Water and Energy: Conventional and Alternative Systems

Where does the energy come from to light a building or power an air conditioning system? Where does the water in your facet originate, and what treatment/processing has been required? Where does the water go when you flush the toilet or drain a bathtub? How do we distribute water and energy from central facilities to individual homes and businesses? How do we avoid running out of water and energy for urban use? This course aims to help students answer these questions. 

Learning activities will provide fundamental information on water and energy systems and a broad education as to the past, present, and future considerations regarding sustainable water and energy system technologies. Students in this course will explore the history, present, and future of these systems with an emphasis on alternative technologies for producing energy and clean water. Key areas for discussion will include atomic, solar, hydro, and wind energy system technologies, as well as water reuse and desalination. Through this course, students will become familiar with the primary sources of water and energy and the systems and technologies used for production and conveyance. Students completing this course will gain a strong understanding of the water and energy systems used to sustain urban growth and development, as well as a vision of the future related to challenges and potential solutions for sustainability.

The capstone project for the course involves tying in both water/wastewater and energy through
a variety of different methods. There are four choices, with brief descriptions:

Option 1: Letters to the Editor – Students write three different Letters to the Editor to print or
online publications in direct response to three specific articles of the student’s choosing; one
must be on water, one on energy, and the last on either or a combination.

Option 2: Sustainable Design of a Tiny Home – Students design a tiny home. Their task is to
think of 3-5 different innovations to a 400 square-foot tiny house that would allow for the tiny
house to be electrically self-sufficient and able to draw water from the environment and have
potable water. Students may also include designs that incorporate food production as well.

Option 3: UA Green Fund Preproposal or OoS W/E Use on Campus – Students prepare a
preproposal for the UA Campus Sustainability Fund.

Option 4: Website – Students select a topic of their choice related to the material in this course
about which to educate the public. Students present their work in a visual, user-friendly way
through a curated list of YouTube videos and other online content, which students integrate into
their own writing.

Write three different Letters to the Editor to print or online publications in direct response to three specific articles of your choosing. You do not need to actually submit your letters to the publications, but feel free to do so! Choose three topics total, including at least one water topic and one energy topic.

Example water topics:

• providing access to clean water
• drinking water issues and treatment
• wastewater issues and treatment

Example energy topics:

• alternative energy sources for electricity or issues related to electricity grid operation (e.g., smart grid,  storage, microgrids)
• alternative fuel sources for transportation
• climate change

You can interpret these categories broadly, but each article (or your response) should address sustainability in some way. Please be sure the articles are current (published within the last 3 months). Each letter should be at least 600 words.

Address each letter with "Dear Editor" or use the article author's name, if available. In your letter, address issues raised in the article and stay focused. Clearly present your point of view. Use data and facts to support your position. 

Provide citations for any text, data, or ideas you use from other sources. Use in-line citations with full references at the end of each letter. The in-line citations can count as part of your word count, but the references are not part of the word count.

In your letters, you MUST include quantitative information to support your claims. For instance, if you are writing about a water topic, include calculations about water usage or generation. How were you able to determine this number? What calculations did you use to support your main opinions in the article?

Overall, a successful letter will have a clear point and be well organized. It will present facts and data to support your point of view. Each letter will directly address the referenced article.

Option 3a: UA Campus Sustainability Fund

Prepare a preproposal for the UA Campus Sustainability Fund https://sustainability.arizona.edu/projects/campus-sustainability-fund.

There are two main types of grant applications: mini and annual grants. Although applications for the annual grants and mini grants are not currently being accepted, this exercise will prepare you to submit a proposal for the next funding cycle. I encourage you to follow through with your proposal and make a positive impact on campus! For the preproposal, you only need to address the questions found in the template, which are a modification of the Project Evaluation Criteria Section. Think about what you have learned about water and energy this semester as it relates to sustainability and then challenge yourself to apply that knowledge right here to benefit the U of A community.

Option 3b: The Office of Sustainability wants your ideas for reducing water and energy use on campus.

See the article: The Office of Sustainability wants your ideas for reducing water and energy use on campus about the Utility Modification Revolving Fund. For the purpose of this course, if you want to apply or work in this domain, send me an email.

For both options, you must show quantitative calculations for your project(s) to support your reasoning. In each project, there needs to be data that you calculated, collected, or analyzed in order to promote your projects. If you need help determining how to approach this, reach out to me and we can make a plan.

