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https://iu.pressbooks.pub/resourceconveniencestore/chapter/zoom-in-class-activities-assignments-external/
|
29 Zoom: In-Class Activities/Assignments (External)
The following Twitter thread by Dr. Jessica Parr, Professor of History at University of New Hampshire at Manchester, provides some quick tips about Zoom as well as some ideas for in class activities to keep students engaged.
https://twitter.com/provatlantic/status/1236704928644636675
|
pressbooks
|
2025-03-22T05:09:06.387251
|
01-31-2022
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://iu.pressbooks.pub/resourceconveniencestore/chapter/zoom-in-class-activities-assignments-external/",
"book_url": "https://iu.pressbooks.pub/resourceconveniencestore/front-matter/introduction/",
"title": "Resources for Teaching: Inspiration and Sources from IUPUI and Beyond",
"author": "Rachel Wheeler",
"institution": "",
"subject": "Teaching skills and techniques"
}
|
https://iu.pressbooks.pub/resourceconveniencestore/chapter/clio-entry/
|
30 Clio: An Alternative to Traditional Research Papers (External)
This resource comes from www.theclio.com. They provide a wide array of Instructional Guides that make it very easy to incorporate into the classroom, in the place of a traditional research paper. The resources include sixteen MS Word documents including detailed guidelines for students, a suggested schedule of assignments over the course of a semester, a rubric for evaluation and many others.
From their webpage:
About Clio
Clio is an educational website and mobile application that guides the public to thousands of historical and cultural sites throughout the United States. Built by scholars for public benefit, each entry includes a concise summary and useful information about a historical site, museum, monument, landmark, or other site of cultural or historical significance. In addition, “time capsule” entries allow users to learn about historical events that occurred around them. Each entry offers turn-by-turn directions as well as links to relevant books, articles, videos, primary sources, and credible websites.
Clio offers a compelling intellectual challenge as professional historians work with local history experts to create and vet entries in an open digital environment. Ambitious in scope, Clio allows scholars and their students to publish humanities scholarship using an innovative digital format that will instantly reach a broad audience in ways that cannot be replicated by traditional forms of publishing. We believe that there is something powerful that occurs when our sense of the past connects with our sense of place. We hope that you will use Clio to connect with the history and culture that surrounds you.
What is Clio?
Developing Assignments with Clio
Clio assignments can be tailored to your course topics, themes, and objectives, so that you and your students can make the most of using Clio in the classroom. This guide provides ways to approach and develop assignments, including creating new entries, editing and expanding existing entries, creating Clio tours, and related assignments
| CREATE A NEW ENTRY
1. Students develop an entry for a historic place or event that is not already in Clio. 2. Invites students to envision a new contribution to Clio’s growing database. 3. Allows students develop an entry from the ground up by engaging in processes of research, outlining, writing, and publishing. 4. Students will be credited in Clio as the author of this entry. |
EDIT AND EXPAND AN EXISTING ENTRY
1. Students find an entry that needs improvement, such a stronger and richer narrative and more images, sources, links. 2. Challenges students to work with existing material while engaging in the processes of research, outlining, writing, and publishing. 3. Allows students to see a “before and after.” 4. Students will be credited as the editor of this entry. |
Looking to theme your class’s Clio entries? Here are some suggested themes:
Nearby History – Students create or edit entries related to history in their town or region. These entries encourage use of local archives and primary source research.
Historical Places – Students create entries on places of historical or cultural significance. The National Register of Historic Places and lists of historic markers are great places to start.
Historical Events – Students expand their knowledge of a historical event by creating or editing a Time Capsule entry. Teachers can assign the class a specific era or series of events, such as a war or social movement, to unite the entries under a common theme.
Historical Figures – Students select a figure from history and create or edit an entry of a place, marker, monument, or event closely associated with this figure.
Local Institutions – Students explore the history and missions of local museums, galleries, libraries, and other cultural institutions. This can be a great way to forge community partnerships.
CREATE A CLIO TOUR
With Clio tours, students work together to create a walking tour or heritage trail centered around a place, historical topic, or theme. Start by identifying and creating a list of places that should be included in the tour. Some of these sites might already be in Clio, and you can always edit and improve individual Clio entries in addition to creating new entries for sites that were not in Clio.
|
pressbooks
|
2025-03-22T05:09:06.400482
|
01-31-2022
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://iu.pressbooks.pub/resourceconveniencestore/chapter/clio-entry/",
"book_url": "https://iu.pressbooks.pub/resourceconveniencestore/front-matter/introduction/",
"title": "Resources for Teaching: Inspiration and Sources from IUPUI and Beyond",
"author": "Rachel Wheeler",
"institution": "",
"subject": "Teaching skills and techniques"
}
|
https://iu.pressbooks.pub/resourceconveniencestore/chapter/podcasts-iupui/
|
31 Podcasts (IUPUI)
The following assignment was created by Emily Beckman, Professor of Medical Humanities and Health Studies at IUPUI.
Description:
I’m teaching synchronous live zoom courses this semester, so I’m conducting class much like I would in a classroom. However, I’ve created two new assignments that I hope will encourage student engagement and participation while online. First, students will identify a piece of artwork, music or poetry that represents the experience of addiction. Students will then share these materials with the class and facilitate a discussion before working together on a series of blogposts that will be published on the new MHHS website. This is a new project and we won’t get into it until the second half of the semester, so I don’t really have any materials to share at this point.
For final projects, students will produce a podcast about the literary representation of addiction.
This is an upper-level seminar that is reading and writing intensive. I’m hoping the collaborative nature of these new assignments will work well in the online setting and will encourage the students’ familiarity with the reading material, and their ability to recognize its relevance and articulate that to others through more innovative forms of communication/media.
|
pressbooks
|
2025-03-22T05:09:06.410327
|
01-31-2022
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://iu.pressbooks.pub/resourceconveniencestore/chapter/podcasts-iupui/",
"book_url": "https://iu.pressbooks.pub/resourceconveniencestore/front-matter/introduction/",
"title": "Resources for Teaching: Inspiration and Sources from IUPUI and Beyond",
"author": "Rachel Wheeler",
"institution": "",
"subject": "Teaching skills and techniques"
}
|
https://mhcc.pressbooks.pub/restorativedentistry/chapter/preparation-to-place-a-filling/
|
1 Preparation to Place a Filling
Chapter 1:
1.1 Placing a Rubber Dam video
1.2 Placing a Matrix Band video
1.1 Placing a Rubber Dam
This video demonstrates how to place and remove a rubber dam including common safety precautions.
1.2 Placing a Matrix Band
An introduction to the tofflemire holder and matrix band. This video demonstrates how to load and place a tofflemire band on a typodont. It covers wedging, working parts, and proper orientation of the matrix and tofflimer. This technique is applicable to amalgam and composite restorations.
1.3 Supplies
Click the links below for lists and descriptions of the supplies needed for the procedures explained in the videos above.
- Amalgam Set Up: List and description of the supplies needed to place a two surface amalgam filling as described in Chapter 2.
- Composite Set Up: List and description of the supplies needed to place a two surface composite filling with a tofflemire band as described in Chapter 3 videos.
- Rubber Dam Set Up: List and description of the supplies needed to place a rubber dam
1.4 Transcripts
Video Transcript: 1.1 Placing a Rubber Dam
Using a rubber dam protects the patient from harmful dental materials and makes it easier to keep a clean dry field.
Review the materials and tools needed.
Stamp the dam with a punch guide.
It’s good practice to make a guide mark in the upper right quadrant. It’s easy to get turned around when the dam is partially inserted.
Choose the correct hole size
Make clean punch holes without rips.
Punch holes one place behind the prep through one past the midline. We will be working on #29 so, in this case, punch 30- 24.
Choose the proper clamp and place a ligature on the arch with a simple cow hitch also known as a larks head knot. The ligature is always on the buccal side to keep it out of your way while working. And the larks head knot allows you to move it from side to side if needed.
Use the clamp forceps to place the clamp one tooth behind the prep. Check that it is secure and does not rock. If it does, reposition or get a different clamp.
Thread the ligature through the rubber dam in the #30 slot and gentilly wiggle the clamp loop through the hole. It’s ok to use a non bladed instrument to help with this steep.
Use the guide hole to orient the dam and place the upper right frame pin in it.. Pull the other corners tight and secure.
Stretch the dam and slide each tooth into the corresponding hole pushing it into the occlusal embrasure.
Carefully floss each section through the contact.
secure the final tooth with a widget if needed.
Finally invert the rubber dam into the gingiva to create a seal with a plastic instrument
Now you’re ready to place a filling!
To remove the dam, loop an explorer through two holes and pull tight to expose the interdental piece. This makes it easy to cut the dam out without accidentally cutting your patient.
When all the interdental pieces are cut, remove the dam, frame, and clamp checking that no pieces are left behind.
It’s just that easy!
Video Transcript: 1.2 Placing the Matrix Band
You will need a tofflemire holder, matrix band, cotton pliers, wedge, and ball burnisher.
Know the parts of the Tofflemier holder.
The outer knob adjusts the spindel while the inner knob adjust the diagonal slot holding the matrix band. Turning the right tightens and turning to the left loosens.
Begin with the outer slot holder close to the inner slot holder and the spindle pin removed from the diagonal slot.
When placing the matrix band, consider the shape. Gently press the outer edges of the matrix band, aligning them together. This will create a circle.
The smaller circumference will face the gingiva. Place the ends of the matrix band with the smaller circumference facing the slots being careful not to pinch the matrix band as this will leave a crease.
Orientate the matrix band through the outer slots straight.
Bring the band close to the tooth you’ll be working on. Determine whether the matrix band should come from the right or the left knowing that it will need to end with the slots down and the smooth surfaces up towards the crown.
Adjust the matrix band toward either the right or left orientation using the outer knob to loosen the hold in the diagonal slot of the matrix band if needed.
Now tighten the outer knob making sure that the diagonal slot is close to the outer slots.
Using the smooth part of the ball burnisher stretch the matrix band from the mesial and distal aspect so that the loop is longer from mesial to distal than buccal to lingual.
Now you’re ready to place this on your tooth.
The tofflemire will rest on the buccal side with the slots pointing toward the gingiva.
Pull the tofflemire toward the buccal closing the gap.
Now adjust the knob to reduce the circumference of the matrix band while checking to make sure the outer knob is still secure.
Now you’re ready to wedge the tooth.
Grasp the wedge with the cotton pliers on the square end. Aiming the pointed end toward the gingiva move from the lingual to the buccal inserting the wedge in the embrasure space.
Once it is secure, flip the cotton pliers to the flat end to push the wedge into place.
Overwedging will make the contact too tight while under wedging will leave the contact too loose.
When the wedge is properly inserted, the gap between the matrix band and the floor of the prep will close.
Let’s watch that again.
Now you’re ready to burnish the contact.
Failure to burnish will result in a contact that is not tight, and an embrasure space that is not well shaped.
Use the ball burnisher side to side and up and down, burnishing the matrix band along the contact of the adjacent tooth.
This will leave a small mark in the matrix band.
And now you’re ready to place a filling.
|
pressbooks
|
2025-03-22T05:09:06.426505
|
11-9-2021
|
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"url": "https://mhcc.pressbooks.pub/restorativedentistry/chapter/preparation-to-place-a-filling/",
"book_url": "https://mhcc.pressbooks.pub/restorativedentistry/front-matter/attribution/",
"title": "Restorative Mastery for the Dental Hygienist",
"author": "Renee Alexandre, Richard Aronstein",
"institution": "",
"subject": "Dentistry"
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https://mhcc.pressbooks.pub/restorativedentistry/chapter/placing-amalgam-restorations/
|
2 Placing Amalgam Restorations
Chapter 2:
2.1 Loading the Amalgam Carrier
2.1 Loading the Amalgam Carrier
Review the instruments and handling techniques for safe effective amalgam delivery.
2.2 Amalgam: Fill the Prep
This video demonstrates filling and condensing a class two typodont prep with amalgam. Here a first molar is used but the same technique works for any class 2 restoration.
2.3 #14 MO Amalgam Carving
This video demonstrates the carving of anatomy for a class two typodont prep on a maxillary first molar. It includes techniques for clearing flash, shaping embrasures, and marginal ridge height. Also, there are additional explanations of common anatomy terms and identifies tools used.
2.4 #19 DO Amalgam Carving
This video demonstrates the carving of anatomy for a class two typodont prep on a mandibular first molar. It includes techniques for clearing flash, shaping embrasures, and marginal ridge height. Also, there are additional explanations of common anatomy terms and identifies tools used.
2.5 Transcripts
Video Transcript: 2.1 Loading the Amalgam Container
Your amalgam carrier will safely carry workable bits of amalgam from your work area to the prep.
Carriers come in different sizes, often with a small and large carrier on one handle.
Depressing the lever ejects a preloaded pellet from the carrier on command so i’t important to stabilize the lever while loading the carrier.
Press the head of the carrier against the amalgam well, taking little bites of fresh amalgam to fill the carrier.
The carrier should be full and flush, not overfilled.
Video Transcript: 2.2 Amalgam: Fill the Prep
Before you begin, examine the prep noting the varying shapes and location of landmarks. Some of this will be hard to see when the band is on.
Now take a look at your amalgam carrier and plugger. They have two ends. One is large and the other smaller. Check to see which end of the plugger and carrier fits inside the prep.
Load the amalgam carrier and place amalgam in the deepest part of the prep. This is called the box.
Do not put more amalgam in the prep than you can properly condense at one time.
Tack the amalgam in with the largest end on the plugger tat will fit using light pressure.
Making sure to completely fill every corner and level the amalgam. Angle the condenser toward the matrix band and all corners of the box ensuring full coverage. This will eliminate open margins in your final restoration.
To condense the amalgam use more pressure and “walk” the plugger using overlapping steeps. Like tamping out a fire with your feet. Wouldn’t want to miss a spot!
When you have the right pressure you will hear a squeaking sound. It sounds like this:
Not using enough pressure when condensing leaves a weak restoration resulting in flaking when carving and marginal ridge fracture when removing the band, a minor tragedy for sure.
If you have a large surface to cover use the larger end of the amalgam carrier use it and move the head of the carrier around. It’s easier and more efficient.
Continue layering and condensing amalgam. Overfill the prep but not so much that you can’t find the margins again.
Most condensing is done parallel to the long axis of the tooth, however the last layer is condensed perpendicular to the enamel surface, aiming the condenser and compressing amalgam against the margins.
After the prep is full and condensed burnish with an acorn.
At this stage the amalgam should be very pliable like the consistency of room temperature butter. Burnishing is a delicate gesture. Use very light pressure, like buttering a piece of toast.
One or two passes is all it takes to remove excess material, exposing the margins, and bring up the shiny mercury rich layer.
Now you have a blank canvas and you’re ready to carve.
Video Transcript: 2.3 #14 MO Amalgam Carving
Before beginning, imagine the finished product. If you can’t remember the defining features, review the anatomy.
Clear excess amalgam and locate the margins of your prep. A Beavertail works well for laying placemarkers for major groves. Lay the bevertail with the face 90degrees or perpendicular to the enamel surface everywhere except the marginal ridge.
Leave carving the transverse and marginal ridge until the end so not to overcarve while the amalgam is soft.
Lay the blade in the major groves and define them. This serves as a quick sketch to guide more detailed work.
Using the cleoid end of the discoid-cleoid begin to define the distal pit with a rotating motion like scooping ice cream.
Rest the cleoid along the edge of the prep, not freehand, and move with long fluid strokes careful not to carve beyond the central grove.
Major landmarks are refined by taking repeated strokes and removing small amounts of amalgam.
Leave the marginal ridge high but begin to shape the occlusal embrasure imagining where the contact will be.
Remember to face the blade of the cleoid perpendicular to the enamel. This will look as if it is facing down when carving down a cusp slope and facing you when carving up .
When the amalgam is more solid, but not set, connect the mesial and distal pits by continuing the central grove over the transverse ridge.
For this, freehand the cleoid with little pressure and slightly off parallel to the long axis of the tooth.
What you do from one side is repeated on the other.
Remove the band before the amalgam sets. Place a finger over the band and rotate it up and out of the contact gently.
A ball burnisher can support the ridge too.
Now it’s time to shape the embrasure. Using a quade or greg remove excess amalgam from the buccal, lingual, and occlusal surfaces toward the contact removing flash and rounding the material.
Using light pressure mark the height of the marginal ridge using the adjacent tooth as a guide and begin to remove amalgam rounding off any sharp edges.
Continue defining grooves, pits and removing flash. Adjusting, checking from multiple angles and re-adjusting are just part of the process.
Note some strokes are long and others use a scoping motion.
Following short strokes with long strokes makes a smooth shiny restoration.
Keep the restoration clean. It’s easier to do a good job when you can see what you’re doing.
Check that the contact is not too tight or loose and adjust as needed.
In the final restoration note the transverse ridge is slightly higher and the central grove runs up and over it. This is a critical detail of the 1st maxillary molar.
After a final check for flash and occlusion with articulating paper your amalgam is done.
Video Transcript: 2.4 #19 DO Amalgam Carving
Before beginning, imagine the finished product and begin with the end in mind.
First expose the margins of the prep using the bevertail.
Leave the marginal ridge while the amalgam is still soft. It’s easy to overcarve.
Mark the location of major grooves by resting the bevertail on the enamel surface and moving it in a scooping motion. These placemarkers are shallow and can be changed later so see if you like their location.
Keep the restoration clean. It’s easier to do a good job when you can see what you’re doing.
Clear the occlusal embrasure with a shallow sweep of the explorer.
Use the cleoid to further define the location of buccal and lingual groves resting on enamel and making the marks shallow. Remember to keep the face of the instrument perpendicular to the enamel surface.
To begin carving in earnest, angle the point of the cleoid slightly more apical as you remove amalgam to shape the top third of the cusp slope. (1m 38s)
Continue to define the groves by slowly angling the pointed end of the cleoid more apical with each stroke. You might notice defining the grooves also shapes the cusp slope which is a slightly curved line, almost like the back of a spoon, from tip to grove.
Begin to make the distal pit and fossa.
Carve only on the buccal or lingual of the central grove.
Carefully remove the tofflemire, wedge, and band using a finger to support the delicate marginal ridge.
Using a quade or greg shape the buccal-lingual curve of the occlusal embrasure and set the height of the marginal ridge even with it’s neighbor.
Then shape the distal curve of the occlusal embrasure. The finished product will curve from the occlusal embrasure into the distal pit resembling a curling wave.
The marginal ridge may also have a slight v shape where the lingual and buccal cusps meet when viewed from distal to mesial.
Check for and clear flash in the gingival embrasure with a quade or montana jack.
Before the amalgam sets, refine details with long strokes to create a smooth shiny surface.
Check for flash, tightness of the contact,
And the occlusion.
Note the slight W shape of the central grove. This is a defining feature of the 1st mandibular molar. …and now your amalgam is done.
|
pressbooks
|
2025-03-22T05:09:06.444996
|
11-9-2021
|
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"title": "Restorative Mastery for the Dental Hygienist",
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"subject": "Dentistry"
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https://mhcc.pressbooks.pub/restorativedentistry/chapter/placing-composite-restorations/
|
3 Placing Composite Restorations
Chapter 3:
3.1 Fill the Box Using a Tofflemire Band
3.2 Shaping the Occlusion Using a Tofflemire Band #14 MO
3.3 Shaping the Occlusion Using a Tofflemire Band #30 DO
3.4 Polishing and Contouring Composite Restorations
3.1 Fill the Box Using a Tofflemire Band
This video demonstrates filling the box with composite for a shallow class two typodont prep using a tofflemire band as retention. No flowable or layering are used but a short description and rationale for different techniques are described. Here a first molar is used but the same technique is applicable for any shallow tooth prep.
3.2 Shaping the Occlusion Using a Tofflemire Band #14 MO
This video demonstrates filling the remainder of a class two typodont prep. Anatomy is placed on a maxillary first molar primarily using a tofflemire band, tinbrdilly, shoshan, mini-greg and discoid cleoid. It includes techniques for clearing flash, shaping embrasures, and marginal ridge height. Also there are additional explanations of common anatomy terms and tools used plus a demonstration of relieving a tight contact.
3.3 Shaping the Occlusion Using a Tofflemire Band #30 DO
This video demonstrates filling the remainder of a class two typodont prep. Anatomy is placed on a mandibular first molar primarily using a tofflemire band, tinbrdilly, shoshan, mini-greg and discoid cleoid. It includes techniques for clearing flash, shaping embrasures, and marginal ridge height. Also there are additional explanations of common anatomy terms and tools used.
3.4 Polishing and Contouring Composite Restorations
Brief description of common tools used for finishing and polishing composite restorations followed by a demonstration using the Enhance system to polish and recontour a typodont tooth.
3.5 Transcripts
Video Transcript: 3.1 Fill the box using a tofflemire band
There are many techniques for placing composite restorations. The one a clinician uses is determined by tooth location, size and depth of the prep as well as personal preference. Large preps may require a steeped technique or base liner like flowable or glass ionomer. This is done to reduce shrinkage, cusp deflection, microleakage, and post-operative sensitivity.
This video will demonstrate a 2 step application for small preps, using a toflimer
First examine the prep.
When placing composite on real teeth etch, prime, bond, and cure the tooth according to product instructions first
Place the composite applicator tip in the deepest part of the prep and dispense approximately 2mm of material.
Wipe up the side of the prep so not to pull the material out
Here’s another view
Compress composite with a light touch making sure to fill all corners of the box
Failure to adapt the material to all surfaces of the tooth will create voids which can cause post-operative sensitivity and recurrent decay
Do not use your amalgam plugger. It has serrations that will catch and pull the composite.
Instead, use a tmbrdilly or composite plugger and wipe often with alcohol to prevent sticking, another common cause of voids.
Laying the timbrdilly flat, level the composite with the floor of the prep. Push it toward the matrix band to begin creating a contact.
Remove excess material aiming to fill the box to the contact and not above as you will want to control the occlusal embrasure when shaping the occlusal surface in steep 2.
Once the desired height is achieved light cure and your ready to fill and shape the occlusal surface.
Video Transcript: 3.2 Shaping the occlusion using a tofflemire band #14 MO
Begin by placing the tip at the base of the prep, Fill from the bottom up and wipe against the enamel to prevent material lifting and creating voids.
Because this is a shallow prep, no layering is needed.
Before shaping anatomy, pause and imagine the finished product. Begin with the end in mind.
Condense composite, filling voids, and pressing material against the prep margins. Using a walking bouncing motion. Like kneading bread. This will move excess material toward the marginal ridge
Work one side of the central grove at a time and what is done on one side should be done to the other.
Remove excess material or add more if needed, and wipe instruments often to prevent composite from sticking.
Check for and remove flash from the prep margin often.
A timbrdilly or shoshan can be used to mark the buccal and lingual groves.
Notice the rotating motion used here
Once the major landmarks are mapped out it’s time to shape the marginal ridge. Using a plastic instrument or greg remove excess composite to create the arched shape of the occlusal embrasure.
