MEE 6201, Advanced Pollution Prevention 6

2. Review the Reading Assignment titled as “Effectiveness of State Pollution Prevention Programs and Policies” by Donna Harrington. In your review, describe:

 the three objectives of the study,

 the Toxic Releases Inventory (TRI) and its impact on P2,

 the empirical model (framework) used in the study,

 costs of P2 programs, and

 the article’s conclusions and your thoughts about the conclusions.

You are required to use at least your textbook as source material for both of your responses. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 
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Demographic Transitions

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Demographic Transitions

Demographic transition is the process in which a nation transitions from being a less industrialized society, with high birth and death rates, to an industrialized nation, with lower birth and death rates. Many countries have already been through this transition including the United States, England, and Canada.

The demographic transition to an industrialized society is detrimental for the environment because industrialized societies tend to use up nonrenewable resources and give off pollution. Industrialized nations have the largest ecological and carbon footprint relative to developing or nonindustrialized countries. Fortunately, there are some benefits to the process of demographic transition, including lower birth and death rates. Essentially, people in industrialized countries have fewer children and this in turn helps control the overall population size.

Demographic transition involves the following five stages:

Stage 1 High birth rate, high death rate, low population size
Stage 2 High birth rate, decreasing death rate, increasing population size
Stage 3 Decreasing birth rate, decreasing death rate, increasing population size
Stage 4 Low birth rate, low death rate, high population size
Stage 5 Low birth rate, low death rate, population size decreasing

It should be noted that stage 5 is controversial, and it is sometimes not considered to be a stage. This is partially because so few countries are at this stage.

The following graph depicts the various stages of demographic transition:

 

Using the stages listed above, create a demographic and environmental timeline for one industrialized country, excluding the United States. The following are a few suggested industrialized nations:

· Canada

· England

· Germany

· Russia

· Italy

You can download the Demographic and Environmental Timeline—United States of America to review an example of such a timeline.

Include the following points in your timeline in order to examine the advantages and drawbacks of demographic transition in your selected country:

· Major historical changes that caused the shift from one stage to another (if available).

· Changing population size through time (increasing or decreasing).

· Increase or decrease of birth and death rates through time—particularly when considering the process of industrialization.

· Environmental impact of this transition.

· Dates (if available), series of events, and scholarly references for these items.

Support your timeline with appropriate examples and a minimum of three credible resources.

Present your timeline in a media that best displays the information you researched. This can be in Microsoft Word, or Microsoft PowerPoint. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc, LastnameFirstInitial_M2_A2.xls, or LastnameFirstInitial_M2_A2.ppt.

By Wednesday, October 26, 2016, deliver your assignment to the M2: Assignment 2 Dropbox.

Assignment 2 Grading Criteria Maximum Points
Created a detailed, demographic and environmental timeline for a selected industrialized country, focusing on the shift from one stage to the next and the environmental consequences that were an outcome of this change. 60
Supported statements with appropriate examples and at least three credible sources. 20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20
Total: 100
 
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