ELE101 - Apresentação Final dos Projetos de Viabilidade de Energia Alternativa do Curso ELE101 - Introdução a Engenharia Elétrica

Final Presentations - Introduction to Electrical Engineering

“The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come.”
CS Lewis

“It often happens that two students can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by students, I have sometimes, after a minute, seen that expression settle down on their faces which assured me that they were suffering exactly the same frustration which I had suffered from my own teachers. The fellow-student can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago that he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the student; he sees a dozen other difficulties which ought to be troubling him but aren’t.” 
CS Lewis

The following impressive list of projects is a clear demonstration of the ability of undergraduate students to learn via independent study and research.

These projects were developed as a partial requirement for an Introduction to Electrical Engineering course.  Each group selected a topic of interest within the topics of alternative energy and emerging technologies and met with the instructor on a regular basis. Progress reports were required for monitoring the process and reporting via a webpage or blog for the project.

The instructor has used this research approach many times, and despite possible short-comings of the less structured classroom situation, the results and amount of learning for the student and instructor is very valuable, and worth of new attempts. The variety and depth of the topics speak for itself. It is expected that some of the projects will be submitted as articles to IEEE and other Engineering Education conferences and publications.  

Grupo 1 
www.g1microgrid.blogspot.com.br

Grupo 2
http://projetoeolicoitajuba.blogspot.com.br/

Grupo 3
 http://eelgrupo3.wix.com/grupo-3

Grupo 4
https://sites.google.com/site/autoresidencia/home

Grupo 5
 http://maurolibanio.wix.com/livehealthly

Grupo 6
 http://energiafotovoltaic.wix.com/grupo6

Grupo 7
 http://projetoeel.blogspot.com.br/

Grupo 8
http://tidalenergy.webs.com/pre-project

Grupo 9
http://smartspent.webuda.com/

Grupo 10
http://stifler16.wix.com/s-energy-storage

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Life of Learning

Quote from Derek Brewer about the way C.S. Lewis taught at Oxford:

“It conceived of learning as a way of life - - -  Their reading, thinking and writing were part of a unified life, neither “job” nor “recreation,” because they were both. They did not, strictly speaking, “teach.” In the morning and evenings of the term they were visited in their rooms by arrangement by their pupils, who “read the subject with them.” It was not exactly an egalitarian society, but there was a sense of fundamental equality and unity, divided into ranks and stages. I had not doubt, at the age of eighteen, that for all the differences of temperament, intelligence, ability, learning, repute, and age between me and this distinguished, jolly man, we were nevertheless of the same kind, engaged in the same pursuit. And the reason I felt this was no doubt because that was how Lewis treated me. I was not a school boy to be taught and disciplined, not a “student,” but a “man”