Heres another view,
Angle the instrument 45 degrees from the matrix band and sweep from the center toward each side and against the prep closing the margin
Notice how often the margins are checked
Use the shoshan to define the central grove working on one side at a time and careful to leave the marginal ridge high.
Let’s see a quick recap from another view
Notice how shaping the cusps or groves changes the marginal ridge and creates flash. Also how the material is patted into shape or wiped against the prep margin when rounding the occlusal embrasure.
It can be difficult to see with the band on but estimate the marginal ridge height imagining the distal ridge height of #13.
Here a ball burnisher and timbrdilly are used to define the mesial occlusal pit and set the marginal ridge height. Both work well with a light touch.
When everything looks right light cure and remove the band,
Don’t worry there’s always a little clean up to do. But hopefully all you need is a montana jack because it’s much harder to fix the embrasure with burs and disks.
After checking the contact, occlusion, final ridge height, and for flash you can decide if polishing is needed.
Video Transcript: 3.3 Shaping the occlusion using a tofflemire band #30 DO
Begin by placing the composite applicator tip at the base of the pre., Fill from the bottom up. Because this is a shallow prep no layering is needed.
Condense the composite, filling voids, and pressing material against the prep margins.
Before shaping anatomy pause and imagine the finished product. Begin with the end in mind.
Remove excess material if needed and wipe instruments often to prevent composite from sticking.
Use the discoid to remove flash periodically, It’s easier to do it often. Rest the instrument on the edge of the prep so not to over carve.
Use the Shoshan in a rotating motion to mark the buccal lingual groves.
Continue to shape the top ⅓ of the cusps using a walking or kneading motion,
Work on one side of the central grove at a time pushing composite as you go.
Whatever you do to one side you must do to the other.
Clearing the margins is done often.
To deepen the groves use the tinberdilly or shoshan in a rotating motion angling more apical and wiping agents the prep margins.
Once the major landmarks are mapped out it’s time to shape the marginal ridge. Using a plastic instrument or greg remove excess composite to create the arched shape of the occlusal embrasure.
This will create flash so follow up with the discoid cleoid.
Notice the instrument walking with a bouncing motion. Like kneading bread.
The rounded end of the tinbrdilly is great for defining pits
The mini greg works well for the marginal ridge Use it to shape the occlusal embrasure
Composite responds best to a light touch. Simply touching the material makes it soften.
The only time a pulling motion is used is when making the buccal and lingual groves.
All other times use the walking, bread kneading movement.
To clear flash in groves and depressions use a scooping motion.
Make sure to remove all flash before curing.
Once cured remove the band and cure from buccal and lingual again.
Using a cutting instrument like the T-3 or montana jack to clear flash from the embrasure.
Check the contact with floss. Thankfully this composite is too tight not too loose. An easy fix.
Wedge the contact open and use an interproximal reducer to slightly relieve the contact.
Perfect now.
Make a final check for occlusal flash and the occlusion. If no adjustments are needed, you’re done!
Video Transcript: 3.4 Polishing and contouring composite restorations
A well contoured composite restoration needs little polishing. If recontouring the embrasure or defining critical anatomy is needed it can be a tough grind.
Finishing burs and stones both recontour and polish.
Diamond burs are color-coded to distinguish aggressiveness while finishing carbide burs will have many, shallow, closely placed blades.
All polishing systems have the potential to remove tooth structure
Disks and wheels work like sandpaper moving from aggressive to fine polishing
While polishing systems like Shofu and Enhance use pressure to control abrasiveness.
Even polishing brushes, if used with excessive pressure or for a long time, will remove composite so use care when polishing.
Here an Enhance point is used to polish groves and cusp faces. Applying more pressure will define or recontour and light pressure will polish.
Use polishing instruments on the restoration only avoiding tooth structure whenever possible.
A cup works well for the occlusal embrasure.
Varying pressure from moderate to light slowly will smooth scratches and improve the finish.
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pressbooks
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2025-03-22T05:09:06.464955
|
11-9-2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://mhcc.pressbooks.pub/restorativedentistry/chapter/placing-composite-restorations/",
"book_url": "https://mhcc.pressbooks.pub/restorativedentistry/front-matter/attribution/",
"title": "Restorative Mastery for the Dental Hygienist",
"author": "Renee Alexandre, Richard Aronstein",
"institution": "",
"subject": "Dentistry"
}
|
https://mhcc.pressbooks.pub/restorativedentistry/chapter/common-problems-and-solutions/
|
4 Common Problems and Solutions
Chapter 4:
4.1 The Matrix Band is In My Way
The best learners are not afraid to make mistakes and learn from them. This is true for students and seasoned clinicians. Use this space to add examples of common problems and strategies to avoid or correct them.
4.1 The Matrix Band is In My Way
Problem: The matrix band is in my way
Solution: Customize the matrix band
4.2 The Contact is Too Tight
Problem: composite or amalgam contact is too tight
Solution: use an interproximal reducer
4.3 Transcripts
Video Transcript: 4.1 The Matrix Band is In My Way
Sometimes the matrix band or tofflemire holder limit instrument use making it impossible to get in the right spot.
One common problem is that the tofflemire guide channel is placed between two cusp tips at the lowest point on the marginal ridge.
To fix, simply move it to line up with a buccal cusp tip where instruments want a steeper angle anyway.
Another common problem, the matrix band gets in the way. As we all have experienced one size does not fit all and a little alteration might be in order.
Customize the band by marking the highspot,
Either with a marker, If you can keep from drawing on the tooth, or scratching guides in the soft metal. Remove the band and cut away the high spot. Burnish out the rough edges and reposition the band on the tooth.
That’s better.
Video Transcript: 4.2 The Contact is Too Tight
Thankfully this composite is too tight not too loose. Wedge the contact open and use an interproximal reducer to slightly relieve the contact.
An easy fix.
Perfect now.
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pressbooks
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2025-03-22T05:09:06.476125
|
11-9-2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://mhcc.pressbooks.pub/restorativedentistry/chapter/common-problems-and-solutions/",
"book_url": "https://mhcc.pressbooks.pub/restorativedentistry/front-matter/attribution/",
"title": "Restorative Mastery for the Dental Hygienist",
"author": "Renee Alexandre, Richard Aronstein",
"institution": "",
"subject": "Dentistry"
}
|
https://mhcc.pressbooks.pub/restorativedentistry/chapter/additional-resources/
|
5 Additional Resources
Chapter 5:
5. 3 Anatomy Practice & Review
5.1 Restorative Cookbook
A handy checklist when preparing for restorative treatment. Add or remove items and use when gathering supplies for your board exam.
5.2 Restorative Rubric
A copy of the grading form used in restorative clinic at Mount Hood Community College.
5.3 Anatomy Practice & Review
Most learners can not memorize all the details of a tooth in one sitting. Reviewing anatomy through images, descriptions, and drawing can help you find tiny details previously missed. Small changes make a big difference to the final restoration.
Directions for drawing mandibular first molar
Directions for reproducing a two dimensional replication of first molars. These directions can also guide three dimensional wax carvings for a deeper understanding of dental anatomy.
Anatomy review
A brief review of the critical anatomy needed when placing restorations in first molars. Use this review to clarify technical terms, remember defining features or if you notice low marks in one area of the rubric consistently.
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pressbooks
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2025-03-22T05:09:06.485884
|
11-9-2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://mhcc.pressbooks.pub/restorativedentistry/chapter/additional-resources/",
"book_url": "https://mhcc.pressbooks.pub/restorativedentistry/front-matter/attribution/",
"title": "Restorative Mastery for the Dental Hygienist",
"author": "Renee Alexandre, Richard Aronstein",
"institution": "",
"subject": "Dentistry"
}
|
https://opentextbc.ca/safercampuses/chapter/introduction-land-acknowledgement/
|
Introduction | Land Acknowledgement
(Student version and Faculty, Staff & Administrator version)
The course begins with a Welcome video that describes key concepts in the course and asks learners to prepare themselves for the course through reflection on a series of questions. Following the Welcome video, there is a territory acknowledgement. Acknowledging the traditional lands of the Indigenous people on which we live, work, and study is an important way to begin a course. Meaningful territory acknowledgements allow learners to develop a closer and deeper relationship with not only the land but the traditional stewards and peoples whose territory they reside, work, live, and prosper in.
Acknowledging the territory within the context of sexual violence training will open a person’s perspective to traditional ways of knowing and being, stepping out of an organizational structure and allowing learners to delve into the their own perceptions, needs and abilities.
When we speak about sexual violence, we cannot do so without highlighting the direct connection to tactics used to colonize and assimilate the Indigenous Peoples of Turtle Island (North America). Sexual violence is intimately intertwined in Indigenous peoples ongoing traumas from colonization; from first contact in North America, to the horrific abuses perpetrated upon children in Residential Schools, the occupation of land and accessing of natural resources without consent, to the forced sterilization of Indigenous women, to the thousands of Indigenous women, girls and Two-Spirit people as victims of sexual or physical violence and death as highlighted by the Missing and Murdered Indigenous Women and Girls Commission of Canada.
Territory acknowledgements are designed as the very first step to reconciliation. What we do with the knowledge of whose traditional lands we are on is the next important step. If your institution has an approved territory acknowledgement, you are welcome to use it in this section. However, as you continue to develop and use this course in your institution, we invite you to consider how to make the statement more relevant to learners and the course content.
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pressbooks
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2025-03-22T05:09:06.494169
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02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/introduction-land-acknowledgement/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/what-is-sexual-violence/
|
Module 1 | What is Sexual Violence?
(Student version and Faculty, Staff & Administrator version)
Module 1 provides an introduction to sexual violence. In the section called “What is Sexual Violence?”, you will need to include information about your institution’s sexual violence policy and related procedures and protocols.
The Sexual Violence and Misconduct Policy Act (2016) requires all B.C. public post-secondary institutions to have a sexual violence policy. Institutions are required to review their policies at least every three years and to include consultation with students as part of the review. You will want to make sure that you are including the most up-to-date version of your institution’s policy.
This section of the course defines sexual violence and provides examples of different types of sexual violence with examples/definitions. Every institution has different definitions of sexual violence and you will want to revise this section to reflect the definition used in your institution’s policy. Some policies include definitions of different types of sexual violence (e.g., sexual harassment, sexual assault, stalking) and include a section on Criminal Code provisions in connection to these definitions. If your policy does not include this information, you can use the included examples.
There is also a section where you can provide a link and summary of your institution’s policy and where learners can find more information about it. This is also a good place to include links to individuals and/or departments on campus that are involved with sexual violence prevention and response (e.g., student services, counselling department, sexual violence prevention office, human rights and equity office, human resources, Dean of Academic Affairs) as well as links to information about accessing support and resources, e.g., making a report, procedures and protocols for investigations.
If your institution does not have a plain language summary of the policy, you may want to collaborate with on-campus organizations to develop one. Within a campus community, English literacy levels will vary enormously. As well, an accessible policy helps to support survivors of sexual violence in having control and autonomy over their options related to making a disclosure, making a report, and accessing supports, accommodations, and other resources.
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pressbooks
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2025-03-22T05:09:06.502856
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/what-is-sexual-violence/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/finding-help-and-support/
|
Module 4a | Finding Help and Support
(Student version)
Module 4a provides students with information on how to support a survivor of sexual violence. In the section called “Finding Help and Support,” you will need to include information about available resources and services on-campus and in the community to support survivors of sexual violence.
Support and services vary enormously between communities. The list below provides examples of resources and supports that can be included. It is good practice to include both on-campus and community-based organizations, 24/7 supports as well as supports specific to various communities (e.g., LGBTQ2SIA+ people, multicultural groups). For information about community based anti-violence organizations, VictimLink B.C. (1-800-563-0808) is a good starting place as they will be able to connect you with organizations in your community. In the course, information is organized into three sections (Campus Support Services, 24 Hour Contacts, and Community Support Services), but you are welcome to organize information in a different way, e.g., online services vs. in-person services, services available on different campuses or in different communities where your institution operates or is located.
Examples of resources and supports related to sexual violence:
- Sexual Violence Prevention and Response Office/Key Contacts
- Police/RCMP
- Campus security
- On-campus health services/clinics or other clinics such as Options that offer services on campus
- Local hospital
- Forensic nurse examiner program (often co-located in hospital emergency departments or collaborates in the community with sexual assault services)
- Student support services
- Student union services
- Women’s Centre
- Indigenous support services
- Counselling Services/Wellness Programs
- Here2Talk (free 24/7 mental health support for B.C. post-secondary students)
- Crisis lines
- Multicultural organizations
- International Student organization/program contacts
- LGBTQ2IA+ services, on- and off-campus
- Accessibility supports, on- and off-campus
- Sexual health resources
- Multifaith services
- Anti-violence organizations in the community
Locating Community-Based Anti-Violence Programs and Services
- VictimLink BC (1-800-563-0808) is a toll-free, BC-wide telephone help line, available 24 hours a day, 7 days a week. It provides services in over 130 languages. It can be an important resource to include in learning materials. As well, the service can provide support in identifying programs and services in your community related to preventing and responding to sexual violence. They can help you identify crisis services (available in the evenings and on weekends) and learn about the referral criteria for specific groups and populations. For example, you will want to make sure that resource lists indicate whether a program is trans-inclusive or whether a multicultural program provides services for non-immigrants.
- The Ending Violence Association of BC (EVA-BC) website provides information about Community-Based Victim Services, Stopping the Violence Counselling and Stopping the Violence/Multicultural Outreach Programs in BC.
Examples of resource lists from other B.C. post-secondary institutions:
|
pressbooks
|
2025-03-22T05:09:06.515152
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/finding-help-and-support/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/supporting-survivors/
|
Module 4a | Supporting Survivors
(Student version)
In the section called “Supporting Survivors,” you will need to include information about wellness and self-care resources for students who provide support to survivors of sexual violence.
Examples of wellness and self-care resources you can include:
- Mental health supports and services for students, e.g., Here2Talk or campus counselling services
- Information about self-care, e.g., “What is self-care and how do I do it?”
- Student-developed resources or peer support resources
- Resources recommended by faculty, staff, administrators and students that work with survivors of sexual violence and/or provide training and support related to disclosures and reporting
- Apps and online resources
- Resources developed for or by various groups and populations at your campus or local community, e.g., international students, Indigenous students, LGBTQ2IA+ organizations, on-campus multifaith groups/services
Self-care/wellness is a broad topic and it is not possible to provide a comprehensive list and such a list, if possible, would likely be overwhelming for learners. The intention of this section is to role-model the importance of self-care and to provide information about different types of self-care and the range of resources that learners might wish to explore or find helpful.
|
pressbooks
|
2025-03-22T05:09:06.523922
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/supporting-survivors/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/module-4b-skills-for-responding-listen-believe-support/
|
Module 4b | Skills for Responding: Listen, Believe, Support
(Faculty, Staff & Administrator version)
Module 4b provides faculty, staff, and administrators with information on how to support a survivor of sexual violence. In the section “Skills for Responding: Listen, Believe, Support,” you will want to include information about wellness and self-care resources for faculty, staff, and administrators.
Examples of wellness and self-care resources you can include:
- Mental health supports and services, e.g., Employee and Family Assistance Plan, wellness programs
- Information about on-campus support (debriefing or consultation) following a disclosure, e.g., through human resources or a sexual violence resource office
- Information about self-care, e.g., “What is self-care and how do I do it?”
- Workplace/employee training on topics such as preventing vicarious trauma or recognizing burnout
- Resources recommended by faculty, staff, administrators and students that work with survivors of sexual violence and/or provide training and support related to disclosures and reporting
- Apps and online resources
Self-care/wellness is a broad topic and it is not possible to provide a comprehensive list and such a list, if possible, would likely be overwhelming for learners. The intention of this section is to role-model the importance of self-care and to provide information about different types of self-care and the range of resources that they might wish to explore or find helpful.
|
pressbooks
|
2025-03-22T05:09:06.532575
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/module-4b-skills-for-responding-listen-believe-support/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/helping-survivors-find-support-and-resources/
|
Module 4b | Helping Survivors Find Support and Resources
(Faculty, Staff & Administrator version)
You will also want to include information about reporting options specific to your institution, i.e., policies and protocols should a survivor wishes to make a report that may lead to an investigation. Examples of information to include:
- Reporting policies for individuals under age 18 (and other situations where faculty, staff, and administrators may have a legal obligation to report)
- Reporting workplace harassment
- Reporting options involving law enforcement, i.e., the role of campus security, police/RCMP
You will also want to include contact information for individuals/offices/departments involved in reporting and investigations, including who staff, faculty, and administrators can consult with and receive support.
This section also includes information about accommodations. You will want to include information about accommodations for both students and employees and who is responsible for assisting with accommodations on your campus. (The language you use at your campus may vary, e.g., you may use “academic concessions” instead of “academic accommodations.”)
|
pressbooks
|
2025-03-22T05:09:06.540961
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/helping-survivors-find-support-and-resources/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/course-summary-continue-your-learning/
|
Course Summary | Continue Your Learning
(Student version and Faculty, Staff & Administrator version)
In the Course Summary, learners have the opportunity to review what they have learned and to consider different ways to continue their learning. In the “Continue Your Learning” section, you can provide suggestions for how learners can learn more about sexual violence, either on-campus, in the community, or online.
Examples of learning opportunities you can include:
- Credit courses on sexual violence prevention and response (e.g., health and human services courses, social sciences and humanities courses, law enforcement and justice courses, Indigenous wellness)
- Non-credit or continuing education courses on sexual violence prevention and response (e.g., equity and inclusion courses, Indigenous wellness, peer counselling, supervision and leadership)
- Workshops led by students, faculty, staff, and administrators on sexual violence prevention and responses (e.g., practicing consent, healthy relationships and boundaries, digital safety)
- Sexual violence awareness campaigns and events (e.g., film screenings, dialogue/discussion groups)
- Reading lists developed by faculty, staff, and students
- Workplace training (e.g., addressing workplace harassment and bullying, sexual violence prevention and policy)
|
pressbooks
|
2025-03-22T05:09:06.549543
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/course-summary-continue-your-learning/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/resources/
|
Resources
(Student version and Faculty, Staff & Administrator version)
At the end of the course is a section with Resources for learners who may have questions about sexual violence or who may be interested in accessing support and services related to sexual violence for themselves or someone they know. You can use the resource list developed for Module 4a and 4b in this section. We also suggest that you add information about your institution’s sexual violence policy and procedures from Module 1.
|
pressbooks
|
2025-03-22T05:09:06.557616
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/resources/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/quick-checklist/
|
Quick Checklist
Quick Checklist: Have you….?
This “at a glance” quick checklist summarizes each of the sections that require institutions to adapt the course content.
Introduction
- Have you included your institution’s land acknowledgement?
Module 1
- Have you included your institution’s definition of sexual violence?
- Have you included a link and summary of your institution’s Sexual Violence and Misconduct Policy?
Module 4A (Student)
- Have you included information about on-campus and community resources for sexual violence survivors?
- Have you included information about self-care and wellness resources for people who respond to disclosures?
Module 4B (Faculty, Staff, and Administrators)
- Have you included information about on-campus and community resources for sexual violence survivors? (You can use the same list of resources from Module 4a)
- Have you included information about your institution’s sexual violence response policies and protocols, including reporting options and any limits to confidentiality and who staff, faculty, and administrators can consult with about how to support a survivor?
- Have you included information about academic and non-academic accommodations or concessions?
Course Summary
- Have you included information about how learners can continue to learn about sexual violence (e.g., courses, workshops, reading lists)?
Resources
- Have you included information about campus supports, community services, and 24 hour supports related to sexual violence prevention and response?
Download the Quick Checklist: Have you….? [PDF].
|
pressbooks
|
2025-03-22T05:09:06.568942
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/quick-checklist/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/articulate-rise-overview/
|
Articulate Rise Overview
Articulate Rise is a web-based application eLearning authoring tool that enables developers and instructional designers to quickly create custom, interactive courses – no coding experience needed. Some of the benefits of using Articulate Rise are:
- Adapts to all devices (phone, tablet, laptop and desktop computers) and screen orientations (portrait, landscape)
- Lots of interactivity (timeline, flashcards, carousel, quizzes, scenario, and much more)
- Easy to edit content and import into learning management systems
- Ability to output as SCORM to track learner progress & completion, output as HTML5 or PDF
- Ability to export translatable file to convert courses into different languages
- Can include videos and other multimedia
NOTE: All edits to the Safer Campuses for Everyone course content must be done in Articulate Rise before exporting the course to a learning management system.
|
pressbooks
|
2025-03-22T05:09:06.577960
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/articulate-rise-overview/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/scorm-overview/
|
SCORM Overview
SCORM stands for Shareable Content Object Reference Model. It’s a collection of online training materials that is put together to an agreed standard for learning objects. The agreed standard tells programmers how to write their code so that it can “play well” with various Learning Management Systems (such as D2L, Moodle, Canvas, Blackboard, etc). The SCORM package has the ability to track user’s progress and completion. Please note edits can not be made once the course content has been published to SCORM.
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pressbooks
|
2025-03-22T05:09:06.586266
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/scorm-overview/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/getting-a-copy-of-the-course-to-edit/
|
Getting a Copy of the Course to Edit
- Request a copy of the Rise course by completing the form on the webpage: Safer Campuses for Everyone. Please note that copies are shared directly through Articulate Rise so please ensure you use the email address that the Rise account is associated with.
- You will receive an email from Articulate that the course has been shared with your account.
- Once you have a copy of the course, you can log in to make edits.
- To edit the course, log into Articulate Rise 360.
- Click on the Rise 360 button.
- Click on the course you want to edit.
- Click on the ‘Edit Content’ button for the area(s) to be edited.
- Navigate to the area you want to edit.
- Click on the ‘Edit Content’ button for the area(s) to be edited.
- Navigate to the area you want to edit.
NOTE: There are a few ways to recover accidentally deleted content:
- If you’ve accidentally deleted some text or a table in your block, you can use CTRL+Z (or CMD+Z) to undo the action.
- If you delete a lesson or a block, you’ll see an Undo button for a few seconds at the bottom left of your screen. Once the undo button is gone, there is no way to undo/recover the deleted block. The lesson/block will need to be re-created.
- If it’s a text edit, click on the areas you want to edit and then type.
- If it’s an image you want to replace, hover over the image, then click on the edit button on the left side.
- Click on edit once the side panel open – you will have the option to upload your own image, or search from Articulate’s library.
To update the logo or the course banner:
- Return to the main course page (if you are in one of the lessons).
- Then click on settings on the upper right corner area.
- Click on upload logo and upload your logo.
To update an existing cover photo:
- Click the trash can icon to delete the existing cover photo.
- Then upload your own or use one from Articulate’s gallery.
To update colour/font of the course:
- Click on the Customize Theme button
- You can select pre-defined colours or select your own.
- Select a different font for header/text by changing the font style dropdown list.