For this project, you will select a topic of your choice related to the material in this course about which to educate the public. You will present your work in a visual, user-friendly way through a curated list of YouTube videos and other online content, which you will integrate into your own writing. This content will be featured on a website of your choice (Wix or Google Sites suggested!) that you will build yourself. The website will also contain other content of your own creation, as outlined below. Whichever topic you choose, your website should address sustainability and some aspect of the water-energy nexus as it relates to that topic. Think about how this website can be reused for future events or topics, such as incorporating into a C.V., e-portfolio, or other class project.

The required content of this assignment is as follows:

1. A multi-media essay that includes your own original writing and three YouTube videos of your choice. 
   1. Your YouTube videos should be thoughtfully chosen. Consider using them to provide a popular, journalistic, or scholarly interpretation of your topic to pair with your writing. Perhaps discuss why you agree or disagree with the view presented.
   2. The writing that accompanies the videos should integrate them into your essay, be 300-600 words long, and include:
      1. An engaging "lede," or introduction to your essay. This should be done in a journalistic style that draws your reader in, and makes him or her want to read the rest of your essay.
      2. Background information on your topic to help someone unfamiliar with it understand it better.
      3. An argument that ties the essay together.
      4. Evidence to support your argument.
      5. References to two class readings and three other scholarly readings, cited with parenthetical citation in the text and reference list at the bottom of the text.
2. A curator's statement that describes why you chose the videos you chose. It will also explain any other considerations that inform the design and content of your website (i.e., your title for the website, or the visual "theme" you chose. This should be between 200-400 words long.
3. A reading list that provides readers with readings where they can find more information about your subject. This should include all of the readings cited in your essay, and five more beyond those for a total of at least 10.
4. An author biography that describes who you are and what motivates your interest in the subject. This should be one paragraph long.
5. Dispersed throughout your website, you need to include 3 demonstrations of quantitative reasoning. This can be created in many different ways and I want you to use your creativity in how to incorporate this into your website. One example could be linking a study of water usage in Tucson followed by your analysis of the problem. Perhaps you double check the numbers or calculations in the study to show competency. If you need help determining how to approach this, reach out to me and we can make a plan.

The signature assignment for CHEE 204: Water and Energy serves as a culminating project that
integrates key concepts learned throughout the course while also encouraging critical thinking,
creativity, and interdisciplinary perspectives. This assignment aligns with the course learning
outcomes by requiring students to demonstrate their understanding of both water/wastewater
systems and energy sources within the context of sustainable urban development.

The purpose of the assignment is twofold. Firstly, it aims to consolidate students' knowledge by
challenging them to apply it in practical and innovative ways. By presenting four distinct
options, the assignment allows students to choose a path that aligns with their interests and
strengths while addressing the central themes of the course. Secondly, it fosters skills in
communication, problem-solving, and interdisciplinary thinking, which are essential for
professionals in the sustainable built environment field. This also is designed to push students to
showcase their quantitative reasoning and writing skills, both being attributes to the course.

In the class setting, the assignment is introduced as the capstone project, emphasizing its
significance in integrating course content and demonstrating mastery of the subject matter.
Students are provided with clear descriptions of each option and encouraged to select the one
that resonates most with their interests and career aspirations. Throughout the semester,
scaffolded activities and discussions prepare students for the assignment by exploring relevant
case studies, conducting research, and engaging in critical analysis of real-world issues related to
water and energy sustainability.

The assignment encourages students to engage in perspective-taking by requiring them to
consider multiple viewpoints and stakeholders' interests. For instance, Option 1 prompts students
to craft letters to the editor addressing different aspects of water and energy management,
thereby encouraging them to empathize with diverse perspectives and communicate effectively
with varied audiences. Similarly, Option 2 challenges students to design a sustainable tiny home,
prompting them to consider environmental, social, and economic factors while proposing
innovative solutions.

The assignment draws from established best practices in teaching and learning by incorporating
principles of active learning, project-based learning, and authentic assessment. By providing
students with choices and autonomy, the assignment promotes intrinsic motivation and
ownership of learning outcomes. Additionally, the emphasis on real-world applications and
interdisciplinary thinking aligns with recommendations from research on effective sustainability
education. This capstone assignment was designed to be easily transferred into a general
education or SBE portfolio for students to showcase as they matriculate. Overall, the signature
assignment for CHEE 204 reflects a pedagogical approach that prioritizes student engagement,
critical thinking, and practical skill development in the context of sustainable urban development.

• Level of research and quality of information presented (50%)
• Organization and quality of writing (40%)
• Format, presentation, references (10%)