The project is developing a Sustainable Energy Education Delivery System (SEEDS) mobile lab--an alternative energy learning laboratory powered exclusively by solar, wind and biofuel. SEEDS is designed to educate and excite students, teachers and industry personnel about alternative and renewable energy (ARE) as well as energy efficiency and conservation. SEEDS is a self contained ARE classroom laboratory used in the Crowder College (CC) nine-county service region to train area high school students, community college students, secondary and postsecondary faculty members, as well as provide regional business and industry employee training. On high school campuses, students gain exposure to a field often discussed, but rarely available for hands-on learning. Teacher training on school campuses has real impact and is cost effective. CC students make use of the laboratory when it is not on tour. The ability to offer flexibility to existing articulation agreements strengthens partnerships with four year institutions such as the University of Missouri. Through hands-on activities made possible with training equipment and simulation software, participants have a visible and measureable experience with the ARE sources. An innovative data acquisition (DAQ) system provides students with a grasp of energy production loads and storage systems. Energy consumption of familiar devices such as a computer/monitor system, lighting, HDTV and a video game system is monitored; as well as the energy production from the ARE sources and the battery storage system. A metered stationary bike and hand-crank generator bring power and energy concepts full-circle by relating the amount of mechanical effort required to produce varying amounts of energy.
The NSF SEEDS project at Crowder College was designed to establish a training program that could be delivered to local area high schools to engage students in STEM education and to teach alternative energy systems. SEEDS stands for Sustainable Energy Education Delivery System. The practical outcome was a trailer outfitted with solar panels, a wind turbine, batteries and an inverter as well as a diesel generator that could run on biodiesel. Additionally, curricula were developed, through trial and error, to teach solar energy, wind energy and biofuels energy production to high school students in a standard 50 min class. It became necessary to tailor the training to the age of the students and to the time available. The determination of success was how well students performed on pre- and post- tests related to each curricula. It was found that in general, high school students scored 50% on the pre-test for each discipline. After the 50 min training, the students' knowledge of the subject matter rose to 90% on average. Our goal was an increase in 50%, but we attained over 80% improvement in short term retention of knowledge. A major focus of the project was to enhance the understanding and desirability of learning STEM. Though it is hard to gauge the level of increased awareness and desirability of STEM education going forward for these high school students, we did notice a short term increase in awareness. The program had the added benefit of increasing external awareness of alternative energies, STEM and the need for sustainable power production. We get regular requests for the SEEDS trailer to participate in local events, both to provide sustainable power in remote locations, and to demonstrate alternative energy in general.