NOTE: There is no “undo’ button. All edits done are saved in real time.
|
pressbooks
|
2025-03-22T05:09:06.599896
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/getting-a-copy-of-the-course-to-edit/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/exporting-customized-version-of-course-to-scorm/
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Exporting Customized Version of Course to SCORM
Once all the edits are done, you can now export the course as a SCORM package.
Return to the main landing/home page of the course.
NOTE: If you are in one of the modules, click on the back arrow button to return to the course homepage.
Click on Export at the top of the menu.
Update the settings of the course to:
- Export Type: LMS
- LMS: SCORM 1.2
- Tracking: Track using course completion 100%
- Reporting: Complete/Incomplete
- Exit Course Link: on
- Click on the Export button at the top right and save the SCORM zip file to an area where you will remember (ie: desktop).
Adding SCORM Course Content into the Learning Management System
Recommendation/Best Practice
It’s recommended that institutions create two courses (one for students and the other for staff & faculty) and upload the appropriate SCORM module using the instructions below. This would allow for better user management and course reporting/analytics.
Moodle
Adding a SCORM Activity
- With editing turned on, click Add an activity or resource in the section where you want to add the SCORM package.
- Select SCORM package and click ‘Add’
- Enter a Name for the SCORM package
- Enter any instruction for students in the Description box (optional).
- Click on the ‘Add’ button under the Package section.
- Select the SCORM Zip file and click ‘Open’.
- Click Upload this file
- Under the ‘Attempt management’ section
- Select the number of attempts you want to give your students to complete the SCORM activity
- Select how you would like those attempts to be graded
- Click Grade to set up the maximum number of points available in the SCORM package
- Have a look through the other available setting that may be applicable to your activity
- Click ‘Save and return to course’ or ‘Save and Display’
For information on how to access SCORM reports in Moodle, please visit: SCORM reports – MoodleDocs.
Desire2Learn
Adding a SCORM Activity
- In Content > Table of Contents, click on Import Course and then Import Course Package
- Drag your zipped (.zip) SCORM content into the upload box.
- Select Upload.
- Click on Import All Components.
- Click on Continue.
- Click the Select All Components checkbox to import all files in your SCORM package.
- Under Advanced Options > Import file to: please type in a unique module name so that the unzipped files from your SCORM package will be placed into their own folder (and won’t conflict when you load more SCORM packages). Use the name of the learning module or another logical name that is unique to the content.
- Click the Import metadata checkbox.
- Click on Continue to proceed to the next step.
- Click on Continue to proceed to the next step.
- Select Continue to proceed.
- You should now see a confirmation message that your course import was successful. Click on View Content to view your SCORM package in the Content section of your course.
- Click on the SCORM package name to view (and test) the SCORM package, as well as rename, add a description or restrictions, etc.
For information on how to access SCORM reports in Desire2Learn, please visit: Track activity and user progress on SCORM objects.
Blackboard
Adding a SCORM Activity
- With editing turned on, enter the content area into which you wish to place your SCORM learning object.
- Hover your mouse over Build Content and choose Content Package (SCORM).
- You will be presented with the Add SCORM Content screen.
- Click on Browse My Computer and locate the object you wish to upload then click Submit.
- In the Title area, the title will be automatically populated from information taken from the object you uploaded at the previous step. You can change this if you wish. You can also enter a Description if you wish.
- In the SCORM Availability area, set Make SCORM Available to Yes.
- Set the Number of Attempts that you will allow.
- Set a time range for the object to be available if necessary and appropriate.
- Choose to track the number of views if you wish. This option will only track that the link to the object has been viewed, not the object itself.
- In the Grading Area, set how the SCORM module should be marked.
- SCORM Score – Displays the total score
- SCORM Completion – A tick symbol indicates if a user has completed the item.
- SCORM Satisfaction – If you have selected a minimum score the student must achieve when creating the SCORM content select the check box to enforce a pass or fail element. For a pass mark a green tick will be displayed in the Grade Centre column and a score of 100.00 will be added to the Grade Attempt, a red cross and a mark of 0.00 will be displayed for failure.
- Enter a due date (optional).
- Leave the Grade Timing option set at the default, ie. When SCO is completed, with Grade of Last attempt.
For information on how to access SCORM reports in Blackboard, please visit: Add SCORM content packages to your course.
CANVAS**
Creating Canvas Course Shell
- Follow these instructions if you need to create a brand new course shell: How do I start a new course from the Dashboard as an instructor?
Adding a SCORM Activity
- By default, SCORM is hidden in Canvas. In order to upload, the tool will need to be visible.
- Click on Settings
- Click on the Navigation tab
- Drag and drop the SCORM menu item from hidden area to the visible area of the course menu
- Click save. Now you’re ready to upload the SCORM object.
- In Course Navigation, click the SCORM link.
- At the upper right area, Click the Upload button.
- Select the file from your computer [1] and click the Open button [2].
- Select the .zip file containing your SCORM package. It may take several seconds to upload the file, depending on its size; a progress bar will indicate upload status. When the process is complete, the new upload may appear at the bottom of your list of SCORM packages.
- Once the file is uploaded, select the object import type – Import as a graded assignment.
- Click the Go button.
- Navigate to the Assignments tool and find the new assignment. Edit the assignment to add necessary instructions, point value, due date, and so on. Do not change anything in the “Submission Type” field.
- Click Save, then click on Publish to publish the assignment
- To view the assignment in Canvas or to edit assignment details, click the Assignment icon. Imported SCORM assignments also display on the Assignments Index page. Once imported, you can move the assignment to an assignment group and add it as a module item.
NOTE: All SCORM upload default to 100 points.
Creating a Module in the Course
- Follow these instructions on how to create a module: How do I add a module.
Adding the SCORM activity to the Module
- When they are creating an assignment after having uploaded the SCORM as an assignment, Safer Campuses for Everyone appears as an item you can click. Click it and hit add item.
- For more information, visit: How do I create an assignment。
Publishing the Course
- If you have permission to publish the course, follow these instructions: How do I publish a course.
- Your intuition may have restricted this feature. If so, please contact your support team.
For information on how to access SCORM reports in Canvas, please visit: How do I view Course Analytics.
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pressbooks
|
2025-03-22T05:09:06.620645
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/exporting-customized-version-of-course-to-scorm/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://opentextbc.ca/safercampuses/chapter/accessibility-considerations/
|
Accessibility Considerations
Accessibility means that course content is designed for all learners—including those with auditory, visual, mobility, or learning disabilities. Articulate Rise supports NVDA, JAWS, VoiceOver, and TalkBack screen readers and aims to follow Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. You can learn about specific features and ongoing work to develop fully accessible courses in the Rise 360 Accessibility Conformance Report.
Most of Rise’s accessibility features such as keyboard navigation, buttons, links, and forms are built-into the app and do not require input or decision-making from course developers. However, there are a number of accessibility considerations that are the responsibility of course developers. In the Safer Campuses for Everyone course, alt-text (text-based descriptions for images and other non-text content) are provided for all images and graphics. As well, all the videos include closed captioning.
If you change colours or fonts or insert new graphics or videos, you will want to ensure this new content is accessible as well. This means checking colour contrast, labelling graphic blocks, providing closed captioning for videos, and writing alternative text for images. See these articles on the Rise website for more information:
Rise also offers a feature that can easily translate your customized course into a different language (the app supports left-to-right languages and scripts with double-byte character sets). See the following article for more information:
Known Accessibility Issues
Currently, matching drag-and-drop questions and sorting activities aren’t fully accessible in Rise. The Safer Campuses for Everyone course uses drag-and-drop questions in the Knowledge Checks at the end of each module. These activities can be altered (e.g., changed to multiple choice questions) to better meet the needs of your students, if desired.
|
pressbooks
|
2025-03-22T05:09:06.632033
|
02-27-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/safercampuses/chapter/accessibility-considerations/",
"book_url": "https://opentextbc.ca/safercampuses/front-matter/accessibility-statement/",
"title": "Safer Campuses for Everyone: Implementation Guide",
"author": "Sexual Violence Training Development Team",
"institution": "",
"subject": "Violence and abuse in society, Adult education, continuous learning, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Ethnic groups and multicultural studies, Feminism and feminist theory, LGBTQ+ Studies / topics, Gender studies, gender groups, Indigenous peoples, Sexual abuse and harassment, Social attitudes, Social discrimination and social justice, Social groups, communities and identities, Sociology, Social theory, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Regional government law, Teacher training, Mental health services"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/mount-hood-2/
|
1 Mount Hood
Mount Hood is a famous place to visit in Oregon. You can see the mountain from many places in the state. It is about 50 miles from Portland. You can drive from the city to the mountain in about one hour.
Many people climb the mountain every year — almost as many people as Mount Fuji in Japan! Mount Hood is 11,249 feet tall. It is the highest mountain in Oregon. It is actually a dormant (sleeping) volcano.
The mountain has 12 glaciers. It is always covered in ice and snow. People can ski all year long. Timberline Lodge is at 6,000 feet. It is a beautiful place to go skiing or hiking. Some people like to rest by the fire and enjoy the view of the mountain.
The roads around Mount Hood are called “The Fruit Loop.” There are many farms and fruit orchards. They grow apples, peaches, pears, blueberries, cherries, and other fruits.
There are also many lakes near Mount Hood. Visitors like to go camping and fishing at Trillium Lake, Lost Lake, and Mirror Lake. The air is fresh, and everything is beautiful.
Native American people call the mountain Wy’east. They have many stories about the mountain. In the story, two brothers (Wy’east and Klickitat) love the same woman (Loo-wit). The brothers fight a lot. The Great Spirit wants to stop the fight. The Great Spirit changes the brothers into mountains. One brother becomes Mount Hood in Oregon. The other brother becomes Mount Adams in Washington. The beautiful woman becomes Mount Saint Helens.
Comprehension Questions
Writing Question
Sources
- Forsha, Emily. “7 Wonders of Oregon: Mt. Hood.” Travel Oregon, Travel Oregon, 20 Nov. 2017, traveloregon.com/things-to-do/trip-ideas/7-wonders/7-wonders-of-oregon-mt-hood/.
- Haven. “Menu.” Gathering the Stories, 13 Jan. 2015, www.gatheringthestories.org/tag/wyeast/. (Adapted from Clark, Ella (1953) Indians of the Pacific Northwest (renewed 1981). The Regents of the University of California.
- “Mount Hood.” Wikipedia, Wikimedia Foundation, 11 Aug. 2018, en.wikipedia.org/wiki/Mount_Hood.
- “Timberline Lodge.” Wikipedia, Wikimedia Foundation, 11 Aug. 2018, https://en.wikipedia.org/wiki/Timberline_Lodge.
- The image “Mount Hood Reflected in Mirror Lake” is in the public domain.
|
pressbooks
|
2025-03-22T05:09:06.645127
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/mount-hood-2/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/crater-lake/
|
2 Crater Lake
Crater Lake National Park is in Southern Oregon. 8,000 years ago, Crater Lake was a very tall mountain. It was 1,000 feet taller than Mount Hood. Scientists gave it the name of Mount Mazama, but Native Americans called it Moyaina. This means “big mountain.”
How did a mountain become a lake? The mountain was a volcano. There was a big explosion, and the volcano erupted. The top of the mountain fell. It made a large hole. Later, the hole filled with water from rain and snow. The water is very clear, and the lake is very deep — 2,000 feet! It is the deepest lake in the United States.
Crater Lake is a very special place for Native Americans. They have many stories about the lake and the mountain. In one story, a spirit named Llao came from the Below-World to Mount Mazama before there was a lake. He saw Loha. She was the daughter of a chief of the Klamath people. Llao fell in love with Loha, but she didn’t like him. Llao became angry. He tried to burn the Klamath people by throwing fire from a hole in the mountain.
Several medicine men went to the mountain. They gave themselves to Llao. They wanted to make Llao happy again. But the spirit from the Above-World told them to stop. The spirit fought Llao. It pushed Llao back into a hole in the mountain.
Then blue water flowed out of the hole. It filled the top of the mountain. It made a beautiful lake, and this lake was very special for the Klamath people. It was a place where many Native Americans went to pray.
Comprehension Questions
Writing Question
Sources
- “Cultural History.” Oe.oregonexplorer.info, oe.oregonexplorer.info/craterlake/history.html.
- Rosen, Julia. “The Creation of Crater Lake.” Travel Oregon, Travel Oregon, 26 Apr. 2018, traveloregon.com/things-to-do/destinations/lakes-reservoirs/creation-crater-lake/.
- Image: “Crater Lake” By Epmatsw [CC BY-SA 3.0 ], from Wikimedia Commons.
|
pressbooks
|
2025-03-22T05:09:06.663569
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/crater-lake/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/oregon-coast-2/
|
3 Oregon Coast
Imagine: the year is 1913. Oregon is a young state. It is only 54 years old. Railroads are bringing more people to the Oregon Coast. Some are only visitors on vacation. Others, however, want to buy land next to the ocean. It is a race to see and build new things. What will happen?
Soon the state government says the entire ocean shore from Washington to California is public land. The state builds Highway 101. This highway is 363 miles long. The state also builds dozens of parks along the road. Tourism grows more and more, faster and faster.
Some citizens complain. They want to own the land themselves. They want to make money. They want private hotels, not public beaches.
In 1967, however, the state government approves the Oregon Beach Bill. It is a new law that says all “wet sand” along the coast belongs to the state. The Oregon Beach Bill lets all people use the beaches for free.
This law protects Oregon beaches. There are few buildings along the water. Instead, there are parks, paths, and golf courses. Horse riding, clam digging, and surfing are popular activities. There are many old lighthouses. Visitors also like to go hiking, camping, fishing, and riding bicycle.
Much of the coast is rough and rocky. Other parts are different. Often there are sandy beaches. One special place has very large dunes. Dunes are large waves of sand made from wind and water. However, one thing is the same: the Oregon Coast belongs to all of the people. Thanks to the Oregon Beach Bill, everyone can enjoy the Oregon Coast.
Comprehension Questions
Writing Question
Sources
- Anderson, Jen. “Oregon Coast | Tourism Information, Coastal Maps, Resources.” Travel Oregon, Travel Oregon, 8 Dec. 2017, traveloregon.com/places-to-go/regions/oregon-coast/.
- Forsha, Emily. “7 Wonders of Oregon: The Oregon Coast.” Travel Oregon, Travel Oregon, 10 Nov. 2017, traveloregon.com/things-to-do/trip-ideas/7-wonders/7-wonders-of-oregon-the-oregon-coast/.
- Heckel, Aimee. “Road Trip: 10 Must-See Spots Along the Oregon Coast.” 10Best, USA TODAY 10Best, 7 Aug. 2015, www.10best.com/interests/road-trip/road-trip-10-must-see-spots-along-the-oregon-coast/.
- “Oregon Beach Bill.” Wikipedia, Wikimedia Foundation, 27 July 2018, en.wikipedia.org/wiki/Oregon_Beach_Bill.
- The image “Oregon Coast taken from Highway 101 Near Brookings” By OSU Special Collections & Archives : Commons [No restrictions], via Wikimedia Commons.
|
pressbooks
|
2025-03-22T05:09:06.677884
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/oregon-coast-2/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/painted-hills-2/
|
4 Painted Hills
The Painted Hills are in Eastern Oregon. The hills get their name from the stripes of color in the ground. Visitors see different kinds of earth. The layers of dirt and rock are various shades of yellow, gold, black, and red.
The Painted Hills are part of a larger area called the John Day Fossil Beds. We find a lot of fossils in land that we call a “fossil bed.” A fossil is part of an animal or plant from thousands of years ago. You can see the shape of the animal in the rock. Scientists can study 40,000 fossils from Oregon. They are cousins of elephants, horses, camels, and rhinoceroses from long ago. Some fossils are 50 million years old.
The history of this place is hard to believe. Long ago, Oregon was hot, wet, and almost tropical. The weather was like Costa Rica or Veracruz, Mexico. There were palm trees, bananas, and avocados. It rained more than 80 inches per year. But then Oregon changed. Later, there was a lot of grass. There were many oak and maple trees. Today, the Painted Hills are very dry. This part of Oregon receives only 9 to 16 inches of water each year. Most of this water comes from snow.
Today, the animals in the area are mostly birds. There are more than 50 kinds of birds here. You might also see elk, deer, and cougars. There are beaver, otter, mink and raccoons near the river. Sometimes there are coyotes, bats, and badgers, too — and small animals like rabbits and mice. People sometimes worry that there are snakes, but they are shy and scared of people.
Comprehension Questions
Writing Question
Life changes quickly. Write 3 or 4 sentences. How was your life in the past? How is your life today? What is different?
Sources
- “John Day Fossil Beds National Monument (U.S. National Park Service).” National Parks Service, U.S. Department of the Interior, www.nps.gov/joda/index.htm.
- “John Day Fossil Beds National Monument.” Wikipedia, Wikimedia Foundation, 11 Aug. 2018, en.wikipedia.org/wiki/John_Day_Fossil_Beds_National_Monument.
- “Painted Hills.” Wikipedia, Wikimedia Foundation, 27 July 2018, en.wikipedia.org/wiki/Painted_Hills.
- The Oregon Encyclopedia, oregonencyclopedia.org/articles/john_day_fossil_beds/.
- Woodman, Kate. “7 Wonders of Oregon | Visit the Prettiest Places in Oregon.” Travel Oregon, Travel Oregon, 16 Nov. 2017, traveloregon.com/things-to-do/trip-ideas/7-wonders/.
- The image “East Face Painted Hills Panorama” by Finetooth is licensed under CC BY-SA 3.0
|
pressbooks
|
2025-03-22T05:09:06.692563
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/painted-hills-2/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/smith-rock/
|
5 Smith Rock
Do you like rock climbing? Smith Rock is in the high desert of Central Oregon. It is a very popular park. People like to climb its rocky cliffs and towers. It has 623 acres, and there are many animals, such as eagles, mountain lions, and deer.
Some visitors to this park believe that the first animal they see is their spirit animal. This idea came from Native American people. Some believe animals have special powers. A spirit animal guides a person through life. It keeps them safe.
Rock climbing can be exciting and a little dangerous. Smith Rock has many paths to climb. Some paths are easy. Others are difficult. Many paths are bolted. This means there are metal loops in the rocks. You attach your ropes to the bolts. This helps you climb easily and safely.
The weather in Central Oregon is good for outside activities. There is sun 300 days of the year. There is very little rain. The temperature is nice in the summer.
Visitors also play golf. They explore caves. They can play in the Deschutes river or ski on Mount Bachelor. Some people ride bikes on mountain trails or scenic bikeways (roads only for bikes).
Smith Rock is very busy in the summer. Parking is difficult. The trails are crowded. The park suggests:
- Wear good shoes.
- Bring water.
- Stay on the trails.
- Keep dogs under control.
People should always remember the famous rule for visiting parks: “Take only photographs and leave only footprints.”
Comprehension Questions
Writing Question
Some people believe in spirit animals. They guide and protect us in life. Write 3 or 4 sentences. Which animal is special to you? Why?
Sources
“7 Wonders of Oregon: Smith Rock.” Travel Oregon, Travel Oregon, 20 Nov. 2017, traveloregon.com/things-to-do/trip-ideas/7-wonders/7-wonders-of-oregon-smith-rock/.
“Bolt (Climbing).” Wikipedia, Wikimedia Foundation, 28 May 2018, en.wikipedia.org/wiki/Bolt_(climbing).
SmithRock.com | Smith Rock State Park Guide | Smith Rock State Park Oregon, smithrock.com/.
The image “Smith Rock in the Afternoon” By Wealthgapfirefighter [CC BY-SA 4.0 ], from Wikimedia Commons
|
pressbooks
|
2025-03-22T05:09:06.707817
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/smith-rock/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/columbia-gorge/
|
6 Columbia River Gorge
The Columbia River Gorge separates the states of Oregon and Washington. The word gorge is another name for a canyon. It is a deep valley between hills or mountains. A gorge usually has high walls and a river running through it.
The Columbia River Gorge is 4,000 feet deep in some places. It is 80 miles long. It starts at the Deschutes River in the east. It ends near Portland in the west. There is a road on each side of the river. There is also a railroad on one side.
It is very windy in the Gorge. Winds are often 35 miles per hour. In the summer, people like to go windsurfing near the city of Hood River. (Windsurfing uses a surfboard and a sail.) It’s also a good place to fly a kite. In the winter, there are many snow storms and ice storms. Sometimes roads in the Columbia River Gorge are closed because travel is dangerous.
One special place is called Crown Point. It is a small park about 15 miles from Portland. An old road climbs to 733 feet above the river. Visitors can see miles up and down the river.
Another important place is called the Bridge of the Gods. Long ago, falling rocks made a natural dam in the Columbia River. Humans crossed the river on the rocks. Later, the river washed away the rocks. Native Americans tell many stories about this place. They say that the gods destroyed the rock bridge because humans fought. Today, the rocks in the river are the Cascades Rapids. This is a dangerous part of the river for boats.
Comprehension Questions
Writing Question
People in Oregon love to do things outside. Write 3 or 4 sentences. Say what you like to do outside.
Sources
“Bridge of the Gods (Land Bridge).” Wikipedia, Wikimedia Foundation, 26 Jan. 2018, https://en.wikipedia.org/wiki/Bridge_of_the_Gods_(land_bridge). Accessed 25 Aug. 2018.
“Columbia River Gorge.” Wikipedia, Wikimedia Foundation, 30 July 2018, https://en.wikipedia.org/wiki/Columbia_River_Gorge. Accessed 25 Aug. 2018.
“Crown Point (Oregon).” Wikipedia, Wikimedia Foundation, 14 Aug. 2017, https://en.wikipedia.org/wiki/Crown_Point_(Oregon). Accessed 25 Aug. 2018.
The image “Columbia River Gorge” by Bala from Seattle, USA (Bleeding SkiesUploaded by X-Weinzar) [CC BY 2.0 ], via Wikimedia Commons.
|
pressbooks
|
2025-03-22T05:09:06.720702
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/columbia-gorge/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/wallowas/
|
7 The Wallowas
The Wallowas are mountains in Eastern Oregon. The tallest point is called Sacajawea Peak. It is 9,838 feet high. You can see far away from the top. Some say that you can see into the next state. In one direction, you can see the high desert of Oregon. In another direction, you can see past Hells Canyon. This canyon is deeper than the Grand Canyon!
The mountains receive a lot of snow. Sometimes it snows more than 100 inches per year. That is enough for dangerous avalanches. What is an avalanche? A very large piece of snow, ice, and rocks quickly falls down the mountain.
There are many interesting things to see and do here. However, there are only a few towns. Some of them are now “ghost towns.” These towns were busy in the 1800s. People were looking for gold. Now they are empty.
This part of Oregon was the home of the Nez Perce. They are Native Americans. However, in 1867, the United States government allowed other people to move here from the east. Those people were called pioneers. Another word for them is settlers. Some traveled 2,000 miles from Missouri on a wagon road called the Oregon Trail.
The government took the land from the Native Americans. First, the government divided the land between the settlers and the Nez Perce people. Then the government told the Nez Perce people to leave the valley. There was war, and 125 people died. The government sent the Nez Perce people to a prison in Kansas.
Chief Joseph of the Nez Perce people said:
I am tired of fighting. Our chiefs are killed. … It is cold, and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are — perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my chiefs! I am tired. My heart is sick and sad. From where the sun now stands I will fight no more forever.
Comprehension Questions
Writing Question
Land is important to many people. Write 3 or 4 sentences. Say why land is an important part of our lives.
Sources
“7 Wonders of Oregon: The Wallowas | Oregon’s Beautiful Secret.” Travel Oregon, Travel Oregon, 21 Dec. 2017, traveloregon.com/things-to-do/trip-ideas/7-wonders/7-wonders-of-oregon-the-wallowas/.
Garvin, Eileen. “Wallowas Oregon | Alpine Peaks, Meadows, & Wilderness.” Travel Oregon, Travel Oregon, 22 Nov. 2017, traveloregon.com/things-to-do/destinations/mountains/the-wallowas/.
“Nez Perce War.” Wikipedia, Wikimedia Foundation, 11 Aug. 2018, en.wikipedia.org/wiki/Nez_Perce_War.
“Wallowa Mountains.” Wikipedia, Wikimedia Foundation, 10 Aug. 2018, en.wikipedia.org/wiki/Wallowa_Mountains.
The image: “Wallowa Mountains” by Marc Shandro (https://www.flickr.com/photos/mshandro/35130911/) [CC BY 2.0 ], via Wikimedia Commons
|
pressbooks
|
2025-03-22T05:09:06.733526
|
09-30-2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/chapter/wallowas/",
"book_url": "https://openoregon.pressbooks.pub/sevenwondersoforegon/front-matter/welcome-students/",
"title": "Seven Wonders of Oregon",
"author": "Timothy Krause",
"institution": "",
"subject": "Language readers, Oregon"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/
|
1 Combustion Analysis
Learning Objectives
Operate the Plant at 80% capacity burning coal to
- Perform combustion analyses for two types of coal,
- Compare results.
Theory
In the Boiler Efficiency lab, we stated that Combustion Efficiency is defined as the ratio of the burner’s capability to burn fuel completely to the unburned fuel and excess air in the exhaust. In this lab, we will perform a combustion analysis.
Fossil fuels may be classified into solid, liquid and gaseous fuels. The vast majority of fuels are based on carbon (C), hydrogen (H2) or some combination of carbon and hydrogen called hydrocarbons.
During combustion, oxygen (O2) combines rapidly with C, H2, sulphur (S2) and their compounds in solid, liquid and gaseous fuels and results in the liberation of energy. Except for special applications such as oxyacetylene welding, in which a high-temperature flame is required, the O2 necessary for combustion is obtained from air. Air contains O2 and nitrogen (N2), plus negligible amounts of other gasses and for engineering purposes, may be considered to have the following percentage composition by mass:
O2: 23%
N2: 77%
The proportions in which the elements enter into the combustion reaction by mass are dependent upon the relative molecular weights as shown below:
| Element | Symbol | Molecular Weight |
| Carbon | C | 12 |
| Sulphur | S2 | 32 |
| Hydrogen | H2 | 2 |
| Oxygen | O2 | 32 |
| Nitrogen | N2 | 28 |
Stoichiometric Combustion Theory
Complete combustion of simple hydrocarbon fuels forms carbon dioxide (C02) from the carbon and water (H20) from the hydrogen, so for a hydrocarbon fuel with the general composition CnHm, the combustion equation on a molar basis is as flows:
[latex]C_{n}H_{m}+yO_{2}\rightarrow aCO_{2}+bH_{2}O[/latex]
Where the balance should be satisfied following the moles for any mathematcial equation:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Considering that combustion occurs in air rather than in pure oxygen, the nitrogen in the air may react in the combustion process to produce nitrogen oxides. Beside, some fuels contain elements other than carbon, and these elements may react with oxygen during combustion. Also, combustion is not always complete, and the exhaust gases contain unburned and partially burned products in addition to C02 and H2O.
Air is composed of oxygen, nitrogen, and small amounts of carbon dioxide, argon, and other trace components. For the purposes of the further calculation it is perfectly reasonable to consider air as a mixture of 21% (mole basis) 02 and 79 % (mole basis) N2. Nitrogen will be considered as an “inert” gas in the combustion calculations. The stoichiometric relation for complete combustion of a hydrocarbon fuel, CnHm, becomes
[latex]C_{n}H_{m}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
The balance equations are:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c[/latex] kmol N2/kmol fuel
Flue gas compositions are presented in terms of mole fractions as kmol of product per kmol of fuel.
Example 1. Combustion of Octane in Air
Determine the stoichiometric air/ fuel mass ratio and product gas composition for combustion of octane ( C8H18) in air.
[latex]C_{8}H_{18}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
Carbon balance:
[latex]a=n=8[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=18[/latex]
[latex]b = \frac{18}{2}=9[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2(8)+b[/latex]
[latex]y = 8+\frac{9}{2}=12.5[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c=12.5\frac{79}{21}=47[/latex] kmol N2/kmol fuel
The combustion equation becomes:
[latex]C_{8}H_{18}+12.5(O_{2}+\frac{79}{21}N_{2}\rightarrow 8CO_{2}+9H_{2}O+47N_{2}[/latex]
Air/ fuel mass based ratio considering that 1 kmol fuel is 114 kg of fuel ( 8*12 + 18 *(1) = 114):
[latex]12.5\frac{kmol\ O_{2}}{kmol\ fuel}\frac{1\ kmol\ fuel}{114\ kg\ fuel}32\frac{kg\ O_{2}}{kmol\ O_{2}}\frac{100\ kg\ air}{23\ kg\ O_{2}}=15.25\frac{kg\ air}{kg\ fuel}[/latex]
Flue gas composition on molar basis is:
Total number of kmol of flue gasses = kmol CO2 + kmol H2O + kmol N2 = 8 +9+ 47 = 64 kmol flue gasses/ kmol fuel
CO2 = 8/64 = 12.5 %
H2O = 9/64 = 14 %
N2 = 47/64 = 73.5%
Other components and impurities in the fuel make the calculation process more complicated. For example if sulfur exists in fuel it is usually combust into sulfur dioxide (SO2). Ash, the noncombustible inorganic (mineral) impurities in the fuel, undergoes a number of transformations at combustion temperatures, will be neglected in the further calculation (ash will be assumed to be inert).
For most solid and liquid fuels, the chemical composition is on a mass basis, as determined in the ultimate analysis.
Mass Based Chemistry of Combustion
The combustion reactions are written following the stoichiometric rules as defined above. The quantity of matter entering into a reaction is equal to the quantity of matter in the products of the reaction.
The reaction for the complete combustion of C may be written as follows:
C+O2=CO2
or, if molecular weights are used,
12+32=44
1 kg C + 2⅔ kg O2 = 3⅔ kg CO2
The complete combustion of H2 occurs as follows:
2H2 +O2 =2H2O
4+32=36
1 kg H2 + 8 kg O2 = 9 kg H2O
Sulphur burns as follows:
S +O2 =SO2
32+32=64
1 kg S + 1 kg O2 = 2 kg SO2
In addition, 1 kg of O2 (stoichiometric mass of O2) is contained in 1/0.232=4.3 kg air which is the stoichiometric mass of air. This air will contain 4.3-1=3.3 kg N2. Therefore we can write:
1 kg S + 4.3 kg air = 2 kg SO2+3.3 kg N2
Procedure
If the analysis of fuel is given by mass, follow the steps below:
- Total O2 required: Determine the mass of O2 required for each constituent and find the total mass of O2 (Subtract any O2 which may be in the fuel)
- Stoichiometric air: Stoichiometric mass of air = O2 required/0.232
- Total mass of combustion products: Determine the mass of each combustion product. For example, given C content of 84.9%, CO2=84.9/100*3⅔=3.11% and find the total mass of combustion products.
- Analysis of combustion products by mass: Suppose the total mass of combustion products in step 3 has been found as 12.09 kg/kg fuel, then CO2=3.11/12.09*100=25.74. This means that 25.74% of the flue gas is CO2. Repeat this calculation for each constituent.
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
X00820 X00821 X00822 X00823 X00824 E23356
G02196 G02197 X32419 X02419 G00831 H00830
- Burning default coal: After 10 minutes of running the simulator, freeze simulator and print the two trends. This is the reference point for the next step.
- Burning poor quality coal: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 10 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- Computation: Compute the following values for both types of fuels:
- Total O2 required
- Stoichiometric air
- Total mass of combustion products
- Analysis of combustion products by mass [%]: CO2, H2O, SO2, N2
- Comparison: Compare your findings based on the following data:
- Furnace outlet SOx flow
- Furnace outlet NOx flow
- CO content in flue gas
- Oxygen content in flue gas
- Theoretical combustion air
- Coal Heat Value
Hints & Tips
In this lab, you are carrying out two combustion analyses. For data collection, set up your trends, a sample trend plot is shown below (Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing):
To change the fuel composition use the Variable List Page#: 0111 on MD180:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 2 fuels,
- Computation: As per lab instructions above, perform combustion analyses using MATLAB or MS Excel.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Basic Engineering Thermodynamics in SI Units by R. Joel: Combustion.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Fossil fuels and their combustion.
|
pressbooks
|
2025-03-22T05:09:06.761487
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-1
|
1 Combustion Analysis
Learning Objectives
Operate the Plant at 80% capacity burning coal to
- Perform combustion analyses for two types of coal,
- Compare results.
Theory
In the Boiler Efficiency lab, we stated that Combustion Efficiency is defined as the ratio of the burner’s capability to burn fuel completely to the unburned fuel and excess air in the exhaust. In this lab, we will perform a combustion analysis.
Fossil fuels may be classified into solid, liquid and gaseous fuels. The vast majority of fuels are based on carbon (C), hydrogen (H2) or some combination of carbon and hydrogen called hydrocarbons.
During combustion, oxygen (O2) combines rapidly with C, H2, sulphur (S2) and their compounds in solid, liquid and gaseous fuels and results in the liberation of energy. Except for special applications such as oxyacetylene welding, in which a high-temperature flame is required, the O2 necessary for combustion is obtained from air. Air contains O2 and nitrogen (N2), plus negligible amounts of other gasses and for engineering purposes, may be considered to have the following percentage composition by mass:
O2: 23%
N2: 77%
The proportions in which the elements enter into the combustion reaction by mass are dependent upon the relative molecular weights as shown below:
| Element | Symbol | Molecular Weight |
| Carbon | C | 12 |
| Sulphur | S2 | 32 |
| Hydrogen | H2 | 2 |
| Oxygen | O2 | 32 |
| Nitrogen | N2 | 28 |
Stoichiometric Combustion Theory
Complete combustion of simple hydrocarbon fuels forms carbon dioxide (C02) from the carbon and water (H20) from the hydrogen, so for a hydrocarbon fuel with the general composition CnHm, the combustion equation on a molar basis is as flows:
[latex]C_{n}H_{m}+yO_{2}\rightarrow aCO_{2}+bH_{2}O[/latex]
Where the balance should be satisfied following the moles for any mathematcial equation:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Considering that combustion occurs in air rather than in pure oxygen, the nitrogen in the air may react in the combustion process to produce nitrogen oxides. Beside, some fuels contain elements other than carbon, and these elements may react with oxygen during combustion. Also, combustion is not always complete, and the exhaust gases contain unburned and partially burned products in addition to C02 and H2O.
Air is composed of oxygen, nitrogen, and small amounts of carbon dioxide, argon, and other trace components. For the purposes of the further calculation it is perfectly reasonable to consider air as a mixture of 21% (mole basis) 02 and 79 % (mole basis) N2. Nitrogen will be considered as an “inert” gas in the combustion calculations. The stoichiometric relation for complete combustion of a hydrocarbon fuel, CnHm, becomes
[latex]C_{n}H_{m}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
The balance equations are:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c[/latex] kmol N2/kmol fuel
Flue gas compositions are presented in terms of mole fractions as kmol of product per kmol of fuel.
Example 1. Combustion of Octane in Air
Determine the stoichiometric air/ fuel mass ratio and product gas composition for combustion of octane ( C8H18) in air.
[latex]C_{8}H_{18}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
Carbon balance:
[latex]a=n=8[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=18[/latex]
[latex]b = \frac{18}{2}=9[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2(8)+b[/latex]
[latex]y = 8+\frac{9}{2}=12.5[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c=12.5\frac{79}{21}=47[/latex] kmol N2/kmol fuel
The combustion equation becomes:
[latex]C_{8}H_{18}+12.5(O_{2}+\frac{79}{21}N_{2}\rightarrow 8CO_{2}+9H_{2}O+47N_{2}[/latex]
Air/ fuel mass based ratio considering that 1 kmol fuel is 114 kg of fuel ( 8*12 + 18 *(1) = 114):
[latex]12.5\frac{kmol\ O_{2}}{kmol\ fuel}\frac{1\ kmol\ fuel}{114\ kg\ fuel}32\frac{kg\ O_{2}}{kmol\ O_{2}}\frac{100\ kg\ air}{23\ kg\ O_{2}}=15.25\frac{kg\ air}{kg\ fuel}[/latex]
Flue gas composition on molar basis is:
Total number of kmol of flue gasses = kmol CO2 + kmol H2O + kmol N2 = 8 +9+ 47 = 64 kmol flue gasses/ kmol fuel
CO2 = 8/64 = 12.5 %
H2O = 9/64 = 14 %
N2 = 47/64 = 73.5%
Other components and impurities in the fuel make the calculation process more complicated. For example if sulfur exists in fuel it is usually combust into sulfur dioxide (SO2). Ash, the noncombustible inorganic (mineral) impurities in the fuel, undergoes a number of transformations at combustion temperatures, will be neglected in the further calculation (ash will be assumed to be inert).
For most solid and liquid fuels, the chemical composition is on a mass basis, as determined in the ultimate analysis.
Mass Based Chemistry of Combustion
The combustion reactions are written following the stoichiometric rules as defined above. The quantity of matter entering into a reaction is equal to the quantity of matter in the products of the reaction.
The reaction for the complete combustion of C may be written as follows:
C+O2=CO2
or, if molecular weights are used,
12+32=44
1 kg C + 2⅔ kg O2 = 3⅔ kg CO2
The complete combustion of H2 occurs as follows:
2H2 +O2 =2H2O
4+32=36
1 kg H2 + 8 kg O2 = 9 kg H2O
Sulphur burns as follows:
S +O2 =SO2
32+32=64
1 kg S + 1 kg O2 = 2 kg SO2
In addition, 1 kg of O2 (stoichiometric mass of O2) is contained in 1/0.232=4.3 kg air which is the stoichiometric mass of air. This air will contain 4.3-1=3.3 kg N2. Therefore we can write:
1 kg S + 4.3 kg air = 2 kg SO2+3.3 kg N2
Procedure
If the analysis of fuel is given by mass, follow the steps below:
- Total O2 required: Determine the mass of O2 required for each constituent and find the total mass of O2 (Subtract any O2 which may be in the fuel)
- Stoichiometric air: Stoichiometric mass of air = O2 required/0.232
- Total mass of combustion products: Determine the mass of each combustion product. For example, given C content of 84.9%, CO2=84.9/100*3⅔=3.11% and find the total mass of combustion products.
- Analysis of combustion products by mass: Suppose the total mass of combustion products in step 3 has been found as 12.09 kg/kg fuel, then CO2=3.11/12.09*100=25.74. This means that 25.74% of the flue gas is CO2. Repeat this calculation for each constituent.
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
X00820 X00821 X00822 X00823 X00824 E23356
G02196 G02197 X32419 X02419 G00831 H00830
- Burning default coal: After 10 minutes of running the simulator, freeze simulator and print the two trends. This is the reference point for the next step.
- Burning poor quality coal: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 10 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- Computation: Compute the following values for both types of fuels:
- Total O2 required
- Stoichiometric air
- Total mass of combustion products
- Analysis of combustion products by mass [%]: CO2, H2O, SO2, N2
- Comparison: Compare your findings based on the following data:
- Furnace outlet SOx flow
- Furnace outlet NOx flow
- CO content in flue gas
- Oxygen content in flue gas
- Theoretical combustion air
- Coal Heat Value
Hints & Tips
In this lab, you are carrying out two combustion analyses. For data collection, set up your trends, a sample trend plot is shown below (Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing):
To change the fuel composition use the Variable List Page#: 0111 on MD180:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 2 fuels,
- Computation: As per lab instructions above, perform combustion analyses using MATLAB or MS Excel.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Basic Engineering Thermodynamics in SI Units by R. Joel: Combustion.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Fossil fuels and their combustion.
|
pressbooks
|
2025-03-22T05:09:06.786864
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-2
|
1 Combustion Analysis
Learning Objectives
Operate the Plant at 80% capacity burning coal to
- Perform combustion analyses for two types of coal,
- Compare results.
Theory
In the Boiler Efficiency lab, we stated that Combustion Efficiency is defined as the ratio of the burner’s capability to burn fuel completely to the unburned fuel and excess air in the exhaust. In this lab, we will perform a combustion analysis.
Fossil fuels may be classified into solid, liquid and gaseous fuels. The vast majority of fuels are based on carbon (C), hydrogen (H2) or some combination of carbon and hydrogen called hydrocarbons.
During combustion, oxygen (O2) combines rapidly with C, H2, sulphur (S2) and their compounds in solid, liquid and gaseous fuels and results in the liberation of energy. Except for special applications such as oxyacetylene welding, in which a high-temperature flame is required, the O2 necessary for combustion is obtained from air. Air contains O2 and nitrogen (N2), plus negligible amounts of other gasses and for engineering purposes, may be considered to have the following percentage composition by mass:
O2: 23%
N2: 77%
The proportions in which the elements enter into the combustion reaction by mass are dependent upon the relative molecular weights as shown below:
| Element | Symbol | Molecular Weight |
| Carbon | C | 12 |
| Sulphur | S2 | 32 |
| Hydrogen | H2 | 2 |
| Oxygen | O2 | 32 |
| Nitrogen | N2 | 28 |
Stoichiometric Combustion Theory
Complete combustion of simple hydrocarbon fuels forms carbon dioxide (C02) from the carbon and water (H20) from the hydrogen, so for a hydrocarbon fuel with the general composition CnHm, the combustion equation on a molar basis is as flows:
[latex]C_{n}H_{m}+yO_{2}\rightarrow aCO_{2}+bH_{2}O[/latex]
Where the balance should be satisfied following the moles for any mathematcial equation:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Considering that combustion occurs in air rather than in pure oxygen, the nitrogen in the air may react in the combustion process to produce nitrogen oxides. Beside, some fuels contain elements other than carbon, and these elements may react with oxygen during combustion. Also, combustion is not always complete, and the exhaust gases contain unburned and partially burned products in addition to C02 and H2O.
Air is composed of oxygen, nitrogen, and small amounts of carbon dioxide, argon, and other trace components. For the purposes of the further calculation it is perfectly reasonable to consider air as a mixture of 21% (mole basis) 02 and 79 % (mole basis) N2. Nitrogen will be considered as an “inert” gas in the combustion calculations. The stoichiometric relation for complete combustion of a hydrocarbon fuel, CnHm, becomes
[latex]C_{n}H_{m}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
The balance equations are:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c[/latex] kmol N2/kmol fuel
Flue gas compositions are presented in terms of mole fractions as kmol of product per kmol of fuel.
Example 1. Combustion of Octane in Air
Determine the stoichiometric air/ fuel mass ratio and product gas composition for combustion of octane ( C8H18) in air.
[latex]C_{8}H_{18}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
Carbon balance:
[latex]a=n=8[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=18[/latex]
[latex]b = \frac{18}{2}=9[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2(8)+b[/latex]
[latex]y = 8+\frac{9}{2}=12.5[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c=12.5\frac{79}{21}=47[/latex] kmol N2/kmol fuel
The combustion equation becomes:
[latex]C_{8}H_{18}+12.5(O_{2}+\frac{79}{21}N_{2}\rightarrow 8CO_{2}+9H_{2}O+47N_{2}[/latex]
Air/ fuel mass based ratio considering that 1 kmol fuel is 114 kg of fuel ( 8*12 + 18 *(1) = 114):
[latex]12.5\frac{kmol\ O_{2}}{kmol\ fuel}\frac{1\ kmol\ fuel}{114\ kg\ fuel}32\frac{kg\ O_{2}}{kmol\ O_{2}}\frac{100\ kg\ air}{23\ kg\ O_{2}}=15.25\frac{kg\ air}{kg\ fuel}[/latex]
Flue gas composition on molar basis is:
Total number of kmol of flue gasses = kmol CO2 + kmol H2O + kmol N2 = 8 +9+ 47 = 64 kmol flue gasses/ kmol fuel
CO2 = 8/64 = 12.5 %
H2O = 9/64 = 14 %
N2 = 47/64 = 73.5%
Other components and impurities in the fuel make the calculation process more complicated. For example if sulfur exists in fuel it is usually combust into sulfur dioxide (SO2). Ash, the noncombustible inorganic (mineral) impurities in the fuel, undergoes a number of transformations at combustion temperatures, will be neglected in the further calculation (ash will be assumed to be inert).
For most solid and liquid fuels, the chemical composition is on a mass basis, as determined in the ultimate analysis.
Mass Based Chemistry of Combustion
The combustion reactions are written following the stoichiometric rules as defined above. The quantity of matter entering into a reaction is equal to the quantity of matter in the products of the reaction.
The reaction for the complete combustion of C may be written as follows:
C+O2=CO2
or, if molecular weights are used,
12+32=44
1 kg C + 2⅔ kg O2 = 3⅔ kg CO2
The complete combustion of H2 occurs as follows:
2H2 +O2 =2H2O
4+32=36
1 kg H2 + 8 kg O2 = 9 kg H2O
Sulphur burns as follows:
S +O2 =SO2
32+32=64
1 kg S + 1 kg O2 = 2 kg SO2
In addition, 1 kg of O2 (stoichiometric mass of O2) is contained in 1/0.232=4.3 kg air which is the stoichiometric mass of air. This air will contain 4.3-1=3.3 kg N2. Therefore we can write:
1 kg S + 4.3 kg air = 2 kg SO2+3.3 kg N2
Procedure
If the analysis of fuel is given by mass, follow the steps below:
- Total O2 required: Determine the mass of O2 required for each constituent and find the total mass of O2 (Subtract any O2 which may be in the fuel)
- Stoichiometric air: Stoichiometric mass of air = O2 required/0.232
- Total mass of combustion products: Determine the mass of each combustion product. For example, given C content of 84.9%, CO2=84.9/100*3⅔=3.11% and find the total mass of combustion products.
- Analysis of combustion products by mass: Suppose the total mass of combustion products in step 3 has been found as 12.09 kg/kg fuel, then CO2=3.11/12.09*100=25.74. This means that 25.74% of the flue gas is CO2. Repeat this calculation for each constituent.
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
X00820 X00821 X00822 X00823 X00824 E23356
G02196 G02197 X32419 X02419 G00831 H00830
- Burning default coal: After 10 minutes of running the simulator, freeze simulator and print the two trends. This is the reference point for the next step.
- Burning poor quality coal: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 10 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- Computation: Compute the following values for both types of fuels:
- Total O2 required
- Stoichiometric air
- Total mass of combustion products
- Analysis of combustion products by mass [%]: CO2, H2O, SO2, N2
- Comparison: Compare your findings based on the following data:
- Furnace outlet SOx flow
- Furnace outlet NOx flow
- CO content in flue gas
- Oxygen content in flue gas
- Theoretical combustion air
- Coal Heat Value
Hints & Tips
In this lab, you are carrying out two combustion analyses. For data collection, set up your trends, a sample trend plot is shown below (Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing):
To change the fuel composition use the Variable List Page#: 0111 on MD180:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 2 fuels,
- Computation: As per lab instructions above, perform combustion analyses using MATLAB or MS Excel.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Basic Engineering Thermodynamics in SI Units by R. Joel: Combustion.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Fossil fuels and their combustion.
|
pressbooks
|
2025-03-22T05:09:06.811762
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-3
|
1 Combustion Analysis
Learning Objectives
Operate the Plant at 80% capacity burning coal to
- Perform combustion analyses for two types of coal,
- Compare results.
Theory
In the Boiler Efficiency lab, we stated that Combustion Efficiency is defined as the ratio of the burner’s capability to burn fuel completely to the unburned fuel and excess air in the exhaust. In this lab, we will perform a combustion analysis.
Fossil fuels may be classified into solid, liquid and gaseous fuels. The vast majority of fuels are based on carbon (C), hydrogen (H2) or some combination of carbon and hydrogen called hydrocarbons.
During combustion, oxygen (O2) combines rapidly with C, H2, sulphur (S2) and their compounds in solid, liquid and gaseous fuels and results in the liberation of energy. Except for special applications such as oxyacetylene welding, in which a high-temperature flame is required, the O2 necessary for combustion is obtained from air. Air contains O2 and nitrogen (N2), plus negligible amounts of other gasses and for engineering purposes, may be considered to have the following percentage composition by mass:
O2: 23%
N2: 77%
The proportions in which the elements enter into the combustion reaction by mass are dependent upon the relative molecular weights as shown below:
| Element | Symbol | Molecular Weight |
| Carbon | C | 12 |
| Sulphur | S2 | 32 |
| Hydrogen | H2 | 2 |
| Oxygen | O2 | 32 |
| Nitrogen | N2 | 28 |
Stoichiometric Combustion Theory
Complete combustion of simple hydrocarbon fuels forms carbon dioxide (C02) from the carbon and water (H20) from the hydrogen, so for a hydrocarbon fuel with the general composition CnHm, the combustion equation on a molar basis is as flows:
[latex]C_{n}H_{m}+yO_{2}\rightarrow aCO_{2}+bH_{2}O[/latex]
Where the balance should be satisfied following the moles for any mathematcial equation:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Considering that combustion occurs in air rather than in pure oxygen, the nitrogen in the air may react in the combustion process to produce nitrogen oxides. Beside, some fuels contain elements other than carbon, and these elements may react with oxygen during combustion. Also, combustion is not always complete, and the exhaust gases contain unburned and partially burned products in addition to C02 and H2O.
Air is composed of oxygen, nitrogen, and small amounts of carbon dioxide, argon, and other trace components. For the purposes of the further calculation it is perfectly reasonable to consider air as a mixture of 21% (mole basis) 02 and 79 % (mole basis) N2. Nitrogen will be considered as an “inert” gas in the combustion calculations. The stoichiometric relation for complete combustion of a hydrocarbon fuel, CnHm, becomes
[latex]C_{n}H_{m}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
The balance equations are:
Carbon balance:
[latex]a=n[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=m[/latex]
[latex]b = \frac{m}{2}[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2a+b[/latex]
[latex]y = a+\frac{b}{2}[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c[/latex] kmol N2/kmol fuel
Flue gas compositions are presented in terms of mole fractions as kmol of product per kmol of fuel.
Example 1. Combustion of Octane in Air
Determine the stoichiometric air/ fuel mass ratio and product gas composition for combustion of octane ( C8H18) in air.
[latex]C_{8}H_{18}+y(O_{2}+\frac{79}{21}N_{2}\rightarrow aCO_{2}+bH_{2}O+cN_{2}[/latex]
Carbon balance:
[latex]a=n=8[/latex] kmol CO2/ kmol fuel
Hydrogen balance:
[latex]2b=18[/latex]
[latex]b = \frac{18}{2}=9[/latex] kmol H2O/ kmol fuel
Oxygen balance:
[latex]2y = 2(8)+b[/latex]
[latex]y = 8+\frac{9}{2}=12.5[/latex] kmol O2/ kmol fuel
Nitrogen balance:
[latex]y\frac{79}{21}=c=12.5\frac{79}{21}=47[/latex] kmol N2/kmol fuel
The combustion equation becomes:
[latex]C_{8}H_{18}+12.5(O_{2}+\frac{79}{21}N_{2}\rightarrow 8CO_{2}+9H_{2}O+47N_{2}[/latex]
Air/ fuel mass based ratio considering that 1 kmol fuel is 114 kg of fuel ( 8*12 + 18 *(1) = 114):
[latex]12.5\frac{kmol\ O_{2}}{kmol\ fuel}\frac{1\ kmol\ fuel}{114\ kg\ fuel}32\frac{kg\ O_{2}}{kmol\ O_{2}}\frac{100\ kg\ air}{23\ kg\ O_{2}}=15.25\frac{kg\ air}{kg\ fuel}[/latex]
Flue gas composition on molar basis is:
Total number of kmol of flue gasses = kmol CO2 + kmol H2O + kmol N2 = 8 +9+ 47 = 64 kmol flue gasses/ kmol fuel
CO2 = 8/64 = 12.5 %
H2O = 9/64 = 14 %
N2 = 47/64 = 73.5%
Other components and impurities in the fuel make the calculation process more complicated. For example if sulfur exists in fuel it is usually combust into sulfur dioxide (SO2). Ash, the noncombustible inorganic (mineral) impurities in the fuel, undergoes a number of transformations at combustion temperatures, will be neglected in the further calculation (ash will be assumed to be inert).
For most solid and liquid fuels, the chemical composition is on a mass basis, as determined in the ultimate analysis.
Mass Based Chemistry of Combustion
The combustion reactions are written following the stoichiometric rules as defined above. The quantity of matter entering into a reaction is equal to the quantity of matter in the products of the reaction.
The reaction for the complete combustion of C may be written as follows:
C+O2=CO2
or, if molecular weights are used,
12+32=44
1 kg C + 2⅔ kg O2 = 3⅔ kg CO2
The complete combustion of H2 occurs as follows:
2H2 +O2 =2H2O
4+32=36
1 kg H2 + 8 kg O2 = 9 kg H2O
Sulphur burns as follows:
S +O2 =SO2
32+32=64
1 kg S + 1 kg O2 = 2 kg SO2
In addition, 1 kg of O2 (stoichiometric mass of O2) is contained in 1/0.232=4.3 kg air which is the stoichiometric mass of air. This air will contain 4.3-1=3.3 kg N2. Therefore we can write:
1 kg S + 4.3 kg air = 2 kg SO2+3.3 kg N2
Procedure
If the analysis of fuel is given by mass, follow the steps below:
- Total O2 required: Determine the mass of O2 required for each constituent and find the total mass of O2 (Subtract any O2 which may be in the fuel)
- Stoichiometric air: Stoichiometric mass of air = O2 required/0.232
- Total mass of combustion products: Determine the mass of each combustion product. For example, given C content of 84.9%, CO2=84.9/100*3⅔=3.11% and find the total mass of combustion products.
- Analysis of combustion products by mass: Suppose the total mass of combustion products in step 3 has been found as 12.09 kg/kg fuel, then CO2=3.11/12.09*100=25.74. This means that 25.74% of the flue gas is CO2. Repeat this calculation for each constituent.
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
X00820 X00821 X00822 X00823 X00824 E23356
G02196 G02197 X32419 X02419 G00831 H00830
- Burning default coal: After 10 minutes of running the simulator, freeze simulator and print the two trends. This is the reference point for the next step.
- Burning poor quality coal: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 10 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- Computation: Compute the following values for both types of fuels:
- Total O2 required
- Stoichiometric air
- Total mass of combustion products
- Analysis of combustion products by mass [%]: CO2, H2O, SO2, N2
- Comparison: Compare your findings based on the following data:
- Furnace outlet SOx flow
- Furnace outlet NOx flow
- CO content in flue gas
- Oxygen content in flue gas
- Theoretical combustion air
- Coal Heat Value
Hints & Tips
In this lab, you are carrying out two combustion analyses. For data collection, set up your trends, a sample trend plot is shown below (Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing):
To change the fuel composition use the Variable List Page#: 0111 on MD180:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 2 fuels,
- Computation: As per lab instructions above, perform combustion analyses using MATLAB or MS Excel.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Basic Engineering Thermodynamics in SI Units by R. Joel: Combustion.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Fossil fuels and their combustion.
|
pressbooks
|
2025-03-22T05:09:06.836910
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/combustion-analysis/#chapter-57-section-3",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/heat-exchangers/
|
2 Heat Exchangers
Learning Objectives
Operate the Plant in full generating capacity and study the effect of heat exchanger surface area using the Low Pressure Feed Heater 3.
Theory
A heat exchanger is equipment in which heat exchange takes place between two working media that enter and exit at different temperatures. The main function of heat exchanger is to either remove heat from a hot working media or to add heat to the cold working media. Depending on direction of working media-fluid flow the heat exchanger is either parallel (concurrent) flow heat exchanger or counter flow heat exchanger (see Figures below).
The terms are related to how the fluid flows through their respective flow passages relative to each other. If fluids flow in the same direction such as in Figure 1 it is termed a parallel flow. If fluids flow in opposite directions as in Figure 2 it is termed counter flow.
Parallel flow in heat exchangers occurs when both fluids enter the heat exchanger at their largest temperature difference. The temperature difference becomes less over the length of the heat exchanger. In the counter flow heat exchanger, fluids enter at opposite ends and therefore at different ends of the temperature scale Figure 2. The temperature difference between two fluids is relatively constant over the length of the exchanger.
The heat transfer process that occurs in any heat exchanger can be described by the following equations.
[latex]Q_{hot} = m_{hot}c_{p hot}\Delta T_{hot}[/latex]
[latex]Q_{cold} = m_{cold}c_{p cold}\Delta T_{cold}[/latex]
Considering the surface area involved in heat transfer, Newton’s Law of cooling states that the rate of heat loss is proportional to the difference in temperatures between the body and its surroundings and given by,
[latex]Q = \alpha Area \Delta T[/latex]
where α is called the heat transfer coefficient [W/m2K], area is taken in m2 and ΔT is the temperature difference.
Furthermore Q, heat transferred between the hot water and cold water can be calculated as follows:
[latex]Q = \frac{F(LMTD)}{R_{T}}[/latex]
Or
[latex]Q = F(UA)(LMTD)[/latex]
where F is the correction factor which equals 1 for this SIMLAB (it takes values between 0.5 and 1). RT is the overall resistance, U, overall heat transfer coefficient and LMTD is the Log Mean Temperature Difference.
The overall resistances can be calculated using:
[latex]R_{T}=R_{hf}+R_{w}+R_{cf}[/latex]
[latex]R_{hf} = \frac{1}{A_{1}\alpha_{h}}[/latex]
[latex]R_{w} = \frac{ln\frac{D_{2}}{D_{1}}}{2\pi L\lambda_{w}}[/latex]
[latex]R_{cf} = \frac{1}{A_{2}\alpha_{c}}[/latex]
Heat transfer coefficients ah and ac can be calculated using the following expression for Nusselt number for hot and cold water:
For cooling
[latex]\alpha_{h} = \frac{Nu_{h}\lambda_{h}}{D_{h}}[/latex]
[latex]Nu_{h} = 0.3Re_{h}^{0.8}Pr_{h}^{0.3}[/latex]
For heating
[latex]\alpha_{c} = \frac{Nu_{c}\lambda_{c}}{D_{c}}[/latex]
[latex]Nu_{c} = 0.3Re_{c}^{0.8}Pr_{c}^{0.3}[/latex]
And the LMTD is given by the following correlation where 1 and 2 presents the ends of the heat exchanger:
[latex]\Delta T_{LMTD} = \frac{\Delta T_{1}-\Delta T_{2}}{ln\frac{\Delta T_{1}}{\Delta T_{2}}}[/latex]
Heat Exchanger Effectiveness
Recall from the Boiler Efficiency Lab that efficiency is to do with minimizing waste and effectiveness to do with maximizing output. Here we define heat exchanger effectiveness as the ratio of actual heat transfer rate to the maximum possible heat transfer rate for the given temperatures.
[latex]\epsilon = \frac{Q}{Q_{max}}[/latex]
[latex]Q_{max} = C_{min}(T_{hi}-T_{ci})[/latex]
Where Cmin is defined either by cold or hot fluid whichever is smaller and it is defined by:
[latex]C_{h} = m_{h}c_{ph}[/latex]
[latex]C_{c} = m_{c}c_{pc}[/latex]
Lab Instructions
Run the initial condition I10 230 MW_oil_auto and setup trends for
| Heat Area Factor | C34201 |
| Q | Q34228 |
| Tcold1 | T24214 |
| Tcold2 | T34214 |
| mcold | G34213 |
| Thot1 | T34204 |
| Thot2 | T34227 |
| mhot | G34203 |
- Heat Area Factor set to 0.5: Using MD420 and Variable List 4210 set C34201 to 0.5. Run the simulator with this setting for 15 minutes. Freeze and print the two trends.
- Heat Area Factor set to 1: As in step 1, set C34201 to 1. This is the default setting for the Heat Area Factor (heat transfer coefficient x area). After 15 minutes of running the simulator, freeze simulator and print the two trends.
- Heat Area Factor set to 1.5: This time, set C34201 to 1.5. Run the simulator with this setting for 15 minutes. Freeze and print the two trends.
Hints & Tips
As always, label your trends using descriptive names. In this lab, you are changing the Heat Area Factor (heat transfer coefficient x area) of LP Feed Heater 3 and comparing the temperature data. Your evaluation will be based on LMTD and Heat Exchanger Effectiveness values.
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for this lab, make sure they are labelled properly.
- Computation: Use MATLAB or MS Excel and calculate the LMTD and Heat Exchanger effectiveness values for the 3 tests.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Applied Thermodynamics for Engineering Technologists by T. D. Eastop and A. McConkey: Heat Transfer.
|
pressbooks
|
2025-03-22T05:09:06.854719
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/heat-exchangers/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/heat-exchangers/#chapter-54-section-1
|
2 Heat Exchangers
Learning Objectives
Operate the Plant in full generating capacity and study the effect of heat exchanger surface area using the Low Pressure Feed Heater 3.
Theory
A heat exchanger is equipment in which heat exchange takes place between two working media that enter and exit at different temperatures. The main function of heat exchanger is to either remove heat from a hot working media or to add heat to the cold working media. Depending on direction of working media-fluid flow the heat exchanger is either parallel (concurrent) flow heat exchanger or counter flow heat exchanger (see Figures below).
The terms are related to how the fluid flows through their respective flow passages relative to each other. If fluids flow in the same direction such as in Figure 1 it is termed a parallel flow. If fluids flow in opposite directions as in Figure 2 it is termed counter flow.
Parallel flow in heat exchangers occurs when both fluids enter the heat exchanger at their largest temperature difference. The temperature difference becomes less over the length of the heat exchanger. In the counter flow heat exchanger, fluids enter at opposite ends and therefore at different ends of the temperature scale Figure 2. The temperature difference between two fluids is relatively constant over the length of the exchanger.
The heat transfer process that occurs in any heat exchanger can be described by the following equations.
[latex]Q_{hot} = m_{hot}c_{p hot}\Delta T_{hot}[/latex]
[latex]Q_{cold} = m_{cold}c_{p cold}\Delta T_{cold}[/latex]
Considering the surface area involved in heat transfer, Newton’s Law of cooling states that the rate of heat loss is proportional to the difference in temperatures between the body and its surroundings and given by,
[latex]Q = \alpha Area \Delta T[/latex]
where α is called the heat transfer coefficient [W/m2K], area is taken in m2 and ΔT is the temperature difference.
Furthermore Q, heat transferred between the hot water and cold water can be calculated as follows:
[latex]Q = \frac{F(LMTD)}{R_{T}}[/latex]
Or
[latex]Q = F(UA)(LMTD)[/latex]
where F is the correction factor which equals 1 for this SIMLAB (it takes values between 0.5 and 1). RT is the overall resistance, U, overall heat transfer coefficient and LMTD is the Log Mean Temperature Difference.
The overall resistances can be calculated using:
[latex]R_{T}=R_{hf}+R_{w}+R_{cf}[/latex]
[latex]R_{hf} = \frac{1}{A_{1}\alpha_{h}}[/latex]
[latex]R_{w} = \frac{ln\frac{D_{2}}{D_{1}}}{2\pi L\lambda_{w}}[/latex]
[latex]R_{cf} = \frac{1}{A_{2}\alpha_{c}}[/latex]
Heat transfer coefficients ah and ac can be calculated using the following expression for Nusselt number for hot and cold water:
For cooling
[latex]\alpha_{h} = \frac{Nu_{h}\lambda_{h}}{D_{h}}[/latex]
[latex]Nu_{h} = 0.3Re_{h}^{0.8}Pr_{h}^{0.3}[/latex]
For heating
[latex]\alpha_{c} = \frac{Nu_{c}\lambda_{c}}{D_{c}}[/latex]
[latex]Nu_{c} = 0.3Re_{c}^{0.8}Pr_{c}^{0.3}[/latex]
And the LMTD is given by the following correlation where 1 and 2 presents the ends of the heat exchanger:
[latex]\Delta T_{LMTD} = \frac{\Delta T_{1}-\Delta T_{2}}{ln\frac{\Delta T_{1}}{\Delta T_{2}}}[/latex]
Heat Exchanger Effectiveness
Recall from the Boiler Efficiency Lab that efficiency is to do with minimizing waste and effectiveness to do with maximizing output. Here we define heat exchanger effectiveness as the ratio of actual heat transfer rate to the maximum possible heat transfer rate for the given temperatures.
[latex]\epsilon = \frac{Q}{Q_{max}}[/latex]
[latex]Q_{max} = C_{min}(T_{hi}-T_{ci})[/latex]
Where Cmin is defined either by cold or hot fluid whichever is smaller and it is defined by:
[latex]C_{h} = m_{h}c_{ph}[/latex]
[latex]C_{c} = m_{c}c_{pc}[/latex]
Lab Instructions
Run the initial condition I10 230 MW_oil_auto and setup trends for
| Heat Area Factor | C34201 |
| Q | Q34228 |
| Tcold1 | T24214 |
| Tcold2 | T34214 |
| mcold | G34213 |
| Thot1 | T34204 |
| Thot2 | T34227 |
| mhot | G34203 |
- Heat Area Factor set to 0.5: Using MD420 and Variable List 4210 set C34201 to 0.5. Run the simulator with this setting for 15 minutes. Freeze and print the two trends.
- Heat Area Factor set to 1: As in step 1, set C34201 to 1. This is the default setting for the Heat Area Factor (heat transfer coefficient x area). After 15 minutes of running the simulator, freeze simulator and print the two trends.
- Heat Area Factor set to 1.5: This time, set C34201 to 1.5. Run the simulator with this setting for 15 minutes. Freeze and print the two trends.
Hints & Tips
As always, label your trends using descriptive names. In this lab, you are changing the Heat Area Factor (heat transfer coefficient x area) of LP Feed Heater 3 and comparing the temperature data. Your evaluation will be based on LMTD and Heat Exchanger Effectiveness values.
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for this lab, make sure they are labelled properly.
- Computation: Use MATLAB or MS Excel and calculate the LMTD and Heat Exchanger effectiveness values for the 3 tests.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Applied Thermodynamics for Engineering Technologists by T. D. Eastop and A. McConkey: Heat Transfer.
|
pressbooks
|
2025-03-22T05:09:06.871224
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/heat-exchangers/#chapter-54-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/emissions-of-nox/
|
3 Emissions of NOx
Learning Objectives
Operate the Plant at full generating capacity and compare the NOx emissions when the plant is operating:
- Under normal conditions,
- During over fire air damper failure,
- During over burner air control failure,
- Burning poor quality fuel,
- With the DeNOx plant bypassed.
Theory
Combustion of coal generates considerable quantities of byproducts, some of which are considered pollutants. The byproducts are mostly water vapor which is what we see coming out of a power plant smokestack, carbon dioxide, and nitrogen that is readily available in the air we breathe, and they do not necessarily pose any direct health hazard. However, the emissions do carry small concentrations of pollutants into the atmosphere, which translate into large quantities of hazardous emissions due to the large amount of coal combusted. The main pollutants that can cause health problems are sulfur oxides, nitrogen oxides, particulate matter (see Combustion Analysis) and such trace elements as arsenic, lead and mercury.
During the combustion process in a coal-fired power plant, nitrogen from the coal and air is converted into nitric oxide (NO) and nitrogen dioxide (NO2); these nitrogen oxides are commonly known as NOx. NOx emissions contribute to the formation of acid rain.
NOx is primarily formed by two mechanisms: thermal NOx and fuel-bound NOx.
Thermal NOx formation takes place at high flame temperatures. Formation of thermal NOx increases exponentially with combustion temperature. Fuel-bound NOx formation is dependent upon the nitrogen content of the fuel.
The best way to minimize NOx formation is to reduce flame temperature, reduce excess oxygen, and/or to burn low nitrogen-containing fuels.
The DeNOx Plant Description
The purpose of the DeNOx plant is for removal of nitrogen oxide from the flue gases. The plant employs a selective catalytic reduction method. The medium used for the reduction is ammonia gas.
The DeNOx plant includes two selective catalytic reduction (SCR) reactors and an ash silo. Various dampers channel the flue gases either into or bypass the SCR-reactors.
Operation of the DeNOx Plant
The DeNOx plant is highly automatic, controlled by Programmable Logic Control sequences. The sequences are S701-Purge, S702/703-Start/stop Reactors, S704/705-Heating of Reactors, S706/707-Ammonia Injection, S708/709-Product Handling and S710/711-Soot Blowing.
Over Fire Air
To reduce NOx, a quantity of additional air above all burner planes is supplied. This over-fire-air (OFA) reduces NOx by enabling richer fuel mix in the high-temperature combustion zone at the burners (two-step combustion). Approximately 10 % of the combustion air is added as OFA air. OFA controller failure (MD200 malfunction 0881) is modeled in the simulator:
Over Burner Air
To further reduce NOx generation, a portion of the secondary air is split off the main duct and directed into a third channel just above the burner. The damper controlling this over-burner-air is abbreviated OBA. OBA controller failure (MD180 malfunction 0780) is modeled in the simulator:
Fuel Quality
In the simulator, the chemical composition of the coal or other fuels can be specified. The sum of the five components C, H, S, O and N should preferably add up to 100%, to avoid confusion, but it is not strictly necessary because the C, H, S, O and N setting is always recalculated to a 100% basis prior to using in other computations. Water and inert matter (ash/slag) should then be added. The water content varies much and has a great impact on the amount of preheating required by primary air. The simulator computes the lower heat value (including water/inert matter) and theoretical combustion air needed and flue gas produced. The air/flue gas values are given in ncm/kg (ncm=normal cubic meter).
In this lab, we will burn both default and lower quality coal for a comparison. Fuel data can be changed using Variable List page 0111 on MD180, for example:
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
G02197 X17821 G17107 X17106 D17104
T17103 C08444 G08444 G08443 C08400
- Stable operation: After 5 minutes of running a stable operation, freeze simulator and print the two trends. This is the reference point for the rest of the lab.
- OFA damper failure: Switch to run mode and activate malfunction 0881 on MD200. After 5 minutes, freeze simulator and print the two trends. Before moving on to the next step deactivate the malfunction.
- OBA control failure: Switch to run mode and activate malfunction 0780 on MD180. After 5 minutes, freeze simulator and print the two trends. Before moving on to the next step deactivate the malfunction.
- Burning poor quality fuel: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 5 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- DeNOx plant bypassed: Switch to run mode and bypass the SCR 1 and SCR 2 on MD710 and MD720 respectively. After 5 minutes, freeze simulator and print the two trends.
Hints & Tips
Your trend windows should look like the following:
Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing.
Tabulate your data as shown below:
Percentage deviation can be expressed as
[latex]Percentage\ deviation = \frac{Current\ Value-Reference\ Value}{Reference\ Value}100\%[/latex]
and tabulated as follows:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for this lab (make sure plots are labeled properly),
- Computation: Use MATLAB or MS Excel to process your data. Calculate the percentage deviation for each operation and plot your results,
- Conclusion: Write a summary (max. 500 words in a text box, if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Thermal Power Plant Simulator Course Manual by BCIT: The DeNOx plant
|
pressbooks
|
2025-03-22T05:09:06.887903
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/emissions-of-nox/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/emissions-of-nox/#chapter-48-section-1
|
3 Emissions of NOx
Learning Objectives
Operate the Plant at full generating capacity and compare the NOx emissions when the plant is operating:
- Under normal conditions,
- During over fire air damper failure,
- During over burner air control failure,
- Burning poor quality fuel,
- With the DeNOx plant bypassed.
Theory
Combustion of coal generates considerable quantities of byproducts, some of which are considered pollutants. The byproducts are mostly water vapor which is what we see coming out of a power plant smokestack, carbon dioxide, and nitrogen that is readily available in the air we breathe, and they do not necessarily pose any direct health hazard. However, the emissions do carry small concentrations of pollutants into the atmosphere, which translate into large quantities of hazardous emissions due to the large amount of coal combusted. The main pollutants that can cause health problems are sulfur oxides, nitrogen oxides, particulate matter (see Combustion Analysis) and such trace elements as arsenic, lead and mercury.
During the combustion process in a coal-fired power plant, nitrogen from the coal and air is converted into nitric oxide (NO) and nitrogen dioxide (NO2); these nitrogen oxides are commonly known as NOx. NOx emissions contribute to the formation of acid rain.
NOx is primarily formed by two mechanisms: thermal NOx and fuel-bound NOx.
Thermal NOx formation takes place at high flame temperatures. Formation of thermal NOx increases exponentially with combustion temperature. Fuel-bound NOx formation is dependent upon the nitrogen content of the fuel.
The best way to minimize NOx formation is to reduce flame temperature, reduce excess oxygen, and/or to burn low nitrogen-containing fuels.
The DeNOx Plant Description
The purpose of the DeNOx plant is for removal of nitrogen oxide from the flue gases. The plant employs a selective catalytic reduction method. The medium used for the reduction is ammonia gas.
The DeNOx plant includes two selective catalytic reduction (SCR) reactors and an ash silo. Various dampers channel the flue gases either into or bypass the SCR-reactors.
Operation of the DeNOx Plant
The DeNOx plant is highly automatic, controlled by Programmable Logic Control sequences. The sequences are S701-Purge, S702/703-Start/stop Reactors, S704/705-Heating of Reactors, S706/707-Ammonia Injection, S708/709-Product Handling and S710/711-Soot Blowing.
Over Fire Air
To reduce NOx, a quantity of additional air above all burner planes is supplied. This over-fire-air (OFA) reduces NOx by enabling richer fuel mix in the high-temperature combustion zone at the burners (two-step combustion). Approximately 10 % of the combustion air is added as OFA air. OFA controller failure (MD200 malfunction 0881) is modeled in the simulator:
Over Burner Air
To further reduce NOx generation, a portion of the secondary air is split off the main duct and directed into a third channel just above the burner. The damper controlling this over-burner-air is abbreviated OBA. OBA controller failure (MD180 malfunction 0780) is modeled in the simulator:
Fuel Quality
In the simulator, the chemical composition of the coal or other fuels can be specified. The sum of the five components C, H, S, O and N should preferably add up to 100%, to avoid confusion, but it is not strictly necessary because the C, H, S, O and N setting is always recalculated to a 100% basis prior to using in other computations. Water and inert matter (ash/slag) should then be added. The water content varies much and has a great impact on the amount of preheating required by primary air. The simulator computes the lower heat value (including water/inert matter) and theoretical combustion air needed and flue gas produced. The air/flue gas values are given in ncm/kg (ncm=normal cubic meter).
In this lab, we will burn both default and lower quality coal for a comparison. Fuel data can be changed using Variable List page 0111 on MD180, for example:
Lab Instructions
Run the initial condition I14 80% Coal and setup trends for the following variables:
G02197 X17821 G17107 X17106 D17104
T17103 C08444 G08444 G08443 C08400
- Stable operation: After 5 minutes of running a stable operation, freeze simulator and print the two trends. This is the reference point for the rest of the lab.
- OFA damper failure: Switch to run mode and activate malfunction 0881 on MD200. After 5 minutes, freeze simulator and print the two trends. Before moving on to the next step deactivate the malfunction.
- OBA control failure: Switch to run mode and activate malfunction 0780 on MD180. After 5 minutes, freeze simulator and print the two trends. Before moving on to the next step deactivate the malfunction.
- Burning poor quality fuel: Switch to run mode and access Variable List page 0111 on MD180. Set the new values as shown below. After 5 minutes, freeze simulator and print the two trends.
- X00820: 70.40
- X00821: 5.10
- X00822: 1.10
- X00823: 12.50
- X00824: 1.60
- X00825: 9.30
- DeNOx plant bypassed: Switch to run mode and bypass the SCR 1 and SCR 2 on MD710 and MD720 respectively. After 5 minutes, freeze simulator and print the two trends.
Hints & Tips
Your trend windows should look like the following:
Make sure your trend printouts are labeled properly otherwise, data analysis will be very confusing.
Tabulate your data as shown below:
Percentage deviation can be expressed as
[latex]Percentage\ deviation = \frac{Current\ Value-Reference\ Value}{Reference\ Value}100\%[/latex]
and tabulated as follows:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for this lab (make sure plots are labeled properly),
- Computation: Use MATLAB or MS Excel to process your data. Calculate the percentage deviation for each operation and plot your results,
- Conclusion: Write a summary (max. 500 words in a text box, if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Thermal Power Plant Simulator Course Manual by BCIT: The DeNOx plant
|
pressbooks
|
2025-03-22T05:09:06.904088
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/emissions-of-nox/#chapter-48-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/power-plant-efficiency/
|
4 Power Plant Efficiency
Learning Objectives
Operate the Plant at full generating capacity and compute the Power Plant Efficiency when the plant is operating:
- Under normal conditions,
- With the cooling water temperature very high (lake water temperature: 35°C),
- Without regeneration.
Theory
Excluding hydroelectric power plants, most power generating plants employ a type of boiler and steam turbine. A schematic diagram of a simple steam power plant is shown below:
High-pressure steam leaves the boiler and enters the turbine. The steam expands in the turbine and does work which enables the turbine to drive the electric generator. The exhaust steam leaves the turbine and enters the condenser where heat is transferred from the steam to cooling water. The pressure of the condensate leaving the condenser is increased in the pump thereby enabling the condensate to flow into the boiler. This thermodynamic cycle is known as the Rankine Cycle.
The Rankine Cycle Efficiency
As noted above, some heat is always lost from the steam to cooling water. In addition, feed pumps consume energy thus reducing the net work output. Rankine Cycle Efficiency then can be expressed as:
[latex]\eta_{Rankine} = \frac{Net\ work\ output}{Heat\ supplied\ in\ the\ boiler}[/latex]
or
[latex]\eta_{Rankine} = \frac{W_{Turbine}-W_{Pump}}{Q_{boiler}}[/latex]
referring to the diagram above and using the enthalpy values in the Rankine cycle, we can write:
[latex]\eta_{Rankine} = \frac{(h_{1}-h_{2})-(h_{4}-h_{3})}{(h_{1}-h_{4})}[/latex]
Improvements to the Rankine Cycle Efficiency
Effect of Pressure and Temperature on the Rankine Cycle
If the exhaust pressure drops from P4 to P4‘ with the corresponding decrease in temperature at which heat is rejected in the condenser the net work is increased by area 1-4-4′-1′-2’-2-1 (see diagram below)
In a similar way, if the steam is superheated in the boiler, it is evident that the work is increased by area 3-3′-4′-4-3 (see diagram below):
Superheating the steam is done by increasing the time the steam is exposed to the flue gases. The result of superheating is that for a given power output, the plant using superheated steam will be of smaller size than that using dry saturated steam.
The Reheat Cycle
Above we noted that the efficiency of the Rankine cycle is increased by superheating the steam. If metals could be found that would allow us to reach higher temperatures, the Rankine cycle could be more efficient. To improve the efficiency, the reheat cycle has been developed which is shown schematically below:
In this cycle, the steam is expanded to some intermediate pressure in the turbine and is then reheated in the boiler, after which it expands in the low-pressure turbine to the exhaust pressure. Rankine Cycle with reheat thermal efficiency can be expressed as:
[latex]\eta_{thermal} = \frac{W_{12}+W_{67}-W_{43}}{Q_{41}+Q_{26}}[/latex]
The Regenerative Cycle
Another variation from the Rankine cycle is the regenerative cycle, which involves the use of feedwater heaters. During the process between states 2 and 2′ the feedwater is heated and the average temperature is much lower during this process than during the vaporization process 2′-3. In other words, the average temperature at which heat is supplied in the Rankine cycle is lower than in the Carnot cycle 1′-2′-3-4-1′, and consequently the efficiency of the Rankine cycle is less than that of the corresponding Carnot cycle. The relationship between Carnot cycle and Rankine cycle is shown below.
In the regenerative cycle, feedwater enters the boiler at some point between 2 and 2′. As a result, the average temperature at which heat is supplied is increased. A schematic of practical cycle is shown below:
The Plant Thermal Efficiency
In order to calculate the overall plant thermal efficiency, we need to adjust the formulas above to incorporate heat added in the reheater sections of the boiler:
[latex]\eta_{thermal} = \frac{W_{Turbines}-W_{Pumps}}{Q_{boiler}+Q_{Reheat1}+Q_{Reheat2}}[/latex]
Lab Instructions
Run the initial condition I10 230 MW_oil_auto:
- Draw a T-S diagram of the Rankine cycle (not to scale) including reheat and regeneration,
- Using Trend Group Directory, collect the relevant process values,
- Calculate the overall thermal efficiency of the plant:
- Under normal conditions,
- When the cooling water temperature is very high (Set the Variable List Page 0100, tag#: T00305 to 35°C),
- When all the steam extraction valves are closed (i.e. no regeneration and T00305 set to 10°C).
Hints & Tips
In this lab, you are essentially calculating the Rankine Cycle thermal efficiency. However, you need to take the reheat cycle into consideration and log the following tags in your trends:
- Q02395 Reheater 1 transferred heat
- Q02375 Reheater 2 transferred heat
For Boiler Feedwater Inlet Temperature, you may use the Startup Heat Exchanger Feedwater Outlet Temperature tag#: T02447.
For the second calculation, locate the Variable List Page 0100 as shown below:
For the third calculation, make sure you closed all steam extraction valves and set T00305 to 10°C:
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
Deliverables
Your lab report is to include the following:
- T-S diagram: As per instructions above,
- Trend plots: Supply all plots taken for this lab,
- Computation: Use MATLAB or MS Excel and calculate the overall thermal efficiency of the plant as per Lab Instructions.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Applied Thermodynamics for Engineering Technologists by T. D. Eastop and A. McConkey: Steam Plant.
- Fundamentals of Classical Thermodynamics SI Version by G. J. Van Wylen and R. E. Sonntag: Vapor power cycles.
- Thermodynamics and Heat Power by I. Granet: Vapor power cycles.
|
pressbooks
|
2025-03-22T05:09:06.921601
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/power-plant-efficiency/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/power-plant-efficiency/#chapter-38-section-1
|
4 Power Plant Efficiency
Learning Objectives
Operate the Plant at full generating capacity and compute the Power Plant Efficiency when the plant is operating:
- Under normal conditions,
- With the cooling water temperature very high (lake water temperature: 35°C),
- Without regeneration.
Theory
Excluding hydroelectric power plants, most power generating plants employ a type of boiler and steam turbine. A schematic diagram of a simple steam power plant is shown below:
High-pressure steam leaves the boiler and enters the turbine. The steam expands in the turbine and does work which enables the turbine to drive the electric generator. The exhaust steam leaves the turbine and enters the condenser where heat is transferred from the steam to cooling water. The pressure of the condensate leaving the condenser is increased in the pump thereby enabling the condensate to flow into the boiler. This thermodynamic cycle is known as the Rankine Cycle.
The Rankine Cycle Efficiency
As noted above, some heat is always lost from the steam to cooling water. In addition, feed pumps consume energy thus reducing the net work output. Rankine Cycle Efficiency then can be expressed as:
[latex]\eta_{Rankine} = \frac{Net\ work\ output}{Heat\ supplied\ in\ the\ boiler}[/latex]
or
[latex]\eta_{Rankine} = \frac{W_{Turbine}-W_{Pump}}{Q_{boiler}}[/latex]
referring to the diagram above and using the enthalpy values in the Rankine cycle, we can write:
[latex]\eta_{Rankine} = \frac{(h_{1}-h_{2})-(h_{4}-h_{3})}{(h_{1}-h_{4})}[/latex]
Improvements to the Rankine Cycle Efficiency
Effect of Pressure and Temperature on the Rankine Cycle
If the exhaust pressure drops from P4 to P4‘ with the corresponding decrease in temperature at which heat is rejected in the condenser the net work is increased by area 1-4-4′-1′-2’-2-1 (see diagram below)
In a similar way, if the steam is superheated in the boiler, it is evident that the work is increased by area 3-3′-4′-4-3 (see diagram below):
Superheating the steam is done by increasing the time the steam is exposed to the flue gases. The result of superheating is that for a given power output, the plant using superheated steam will be of smaller size than that using dry saturated steam.
The Reheat Cycle
Above we noted that the efficiency of the Rankine cycle is increased by superheating the steam. If metals could be found that would allow us to reach higher temperatures, the Rankine cycle could be more efficient. To improve the efficiency, the reheat cycle has been developed which is shown schematically below:
In this cycle, the steam is expanded to some intermediate pressure in the turbine and is then reheated in the boiler, after which it expands in the low-pressure turbine to the exhaust pressure. Rankine Cycle with reheat thermal efficiency can be expressed as:
[latex]\eta_{thermal} = \frac{W_{12}+W_{67}-W_{43}}{Q_{41}+Q_{26}}[/latex]
The Regenerative Cycle
Another variation from the Rankine cycle is the regenerative cycle, which involves the use of feedwater heaters. During the process between states 2 and 2′ the feedwater is heated and the average temperature is much lower during this process than during the vaporization process 2′-3. In other words, the average temperature at which heat is supplied in the Rankine cycle is lower than in the Carnot cycle 1′-2′-3-4-1′, and consequently the efficiency of the Rankine cycle is less than that of the corresponding Carnot cycle. The relationship between Carnot cycle and Rankine cycle is shown below.
In the regenerative cycle, feedwater enters the boiler at some point between 2 and 2′. As a result, the average temperature at which heat is supplied is increased. A schematic of practical cycle is shown below:
The Plant Thermal Efficiency
In order to calculate the overall plant thermal efficiency, we need to adjust the formulas above to incorporate heat added in the reheater sections of the boiler:
[latex]\eta_{thermal} = \frac{W_{Turbines}-W_{Pumps}}{Q_{boiler}+Q_{Reheat1}+Q_{Reheat2}}[/latex]
Lab Instructions
Run the initial condition I10 230 MW_oil_auto:
- Draw a T-S diagram of the Rankine cycle (not to scale) including reheat and regeneration,
- Using Trend Group Directory, collect the relevant process values,
- Calculate the overall thermal efficiency of the plant:
- Under normal conditions,
- When the cooling water temperature is very high (Set the Variable List Page 0100, tag#: T00305 to 35°C),
- When all the steam extraction valves are closed (i.e. no regeneration and T00305 set to 10°C).
Hints & Tips
In this lab, you are essentially calculating the Rankine Cycle thermal efficiency. However, you need to take the reheat cycle into consideration and log the following tags in your trends:
- Q02395 Reheater 1 transferred heat
- Q02375 Reheater 2 transferred heat
For Boiler Feedwater Inlet Temperature, you may use the Startup Heat Exchanger Feedwater Outlet Temperature tag#: T02447.
For the second calculation, locate the Variable List Page 0100 as shown below:
For the third calculation, make sure you closed all steam extraction valves and set T00305 to 10°C:
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
Deliverables
Your lab report is to include the following:
- T-S diagram: As per instructions above,
- Trend plots: Supply all plots taken for this lab,
- Computation: Use MATLAB or MS Excel and calculate the overall thermal efficiency of the plant as per Lab Instructions.
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Applied Thermodynamics for Engineering Technologists by T. D. Eastop and A. McConkey: Steam Plant.
- Fundamentals of Classical Thermodynamics SI Version by G. J. Van Wylen and R. E. Sonntag: Vapor power cycles.
- Thermodynamics and Heat Power by I. Granet: Vapor power cycles.
|
pressbooks
|
2025-03-22T05:09:06.938058
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/power-plant-efficiency/#chapter-38-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/turbine-efficiency/
|
5 Turbine Efficiency
Learning Objectives
Operate the Plant at the following generating capacities to compute the isentropic change in enthalpy and thermal efficiency for the HP turbine.
- 35% Load (I13),
- 80% Load (I14),
- 230 MW (I10).
Theory
Recall from the First and Second Law of Thermodynamics that the adiabatic process where entropy remains constant provides the maximum energy for work. As shown on the H-S coordinates, the difference in enthalpy, (H1-H2), is maximum when the lowest enthalpy (H2) is reached at the exit conditions. The ideal expansion is, therefore, a vertical line.
On the diagram above, T1, P1 and P2 are known process variables, for example, H1 is determined by using T1 and P1. H2 then can be found drawing a vertical line from P1 to P2 by following adiabatic isentropic expansion (expansion at constant entropy).
Non-ideal processes or real processes, however, do not present straight lines as shown on the Mollier diagram due to such factors as friction. If the expansion is not isentropic (i.e. entropy is not constant but it increases), the lowest enthalpy (H2) cannot be reached at the exit conditions, in other words, H2’ > H2. This means that ΔH for the ideal expansion is greater than ΔH for the non-ideal expansion between the same pressure boundaries. The internal turbine efficiency is therefore given by:
[latex]\eta_{Turbine} = \frac{Actual\ change\ in\ enthalpy}{Isentropic\ change\ in\ enthalpy}[/latex]
[latex]\eta_{Turbine} = \frac{(H_{1}-H_{2\prime})}{(H_{1}-H_{2})}[/latex]
The difference in enthalpy H2’-H2 is called the reheat factor and is the basis for multi-stage turbines. As can be seen on the Mollier diagram, the pressure curves are divergent. This means that the higher the pressure drop in a single stage turbine the greater the reheat factor and in turn the lower the turbine efficiency. However, if the steam is expanded through multiple stages and between each stage the steam is reheated, higher turbine efficiencies can be achieved. We will see this effect later in the Power Plant Efficiency lab.
Lab Instructions
You will run 3 different initial conditions in this lab:
- 35% Load (I13),
- 80% Load (I14),
- 230 MW (I10).
For each condition collect the relevant data to compute the isentropic change in enthalpy for the HP turbine. Compare your results, which of the three conditions yield the most favourable results and why?
Hints & Tips
In addition to various pressure and temperature values; log the following tags in your trends:
- Z03020
- E03018
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 3 conditions,
- Computation: Use MATLAB or MS Excel and calculate the turbine efficiency for the 3 conditions specified,
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Thermodynamics and Heat Power by I. Granet: Vapor power cycles.
|
pressbooks
|
2025-03-22T05:09:06.951198
|
01-29-2025
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/turbine-efficiency/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/turbine-efficiency/#chapter-28-section-1
|
5 Turbine Efficiency
Learning Objectives
Operate the Plant at the following generating capacities to compute the isentropic change in enthalpy and thermal efficiency for the HP turbine.
- 35% Load (I13),
- 80% Load (I14),
- 230 MW (I10).
Theory
Recall from the First and Second Law of Thermodynamics that the adiabatic process where entropy remains constant provides the maximum energy for work. As shown on the H-S coordinates, the difference in enthalpy, (H1-H2), is maximum when the lowest enthalpy (H2) is reached at the exit conditions. The ideal expansion is, therefore, a vertical line.
On the diagram above, T1, P1 and P2 are known process variables, for example, H1 is determined by using T1 and P1. H2 then can be found drawing a vertical line from P1 to P2 by following adiabatic isentropic expansion (expansion at constant entropy).
Non-ideal processes or real processes, however, do not present straight lines as shown on the Mollier diagram due to such factors as friction. If the expansion is not isentropic (i.e. entropy is not constant but it increases), the lowest enthalpy (H2) cannot be reached at the exit conditions, in other words, H2’ > H2. This means that ΔH for the ideal expansion is greater than ΔH for the non-ideal expansion between the same pressure boundaries. The internal turbine efficiency is therefore given by:
[latex]\eta_{Turbine} = \frac{Actual\ change\ in\ enthalpy}{Isentropic\ change\ in\ enthalpy}[/latex]
[latex]\eta_{Turbine} = \frac{(H_{1}-H_{2\prime})}{(H_{1}-H_{2})}[/latex]
The difference in enthalpy H2’-H2 is called the reheat factor and is the basis for multi-stage turbines. As can be seen on the Mollier diagram, the pressure curves are divergent. This means that the higher the pressure drop in a single stage turbine the greater the reheat factor and in turn the lower the turbine efficiency. However, if the steam is expanded through multiple stages and between each stage the steam is reheated, higher turbine efficiencies can be achieved. We will see this effect later in the Power Plant Efficiency lab.
Lab Instructions
You will run 3 different initial conditions in this lab:
- 35% Load (I13),
- 80% Load (I14),
- 230 MW (I10).
For each condition collect the relevant data to compute the isentropic change in enthalpy for the HP turbine. Compare your results, which of the three conditions yield the most favourable results and why?
Hints & Tips
In addition to various pressure and temperature values; log the following tags in your trends:
- Z03020
- E03018
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 3 conditions,
- Computation: Use MATLAB or MS Excel and calculate the turbine efficiency for the 3 conditions specified,
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Thermodynamics and Heat Power by I. Granet: Vapor power cycles.
|
pressbooks
|
2025-03-22T05:09:06.963915
|
01-29-2025
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/turbine-efficiency/#chapter-28-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/boiler-efficiency/
|
6 Boiler Efficiency
[latexpage]
Learning Objectives
Operate the Plant in the following modes and compute the Boiler Thermal Efficiency
- 230 MW Burning HFO
- 80% Load Burning Bio Fuel
- 80% Load Burning Coal
- 80% Load Burning Coal with soot built up.
Theory
First we define efficiency. There are many ways to present it, for example, efficiency is the ability to do something without wasting energy, effort or time. Put it mathematically, it is the ratio of useful output to thermal energy input. Layperson often uses the terms efficiency and effectiveness interchangeably however efficiency is to do with minimizing waste and effectiveness to do with maximizing output (more on this in Heat Exchangers Lab). Boiler efficiency is sometimes defined as combustion efficiency which is computed by the ratio of the burner’s capability to burn fuel completely to the unburnt fuel and excess air in the exhaust. Thermal efficiency on the other hand, indicates the heat exchanger’s (i.e. boiler’s) capacity to transfer heat from the combustion process to the water or steam in the boiler. In general, the maximum boiler efficiency attainable from a boiler depends on such factors as method of burning the fuel, design of the furnace and heat transfer surfaces. In addition, the type of fuel, boiler load and operational practices influence the boiler efficiency. In this lab, we focus on the fuel type, boiler load and best practices.
Boiler Thermal Efficiency
Next we express the Boiler Thermal Efficiency as follows:
[latex]\eta_{boiler} = \frac{Energy\ to\ steam}{Energy\ from\ fuel}[/latex]
Where energy to steam is the heat transfer required to form steam. Let,
h2=specific enthalpy of steam formed, [kJ/kg],
h1=specific enthalpy of feed water, [kJ/kg].
Because the steam is formed at constant pressure, heat transfer required to form 1 kg of steam in the boiler is
Energy to Steam= (h2-h1) [kJ]
Energy from fuel is computed from the mass of fuel used and its heat (calorific) value. For coal this is the heating value as measured in a bomb calorimeter and it corresponds to the internal energy of combustion. If
mf= mass of fuel burned in a given time
ms= mass of steam generated in the same time
HV= heat value of fuel [kJ/kg]
Energy from fuel= mf x HV [kJ]
Then we can write:
[latex]\eta_{boiler} = \frac{m_{s}(h_{2}-h_{1})}{m_{f}HV}100\%[/latex]
Lab Instructions
You will run 4 different initial conditions in this lab:
- I10 230 MW Burning HFO
- I15 80% Load Burning Bio Fuel
- I14 80% Load Burning Coal
- I14 80% Load Burning Coal and use MD250 to set up soot variables.
For each condition collect the relevant data to compute the Boiler Thermal Efficiency.
Hints & Tips
For data collection, use trends as shown below:
In addition to various pressure, temperature and flow values, you will need to log the following tags in your trends:
- H00810 HFO heat value
- H00870 Pellet heat value (bio fuel)
- H00830 Coal heat value
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
For the coal operation with soot built up, use MD250 and set malfunctions as follows:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 4 conditions,
- Computation: Use MATLAB or MS Excel and calculate the boiler thermal efficiency for the 4 conditions specified,
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Fundamentals of Classical Thermodynamics SI Version by G. J. Van Wylen and R. E. Sonntag: Evaluation of Actual Combustion Processes.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Capacity and Efficiency of Steam Generating Units.
- Basic Engineering Thermodynamics in SI Units by R. Joel: Boiler calculations.
|
pressbooks
|
2025-03-22T05:09:06.978920
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/boiler-efficiency/",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://ecampusontario.pressbooks.pub/simlabthermo/chapter/boiler-efficiency/#chapter-25-section-1
|
6 Boiler Efficiency
[latexpage]
Learning Objectives
Operate the Plant in the following modes and compute the Boiler Thermal Efficiency
- 230 MW Burning HFO
- 80% Load Burning Bio Fuel
- 80% Load Burning Coal
- 80% Load Burning Coal with soot built up.
Theory
First we define efficiency. There are many ways to present it, for example, efficiency is the ability to do something without wasting energy, effort or time. Put it mathematically, it is the ratio of useful output to thermal energy input. Layperson often uses the terms efficiency and effectiveness interchangeably however efficiency is to do with minimizing waste and effectiveness to do with maximizing output (more on this in Heat Exchangers Lab). Boiler efficiency is sometimes defined as combustion efficiency which is computed by the ratio of the burner’s capability to burn fuel completely to the unburnt fuel and excess air in the exhaust. Thermal efficiency on the other hand, indicates the heat exchanger’s (i.e. boiler’s) capacity to transfer heat from the combustion process to the water or steam in the boiler. In general, the maximum boiler efficiency attainable from a boiler depends on such factors as method of burning the fuel, design of the furnace and heat transfer surfaces. In addition, the type of fuel, boiler load and operational practices influence the boiler efficiency. In this lab, we focus on the fuel type, boiler load and best practices.
Boiler Thermal Efficiency
Next we express the Boiler Thermal Efficiency as follows:
[latex]\eta_{boiler} = \frac{Energy\ to\ steam}{Energy\ from\ fuel}[/latex]
Where energy to steam is the heat transfer required to form steam. Let,
h2=specific enthalpy of steam formed, [kJ/kg],
h1=specific enthalpy of feed water, [kJ/kg].
Because the steam is formed at constant pressure, heat transfer required to form 1 kg of steam in the boiler is
Energy to Steam= (h2-h1) [kJ]
Energy from fuel is computed from the mass of fuel used and its heat (calorific) value. For coal this is the heating value as measured in a bomb calorimeter and it corresponds to the internal energy of combustion. If
mf= mass of fuel burned in a given time
ms= mass of steam generated in the same time
HV= heat value of fuel [kJ/kg]
Energy from fuel= mf x HV [kJ]
Then we can write:
[latex]\eta_{boiler} = \frac{m_{s}(h_{2}-h_{1})}{m_{f}HV}100\%[/latex]
Lab Instructions
You will run 4 different initial conditions in this lab:
- I10 230 MW Burning HFO
- I15 80% Load Burning Bio Fuel
- I14 80% Load Burning Coal
- I14 80% Load Burning Coal and use MD250 to set up soot variables.
For each condition collect the relevant data to compute the Boiler Thermal Efficiency.
Hints & Tips
For data collection, use trends as shown below:
In addition to various pressure, temperature and flow values, you will need to log the following tags in your trends:
- H00810 HFO heat value
- H00870 Pellet heat value (bio fuel)
- H00830 Coal heat value
To calculate the enthalpy values, you may use an app or online tool such as the Superheated Steam Table: https://goo.gl/GdVM4U
For the coal operation with soot built up, use MD250 and set malfunctions as follows:
Deliverables
Your lab report is to include the following:
- Trend plots: Supply all plots taken for each of the 4 conditions,
- Computation: Use MATLAB or MS Excel and calculate the boiler thermal efficiency for the 4 conditions specified,
- Conclusion: Write a summary (max. 500 words, in a text box if using Excel) comparing your results and suggestions for further study.
Further Reading:
- Fundamentals of Classical Thermodynamics SI Version by G. J. Van Wylen and R. E. Sonntag: Evaluation of Actual Combustion Processes.
- Thermal Engineering by H.L. Solberg, O.C. Cromer and A.R. Spalding: Capacity and Efficiency of Steam Generating Units.
- Basic Engineering Thermodynamics in SI Units by R. Joel: Boiler calculations.
|
pressbooks
|
2025-03-22T05:09:06.993211
|
01-29-2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/simlabthermo/chapter/boiler-efficiency/#chapter-25-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/simlabthermo/front-matter/dedication/",
"title": "Simulator Laboratory",
"author": "Serhat Beyenir & Sanja Boskovic, Serhat Beyenir & Sanja Boskovic",
"institution": "",
"subject": "Engineering thermodynamics, Computer modelling and simulation"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/what-is-a-smart-grid/
|
1 What Is a Smart Grid?
“Line ‘Em Up” by Ian Muttoo is marked with CC BY-SA 2.0.
A smart grid is a mixture of technologies used to optimize electrical power delivery. This mixture of technologies includes the extensive use of electronic communication to control and manage electrical usage and production. A more detailed explanation can be found at the US Department of Energy website.
The National Institute of Standards and Technology (NIST) uses this definition “a modernized grid that enables bidirectional flows of energy and uses two-way communication and control capabilities that will lead to an array of new functionalities and applications.”
A smart grid would ideally allow all of the following to occur (Momoh 2) :
- Delivery of data for customers to make cost-saving choices
- Increased reliability, efficiencies, and securities
- Demand response management capabilities
- Electric storage capabilities
- Optimization of grid
- Increased incorporation of distributed generations such as solar
- Integration of “smart” appliances
- Smart metering explained in the Smart Meter chapter
- Dynamic fault detection, isolation, and restoration
In addition, a smart grid allows for “grid flexibility” (Hawken 30). To accommodate a higher percentage of intermittent renewable energy such as wind and solar, the electric grid needs to be able to adapt to the varying nature of these energy sources. This flexibility involves managing the supply side including storing or adding energy as needed and managing the demand side such as controlling thermostats, car battery charges, appliances, etc (Gellings 77).
Works Cited
Gellings, Clark W. The Smart Grid: Enabling Energy Efficiency and Demand Response. Fairmont Press, 2009.
Hawken, Paul, editor. Drawdown: The Most Comprehensive Plan Ever Proposed to Reverse Global Warming. Penguin Books, 2017.
Momoh, James A. Smart Grid : Fundamentals of Design and Analysis. IEEE Press, 2012.
“Smart Grid.” US Department of Energy, 16 Dec. 2019, https://www.smartgrid.gov/the_smart_grid/smart_grid.html.
Thompson, Kristy. “Smart Grid: A Beginner’s Guide.” NIST, 21 Nov. 2019, https://www.nist.gov/el/smart-grid/about-smart-grid/smart-grid-beginners-guide.
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pressbooks
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2025-03-22T05:09:07.003372
|
06-23-2022
|
{
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"url": "https://kirkwood.pressbooks.pub/smartgrids/chapter/what-is-a-smart-grid/",
"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/problems-with-current-grid/
|
2 Problems with Current Grid
LOSSES
The current grid results in losses of around 9% between a remote generation site (such as a coal plant) and a consumer. In addition, the average coal plant is only about 34% efficient in converting burning coal to electricity and natural gas is 45% efficient in converting burning gas to electricity (Koutitas 27). A smart grid allows for the generation of power closer to or at the consumer’s locale. It also allows for better management of renewable generation.
OUTAGES
According to the Energy Information Association, customers experienced an average of 1.3 interruptions and went without power for four hours during the year 2016. A smart grid allows a utility to detect the range of an outage almost instantaneously which helps to shorten the time it takes to restore power to a given area.
VARIABLE PRODUCTION DUE TO ALTERNATIVE ENERGY SOURCES
Photo of wind turbine on Kirkwood Community College Campus
The traditional grid is not able to adapt to the intermittent nature of solar and wind energy. As can be seen from this table from the U.S. Energy Information Agency renewables and natural gas are growing while coal is shrinking. Furthermore, it can also be seen that wind and solar are growing substantially. From the intermittent nature of wind and solar, more control of the demand side of the grid is needed to maximize the usage of renewably generated electricity which can be achieved through the smart grid. An example of the intermittent nature of solar can be seen in the graph below of solar output from one rooftop solar installation in Iowa City, Iowa.
CONSUMER CHOICE AND CONTROL
The traditional grid allows consumers almost no choices over their electrical energy generation and few tools to analyze their usage. A smart grid allows for an analysis of customer utility data so that a customer can see where they can potentially save energy. This data also can be used in troubleshooting customer complaints or high usage incidents. Furthermore, a smart grid offers the possibility for customers to choose a utility provider or other billing options besides once a month (such as demand-based billing).
Works Cited
Koutitas, George, and Stan McClellan. The Smart Grid As an Application Development Platform. Artech House, 2017.
Thompson, Kristy. “Smart Grid: A Beginner’s Guide.” NIST, 21 Nov. 2019, https://www.nist.gov/el/smart-grid/about-smart-grid/smart-grid-beginners-guide.
|
pressbooks
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2025-03-22T05:09:07.013016
|
06-23-2022
|
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"url": "https://kirkwood.pressbooks.pub/smartgrids/chapter/problems-with-current-grid/",
"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/real-reactive-and-active-power/
|
3 Real, Reactive, and Active Power
DC Circuit
In a DC circuit, all the derivations of the power formula combined with ohms law can be used such as Power = V*I, Power = I2R, and Power = V2/R. The units of DC power are Watts [named after James Watt (1736-1819)]. DC power can be thought of as power consumed by a resistor.
AC Circuit
In an AC circuit power becomes much more complicated. In the US the AC power is generated for a 60 Hz, 120-volt standard. Hz means cycles per second. Hence 60 times a second a sine wave with a peak amplitude of approximately 170 volts is generated. This cycling sine wave in AC can create three types of power: 1) real power, 2) reactive power, and 3) apparent power.
- Real, Active, or Average Power is the power consumed by a resistor. It is denoted with a ‘P’. As in DC circuits, real power has units of watts. Only two power formulas can be used to calculate real power:
P = I2R or P = V2/R.
Examples
#1 Calculate the power consumed by a 1 kΩ resistor with 5 mA flowing through it.
P = I2R = (5mA)2*1kΩ = 25 mW
#2 Calculate the power consumed by a 1 kΩ resistor with a 15 volt drop across it.
P = V2/R = (15v)2/1 kΩ = 225 mW
Examples of electrical devices that only consume real power are electric stoves, hairdryers, electric water heaters, and toasters. - Reactive Power is the power that is consumed by inductors and capacitors. It is denoted with a ‘Q’. Reactive power has units of VAR (Volt-Amps Reactive). Hence, 60 times the second energy is stored and released in inductors and capacitors. The inductive reactance of pure inductors +jXL. This means that an inductor is +90 degrees out of phase with a resistor (which is at 0 degrees). The capacitive reactance of a pure capacitor -jXC. This means that a capacitor is -90 degrees out of phase with a resistor (which is at 0 degrees). The net reactance in a circuit is X = +jXL-jXC. Hence, the reactance will always be either net capacitive or net inductive. Only two power formulas can be used to calculate reactive power:
Q = I2X or Q = V2/X. If the net reactance is inductive Q is positive and if the net reactance is capacitive, Q is negative.
Examples
#1 Calculate the power consumed by a 2 kΩ inductive reactance with 4 mA flowing through it.
Q = I2R = (4mA)2*2kΩ = 32 mVAR
#2 Calculate the power consumed by a 1 kΩ inductor with a 15 volt drop across it.
P = V2/XL = (15v)2/1 kΩ = 225 mVAR
Examples of electrical devices that generate some reactive power are microwaves, washing machines, fans, and air conditioners. - Apparent Power is the hypotenuse of real and reactive power (see figure below). It is denoted with an ‘S’. Apparent power has units of VA (Volt-Amps). Apparent power is useful since it reveals the total current used by a combination of resistive, inductive, and capacitive components. Apparent Power = V*I. S = sqrt(R2 + Q2).
- Power Factor
The power factor is defined to be Fp = cos Θ. Where Θ is the angle in the power triangle shown above (the angle between the Apparent Power and Real Power). If Fp = 1 (unity), then the real and apparent power are the same; hence, the reactive power would be zero. Ideally, utilities would like all consumers of electricity to just use only real power so that the power factor could remain in unity. Homes on average have a power factor of 0.95, restaurants 0.88, and industrial manufacturing 0.77 (Koutitas 15).
EXAMPLES
Here are some examplesIn the table below assuming a 120 V AC source and a RL = 5 Ohm for all inductorsValue Total Resistance = RL + R Impedance Rectangular Current Real Power Reactive Power Apparent Power Power Factor 1 μF + 47 mH f = 100 Hz
5 Ω 5 + j29 -j 1592 Ω = 5 -j1562 Ω 76.8 mA 29.5 mW -9.2 VAR 9.2 VA approximately 0 1 μF + 47 mH f = 1 kHz
5 Ω 5 + j295 -j 159 Ω = 5 +j139 Ω 863 mA 3.74 W +104 VAR 104 VA approximately 0 1 μF + 47 mH f = 10 kHz
5 Ω 5 + j2953 -j 16 Ω = 5 +j2938 Ω 40.8 mA 8.3 mW +4.9 VAR 4.9 VA approximately 0 300 Ω + 47 mH + 1μF f = 100 Hz
305 Ω 305 + j29 -j 1592 Ω = 305 -j1562 Ω 75.4 mA 1.73 W -8.88 VAR 9.04 VA 0.191 300 Ω + 47 mH + 1 μF f = 1 kHz
305 Ω 305 + j295 -j 159 Ω = 305 +j139 Ω 358 mA 39.1 W +17.8 VAR 43 VA 0.909 300 Ω + 47 mH + 1 μF f = 10 kHz
305 Ω 305 + j2953 -j 16 Ω = 305 +j2938 Ω 40.63 mA 503 mW +4.84 VAR 4.87 VA 0.1 3.3 k Ω + 22 nF + 470 mH f = 100 Hz 3305 Ω 3305 + j29 -j 1592 Ω = 3305 -j1562 Ω 32.83 mA 3.56 W -1.68 VAR 3.94 VA 0.904 3.3 k Ω + 22 nF + 470 mH f = 1 kHz 3305 Ω 3305 + j295 -j 159 Ω = 3305 +j139 Ω 36.3 mA 4.34 W +183 mVAR 4.34 VA approximately 1 3.3 k Ω + 22 nF + 470 mH f = 10 kHz 3305 Ω 3305 + j2953 -j 16 Ω = 3305 +j2938 Ω 27.13 mA 2.43 W +2.16 VAR 3.256VA 0.746 Do the attached worksheet https://kirkwood.pressbooks.pub/app/uploads/sites/13/2022/01/Real-Reactive-and-Apparent-Power-2.docx
Works Cited
Koutitas, George, and Stan McClellan. The Smart Grid As an Application Development Platform. Artech House, 2017.
|
pressbooks
|
2025-03-22T05:09:07.030574
|
06-23-2022
|
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"url": "https://kirkwood.pressbooks.pub/smartgrids/chapter/real-reactive-and-active-power/",
"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/flexible-ac-transmission-system-facts/
|
4 Flexible AC Transmission System (FACTS)
Flexible AC Transmission System (FACTS) is used to control current and voltage in the electric grid. FACTS are built using quadrature tap transformers and voltage source converters. Both of these devices tend to use thyristors (Muhammad 890). FACTS systems “improve system stability, power quality and the overall reliability of the power systems.” (Ahmed 49)
FACTS systems control current by being placed in parallel (shunt) with transmission lines thus they can increase current via Kirchoff’s Current Law at the node on the transmission line where they are placed.
Example: If ITransmission Line = 95 A at 0 degrees then if IFACTS = 5 A at 0 degrees, then ITransmission Line + IFACTS = 100 A at 0 degrees
FACTS systems control voltage by being placed in series with transmission lines thus they can increase voltage since voltages in series add.
Example: If VTransmission Line = 116 v at 7 degrees then if VFACTS = 14.95 v at -71 degrees, then VTransmission Line + VFACTS = 120 volts at 0 degrees
As can be seen in the above example, a FACTS system can help maintain a phase shift of 0 degrees and thus a power factor of 1.0. In other words, FACTS can help a transmission line maintain purely real power or at least help a transmission line to have a power factor closer to 1.0.
Thyristors
A schematic of a thyristor is shown below. Thyristors can use a very small voltage on the gate to control very large currents. In the on state current conducts and in the off state it acts as an open (i.e. – no current flows). An excellent video of thyristors is below.
PROBLEMS
- If ITransmission Line = 50.14 A at 0 degrees then if IFACTS = 9.86 A at 0 degrees, then ITransmission Line + IFACTS = ?
- If VTransmission Line = 210 v at 5 degrees then if VFACTS = 21.25 v at -59.5 degrees, then VTransmission Line + VFACTS = ? Would you have a unity power factor (with slight rounding)?
- If VTransmission Line = 220 v at 5 degrees then if VFACTS = 39.2 v at -71 degrees, then VTransmission Line + VFACTS = ? Would you have a unity power factor (with slight rounding)?
Ahmed Abu-Siada, et al. Application of Flexible AC Transmission System Devices in Wind Energy Conversion Systems. Bentham Science Publishers, 2017. EBSCOhost.
Rashid, Muhammad H. Power Electronics Handbook. Vol. 3rd ed, Butterworth-Heinemann, 2011.
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pressbooks
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2025-03-22T05:09:07.042083
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06-23-2022
|
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"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/smart-meters/
|
5 Smart Meters
An example of a smart meter is shown in the above photo.
A smart meter serves two primary functions: 1) providing data to customers so that they can control consumption and costs; and 2) providing data to the utility for billing, power factor data, peak load data, and troubleshooting data. The data provided to the utility can be analyzed by metadata software so that it can determine the devices a customer is running throughout the day. Furthermore, this data allows the utility to better determine when peak loads may occur. Peak loads are the most expensive for a utility to meet. The peak load data can also be used by the utility to encourage customers to use power at off-peak times or at high alternative energy generation time periods(Momoh 22).
The first large scale adoption of smart meters was by EnelSpA in Italy between 2000 and 2005 when over 27 million customers received them (Righter 77). In Iowa Linn, Country Rural Electric Cooperative has installed smart meters for all of its members. The photo above is the type of meter that was installed.
Works Cited
Momoh, James A. Smart Grid: Fundamentals of Design and Analysis. IEEE Press, 2012.
Righter, Robert W. Windfall: Wind Energy in America Today. University of Oklahoma Press, 2011.
|
pressbooks
|
2025-03-22T05:09:07.054162
|
06-23-2022
|
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"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/demand-side/
|
6 Demand Side
The smart grid gives utilities the ability to control electric demand to some extent.
Peak Clipping
Meeting peak usage is the most costly power that a utility can provide. Hence, utilities try to diminish peak usage periods as much as possible. This is known as peak clipping. For instance, customers with smart thermostats can earn a discount on their bill if they allow the utility to control the thermostats a few times a month during peak usage.
Load Shifting
In addition, utilities will try to move customer demand during peak usage to off-peak times this is known as load shifting. Examples of this would include electric car charging occurring outside of peak time period or a company with a large warehouse refrigerator or freezer cooling these units more substantially during off-peak periods. (Gellings 246)
Works Cited
Gellings, Clark W. The Smart Grid : Enabling Energy Efficiency and Demand Response. Fairmont Press, 2009.
|
pressbooks
|
2025-03-22T05:09:07.067131
|
06-23-2022
|
{
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"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/distributed-generators/
|
7 Distributed Generators
Distributed generators can produce both real and reactive power. Thus they can decrease reactive power by creating reactive power of opposite sign to that already present in the power lines since reactive power can be both positive or negative depending on loads.
Furthermore, then can decreases losses on the line from both the real and reactive current. Without distributed generators, the losses on a transmission line can be calculated as
I2line = I2real + I2reactive
Ploss = I2lineR = (I2real + I2reactive)R
With a distributed generator
I2line = (Ireal – IDGreal)2+ (Ireactive – IDGreactive)2
Ploss = I2lineR = (Ireal – IDGreal)2R+ (Ireactive – IDGreactive)2R
(Berger, 14)
Works Cited
Berger, Iniewski, and Iniewski, Krzysztof. Smart Grid : Applications, Communications, and Security edited by Lars Torsten Berger & Krzysztof (Kris) Iniewski. Hoboken, N.J.: Wiley, 2012.
|
pressbooks
|
2025-03-22T05:09:07.076408
|
06-23-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kirkwood.pressbooks.pub/smartgrids/chapter/distributed-generators/",
"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/hardware/
|
8 Hardware
A smart meter performs both current and voltage measurements to compute power.
Current Measurement
The resistor used for current measurement is placed in series with the incoming current. Hence, this resistance is chosen as small as possible. Power loss from this resistor is I2R. For instance, if the resistance was 300 micro Ohms and the maximum current is 100 Amps. The power lost from this measurement is 3 W. The voltage across the resistor is V= I*R = 100Amps * 300 mico Ohms = 30 mV. Before performing an ADC (Analog to Digital Conversion) in a system with a maximum input voltage of 5 volts, the signal would need to be amplified by 167 = 5V/30 mV.
Voltage Measurement
The voltage measurement can be performed by putting a resistor(s) in parallel with the line. This is sometimes called a shunt resistor. For instance, if the resistance was 1 M Ohm and the transmission line was less than 1 Ohm, then only 1/106 of the current would go through the 1 M Ohm resistor to perform the voltage measurement. If the maximum current was 100 Amps, the maximum loss would be P = I2R = (100A/106 )2 * 1 MOhm = 10 Watts.
Analog-Digital Conversion Examples
If a smart meter is measuring a 60 Hz signal and wants to get information up to the 10th harmonic, what frequency would it need to sample at? The 10th harmonic is 10*60Hz = 600 Hz. The Nyquist theorem states that the minimum sampling frequency has to be twice as high as the highest harmonic. Hence, the ADC sampling rate should be at least 1.2 kHz.
If a smart meter has a 16 bit ADC, what is the maximum error of real power due to quantization if the maximum voltage is 124 volts and the maximum current is 100 A?
The resolution of the ADC for 124 volts is 124v/216 = 1.9 mV. The resolution of the ADC for 100 amps is 100/216 = 1.53 mA. Hence the maximum error would be I*V = 1.9mV * 1.53 mA = 2.89 micoWatts. (Ekanayake, 86)
Works Cited
Ekanayake, J. B. Smart Grid : Technology and Applications. Chichester, Wiley, 2012.
|
pressbooks
|
2025-03-22T05:09:07.087692
|
06-23-2022
|
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"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
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|
https://kirkwood.pressbooks.pub/smartgrids/chapter/grid-strength-and-fault-levels/
|
9 Grid Strength and Fault Levels
A transmission line is primarily copper and can be modeled as a resistor. Transformers are coils of wire and hence have inductance. Therefore, a transmission system can be represented by an impedance ZT = R + jXL where R is the resistance and XL is the inductive reactance. Ideally, utilities want to keep R and XL small to minimize losses in transmission.
Fault level is defined to be maximum voltage times the short circuit current. For example, if a system has a 230 kV rating and a resistance of 10 Ohms, the short circuit current would be I = V/R = 230 kV/ 10 Ohms = 23 kA so the fault level is 23 kA*230 kV = 5.29 GVA. An acceptable voltage drop is roughly 5%. Hence, loads totaling up to 0.05*5.29 GVA = 264.5 MVA could be connected. (Lynn, 171)
Works Cited
Lynn, Paul A. Electricity from Wave and Tide : An Introduction to Marine Energy. Wiley, 2014.
|
pressbooks
|
2025-03-22T05:09:07.096427
|
06-23-2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://kirkwood.pressbooks.pub/smartgrids/chapter/grid-strength-and-fault-levels/",
"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://kirkwood.pressbooks.pub/smartgrids/chapter/microgrids/
|
10 Microgrids
Microgrids are subsystems of the main grid. Microgrids consist of distributed generation, controllable loads, and storage. Microgrids are connected to the main grid through a single node. Microgrids also allow for more co-generation where excess heat from a generation facility can be sent to consumers who can utilize it. One approach to achieving an overall smart grid is to develop smart microgrids that are eventually all interconnected to form a smart grid. (Bakken, 214)
Benefits (Borlase 105)
- Voltage quality: Better able to compensate for reactive power
- Reliability enhancement: Increases overall reliability of grid since microgrids can be connected and disconnected from the grid as needed
- Optimized Generation: Better optimization of distributed generation since demand and supply can be better controlled
- Peak load shaving: the ability to better limit peak consumption which is the most costly power for a utility to generate.
- Energy loss reduction: Transmission losses are minimized since power is generated closer to consumers.
Works Cited
Bakken, David, and Krzysztof Iniewski, editors. Smart Grids : Clouds, Communications, Open Source, and Automation. CRC Press, 2014.
Borlase, Stuart, editor. Smart Grids : Infrastructure, Technology, and Solutions, Taylor & Francis, 2012.
|
pressbooks
|
2025-03-22T05:09:07.107616
|
06-23-2022
|
{
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"book_url": "https://kirkwood.pressbooks.pub/smartgrids/front-matter/introduction/",
"title": "Smart Grids",
"author": "Jim Trepka",
"institution": "Kirkwood Community College",
"subject": "Electrical engineering"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/faculty-staff-guide-to-oer/
|
Faculty/staff guide to OER
Faculty/staff guide to Open Educational Resources (OER)
This guide is designed to help TCC faculty and staff find, create, evaluate, and incorporate open educational resources for instructional and training purposes.
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- OER basics
- OER myths
- Find OER
- Evaluate OER
- Create OER
- OER licenses
- OER attributions
- Open access
- OER and Canvas
- Open pedagogy
- Library resources
- OER support @ TCC
- OE Steering Group
- Print on Demand
- OER stories
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.121446
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/faculty-staff-guide-to-oer/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/student-guide-to-oer/
|
Student guide to OER
Student guide to Open Educational Resources (OER)
This guide focuses on open educational resources (OER) for TCC students and how to find, use, and cite openly licensed multimedia and materials.
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- What is OER?
- How to find multimedia OER
- How to cite OER
- How to find OER courses @ TCC
- How to find low-cost textbook options @ TCC
- OER support for students @ TCC
- OER stories
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Multimedia includes images, videos, and audio.
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.139316
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/student-guide-to-oer/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/copyright-basics-guide/
|
Copyright basics guide
Copyright basics guide
This guide focuses on basic concepts and practical applications of copyright for TCC faculty and staff, including but not limited to:
- TCC policy
- Copyright basics
- Copyright law
- Fair use
- Classroom use exception
- TEACH Act
- Practical applications
- Video & audio
- Images
- Articles
- Coursepacks
- Music (sheets & recordings)
- Photocopying & scanning
- Reserves
- Obtaining permission:
- General permissions
- Student permissions
definition
Copyright gives the creator of a literary, artistic, musical, other creative and/or tangible work the right to publish, distribute, and/or sell that work.
|
pressbooks
|
2025-03-22T05:09:07.152664
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/copyright-basics-guide/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/accounting/
|
Accounting
Accounting – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Principles of accounting
- Managerial accounting
- Federal income tax
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.165021
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/accounting/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/anthropology/
|
Anthropology
Anthropology – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Survey of anthropology
- Archaeology
- Biological anthropology
- Cultural anthropology
- Linguistic anthropology
- Indigenous peoples of North America
- Human osteology
- Ethnographies of American cultures
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.177423
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/anthropology/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/art/
|
Art
Art – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Art collections online
- Art appreciation
- Two-dimensional design
- Three-dimensional design
- Drawing
- Graphic design
- Digital photography
- Printmaking
- Art for elementary education
- History of Western art
- Folio preparation
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.190442
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/art/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/astronomy/
|
Astronomy
Astronomy – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Astronomy
- Astrobiology
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.202119
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/astronomy/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/biology/
|
Biology
Biology – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Survey of biology
- Marine biology
- Cell & molecular biology
- Microbiology
- Evolution, ecology & biodiversity
- Human anatomy & physiology
- Botany
- Biology research
- Astrobiology
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.214279
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/biology/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/business-and-logistics/
|
Business and Logistics
Business and Logistics – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Introduction to business
- Customer service
- Business math
- Marketing & business development
- Global business
- Small business entrepreneurship
- Management principles
- Leadership & human relations
- Human resource management
- Business law
- Project management
- Statistical analysis
- Social media for business
- Digital & social media management
- Entrepreneurship & innovative mindset
- Organizational & interpersonal behavior
- Managerial accounting
- Financial management
- Economics for managers
- Business strategy & sustainability
- Transportation & distribution
- Inventory management
- International logistics
- Importing & exporting
- Operations & logistics
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.227741
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/business-and-logistics/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/careers/
|
Careers
Careers – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Career & life planning
- Job search & interview skills
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.239438
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/careers/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/chemistry/
|
Chemistry
Chemistry – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Chemical concepts
- Inorganic chemistry (allied health majors)
- Organic chemistry & biochemistry
- General chemistry
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.251291
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/chemistry/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/college-success/
|
College Success
College Success – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- College success & College 101
- Success in online learning
- Career & life-planning
- Managing math anxiety
- Special topics: Financial literacy
- Special topics: Test anxiety for nursing students
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.263284
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/college-success/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/communication-studies/
|
Communication Studies
Communication Studies – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Introduction to communication
- Introduction to mass media
- Interpersonal communication
- Public speaking
- Small group communication
- Intercultural communication
- Professional & organizational communication
- Health communication
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.275401
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/communication-studies/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/community-and-public-health/
|
Community Health
Community Health – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Community health navigation & care coordination
- Global health
- Introduction to community health
- Community health advocacy
- Community health communications & informatics
- Health policy, law & ethics
- Introduction to epidemiology
- Program planning & evaluation
- Healthcare research methods
- Environmental health
- Professional writing & communication in healthcare
- Families as social systems
- Epidemics & prevention
- Health, culture & diversity
- EMS ethics & leadership
- Injury prevention
- Community paramedicine
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.288458
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/community-and-public-health/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/computer-science/
|
Computer Science
Computer Science – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Computer science principles
- Java programming
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.300211
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/computer-science/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/computer-skills/
|
Computer Skills
Computer Skills – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to practical computing
- Word
- Excel
- PowerPoint
- Access
- Online learning
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.312250
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/computer-skills/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/creative-writing/
|
Creative Writing
Creative Writing – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Creative writing skills
- Reading lists and essays
- Poetry
- Prose/fiction
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.324105
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/creative-writing/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/culturally-responsive-and-inclusive-pedagogy/
|
Culturally Responsive and Inclusive Pedagogy
Culturally Responsive and Inclusive Pedagogy – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Concepts and keywords
- TCC EDI resources
- Introductory professional development
- Advanced professional development
- Curriculum (activities, lesson plans, assignments, syllabus)
- Classroom environment
- OER and EDI rubrics
- Open pedagogy
- Images
- Instructional design
- Accessibility
- Business
- College success
- Communication studies
- Education
- ELA and languages
- Environmental studies
- Health
- History
- Information systems
- International programs
- Social sciences
- STEM
- Writing and literature
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.337498
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/culturally-responsive-and-inclusive-pedagogy/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/early-childhood-education/
|
Early Childhood Education & Education
Early Childhood Education & Education – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to ECE
- Intro to education
- Curriculum development
- Math, science, and technology
- Healthy, safety, and nutrition
- Language, literacy, and arts
- Promoting positive behavior
- Child development and care
- Family systems and communication
- Exceptional child
- Administration
- Outdoor learning for young children
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.350009
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/early-childhood-education/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/economics/
|
Economics
Economics – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Microeconomics
- Macroeconomics
- Alternative approaches
- Economics for managers/business
- Econometrics
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.361942
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/economics/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/engineering/
|
Engineering
Engineering – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to engineering
- Engineering and design
- Engineering graphics
- Materials science
- Electrical circuits
- Statics
- Dynamics
- Engineering thermodynamics
- Mechanics of materials
- Applied numerical methods
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.374239
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/engineering/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/environmental-studies-and-sustainability/
|
Environmental Science and Sustainability
Environmental Science and Sustainability – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Environmental science
- Climate change
- Environmental history and sustainability
- Environmental politics
- Native American environmental case studies
- Environmental literature and writing
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.386421
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/environmental-studies-and-sustainability/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/film-studies/
|
Film Studies
Film Studies – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Introduction to film
- American history, American film
- Politics and film
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.398395
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/film-studies/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/geography/
|
Geography
Geography – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Physical geography
- Maps, GIS, and the environment
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.410167
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/geography/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/geology/
|
Geology
Geology – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Physical geology
- Fossils and history of life
- Historical geology
- Structural geology
- Geology of the PNW
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.422725
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/geology/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/health-information-technology-and-management/
|
Health Information Technology and Management
Health Information Technology and Management – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- HIT and HIM foundations
- Medical terminology
- Pathophysiology
- Pharmacology
- Health records and systems
- Health insurance protection and HIPAA
- Coding
- Data analytics
- Quality improvement
- Medical office procedures
- Health laws, politics, and ethics
- Online learning
- Health care writing
- Leadership in health care
- Internship/professional practice experience
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.435599
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/health-information-technology-and-management/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/history/
|
History
History – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- World history
- History of modern Europe
- U.S. history
- American history, American film
- Pacific NW history
- Native American history
- African American history
- History of Japan
- History of China
- Environmental history
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.448008
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/history/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/111/
|
Human Services
Human Services – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to human services
- Therapeutic approaches/techniques
- Behavioral health/wellness
- Best practices
- Advanced helping strategies
- Ethics and professional development
- Addictions and pharmacology
- Cultural competencies
- Trauma informed care
- Family violence
- Youth and families
- Co-occurring disorders
- Aging and adult services
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.460951
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/111/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/humanities/
|
Humanities
Humanities – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to humanities
- Global humanities
- American multicultural arts
- Introduction to film
- American history, American film
- The city
- Intro to Pacific Rim cultures (Taiwan)
- Literature
- Bible as literature
- Writing
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.473870
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/humanities/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/research-skills/
|
Information Literacy and Research Skills
Information Literacy and Research Skills – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Research skills and information literacy
- Digital and media literacy
- Academic integrity and plagiarism
- Research and writing
- Research methods across the curriculum
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.486224
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/research-skills/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/information-systems/
|
Information Systems
Information Systems – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Microcomputer fundamentals
- Operating systems
- Help desk operations
- Programming
- Database implementation – SQL
- IT project management
- Social media
- Client/server technology – LANs
- Administration of networks
- Windows networks
- Internetworking
- Network security fundamentals
- Scripting: Python
- Scripting: Powershell/ISE
- Scripting: BASH
- Emerging communication technology & IT ethics
- Information & data security
- Digital forensics
- Cloud computing & virtualization
- Data science & big data analytics
- Routing and switching
- Incident response & intrusion analysis
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.499803
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/information-systems/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/literature/
|
Literature
Literature – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Anthologies and readings
- Intro to literature
- American literature
- Literatures of diversity: African American literature
- British literature
- Shakespeare
- World literature
- Women’s literature
- Mythology and folk stories
- Bible as literature
- Environmental literature/writing
- Children’s literature
- Sci-fi and fantasy literature
- Writing about literature
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.512979
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/literature/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/mathematics/
|
Mathematics
Mathematics – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Developmental math
- Math anxiety
- Math education
- Math in society
- Algebra
- Linear algebra
- Statistics
- Precalculus
- Calculus
- Business precalculus & calculus
- Trigonometry
- Differential equations
- Multivariable calculus
- Math and the environment
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.525843
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/mathematics/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/music/
|
Music
Music – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Music appreciation
- Music theory
- World music
- Music in the classroom
- Digital music
- Applied music
- Music performance/ensembles
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.539618
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/music/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/nursing/
|
Nursing
Nursing – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Nursing assistant
- Health and illness
- Pharmacology
- Clinical
- Professional concepts
- Intravenous therapy skills
- Patient care
- NCLEX-RN exam prep
- Health careers
- Nutrition in health care
- Ethics in health care
- Psychosocial issues in health care
- Nursing writing and research
- Test anxiety for nursing students
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.553256
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/nursing/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/nutrition/
|
Nutrition
Nutrition – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Human nutrition
- Food and sustainability
- Nutrition in healthcare
- Nutrition, wellness, and fitness
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.565438
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/nutrition/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/oceanography/
|
Oceanography
Oceanography – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Introduction to oceanography
- Physical oceanography
- Marine biology
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.577986
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/oceanography/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/paralegal/
|
Paralegal
Paralegal – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Pedagogy and instructional design
- Legal documents, writing & research
- Paralegal fundamentals & ethics
- Health/dealing with stress
- Civil law
- Civil procedure
- Criminal procedure
- Family law
- Probate/estate planning
- Alternative dispute resolution
- Real estate law
- Bankruptcy law
- Employment & labor law
- Business organizations/corporations
- Contracts/commercial transactions
- Investigations, evidence & e-discovery
- Transition planning
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.591837
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/paralegal/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/philosophy-and-religion/
|
Philosophy and Religion
Philosophy and Religion – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Intro to philosophy
- Logic and critical thinking
- Ethical decision-making
- Ethics in health care
- Religion
- Bible as literature
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.604856
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/philosophy-and-religion/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/physical-education/
|
Physical Education
Physical Education – TCC OER Subject Guide
- Total fitness
- Badminton
- Basketball
- Body conditioning
- Health, wellness & nutrition
- Hiking
- Self-defense
- Soccer
- Softball
- Volleyball
- Walking and jogging
- Weight training
- Yoga
- Coaching theory
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.618539
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/physical-education/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/physics/
|
Physics
Physics – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- General physics for non-majors
- Engineering physics for majors
- Engineering physics – Mechanics
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.631435
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/physics/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/political-science/
|
Political Science
Political Science – TCC OER Subject Guide
- Intro to political science
- American government
- Civic engagement
- Political theory
- International relations
- Environmental politics
- Politics and film
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.644124
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/political-science/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/psychology/
|
Psychology
Psychology – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- General psychology
- Lifespan development
- Human sexuality
- Personality
- Abnormal psychology
- Social psychology
- Biopsychology
- Health psychology
- Research methods in psychology
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.656762
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/psychology/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/radiologic-science/
|
Radiologic Science
Radiologic Science – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Fundamentals of radiologic science
- Radiation physics
- Clinical education
- Radiographic positioning
- Radiographic images and digital radiography
- Fundamentals of patient care
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.669007
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/radiologic-science/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/sociology/
|
Sociology
Sociology – TCC OER Subject Guide
- Intro to sociology
- Social problems
- Women’s and gender studies
- Research methods for sociologists
- Intro to queer studies
- Race and ethnic relations
- Sociology of Latinx Americans
- Sociology of African Americans
- Sociology of sport
- Sociology careers
- Crime, deviance, and social control
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
|
pressbooks
|
2025-03-22T05:09:07.687508
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/sociology/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/developmental-studies-abe-ela-eap/
|
Transitional and Developmental Studies (ABE, ELA, EAP)
Transitional and Developmental Studies (ABE, ELA, EAP) – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas in ABE, ELA, and EAP, including but not limited to:
-
Multi-discipline OER repositories
- Grammar and punctuation
- Spelling and phonics
- Listening and speaking
- Audiobooks and e-books
- Stories, readers, and news articles
- Vocabulary building
- Reading and literacy
- Writing
- Life skills
- Math
- Technology
- Art
- History
- STEM
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
Adult Basic Education
English Language Acquisition
English for Academic Purposes. The EAP program is designed to prepare international students for English language skills and use in the U.S. college classroom.
|
pressbooks
|
2025-03-22T05:09:07.703576
|
02-24-2025
|
{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/developmental-studies-abe-ela-eap/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
|
https://openwa.pressbooks.pub/tccoersubjectguides/chapter/tutoring-and-academic-skills/
|
Tutoring and Academic Skills
Tutoring and Academic Skills – TCC OER Subject Guide
This OER subject guide highlights and summarizes OER, open access, and/or library materials for the following areas, including but not limited to:
- Peer tutoring and support
- Writing and reading skills
- College success skills
- Research skills
- TCC tutoring resources
Open educational resources (OER) are openly licensed resources available at little or no cost that can be used for teaching, learning, or research. ("7 Things You Should Know About Open Educational Resources" by EDUCAUSE)
Open access (OA) refers to online resources that are free of all restrictions for access (e.g. paywalls or subscriptions). Open access can be applied to all forms of published resources and research, including peer-reviewed and non peer-reviewed. Open access materials are NOT necessarily openly licensed. Sometimes, open access materials are also openly licensed, but you have to check the license or copyright info.
Library materials include: licensed e-books, online magazines & journals, streaming media, and other online resources available through the TCC Library subscriptions. These resources are restricted to TCC students, faculty and staff, and they are already-licensed materials that do not allow for customization and re-use or redistribution the same way as OER. Although library online resources are not "open," they are available at no extra cost to students.
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pressbooks
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2025-03-22T05:09:07.717852
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02-24-2025
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{
"license": "Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/",
"url": "https://openwa.pressbooks.pub/tccoersubjectguides/chapter/tutoring-and-academic-skills/",
"book_url": "https://openwa.pressbooks.pub/tccoersubjectguides/front-matter/introduction/",
"title": "TCC Library's Directory of OER Subject Guides",
"author": "Jennifer Snoek-Brown",
"institution": "Tacoma Community College",
"subject": "Open learning, distance education, Reference, Information and Interdisciplinary subjects, Reference works, Directories, Library and information services, Curriculum planning and development, Higher education, tertiary education, Adult education, continuous learning, Teachers’ classroom resources and material, Educational material, , , , , , ,"
}
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