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close this bookAppropriate Community Technology - A Training Manual (Peace Corps; 1982; 685 pages)
View the documentThe Farallones Institute Rural Center
View the documentCHP International, INC.
View the documentPreface
View the documentAcknowledgments
View the documentIntroduction
Open this folder and view contentsPhase I: Introduction to training
Open this folder and view contentsPhase II: Earthen construction and fuel-saving cookstoves
close this folderPhase III: Pedal/treadle power
View the documentPhase III Calendar
View the documentSession 1. Maternal and child health: part 1
View the documentSession 2. The path of the sun
View the documentSession 3. Introduction to pedal/treadle power
View the documentSession 4. Design considerations for pedal/treadle power
View the documentSession 5. Classical mechanics: principles of pedal/treadle power
View the documentSession 6. Use of appropriate aids to communication
View the documentSession 7. Maternal and child health: part 2
View the documentSession 8. Part one: familiarization with materials and tools
View the documentSession 8. Part two: familiarization with the bicycle
View the documentSession 9. Introduction to design considerations
View the documentSession 10. Presentation of designs
View the documentSession 11. Construction of pedal/treadle-powered devices
View the documentSession 12. Blacksmithing and metalwork
View the documentSession 13. Appropriate technologies for health
View the documentSession 14. Case studies in community health
View the documentSession 15. Preparation for pedal/treadle presentations* *
View the documentSession 16. Heat transfer
View the documentSession 17. The role of the volunteer in development: international development part 1: the green revolution: successes and failures
View the documentSession 18. Presentation of pedal/treadle-power devices
View the documentSession 19. Volunteers in development part one. women in development
View the documentSession 20. Mid-program evaluation part one : program evaluation
Open this folder and view contentsPhase IV: Solar water heaters
Open this folder and view contentsPhase V: Solar agricultural dryers
Open this folder and view contentsPhase VI: Concluding the program: The energy fair
Open this folder and view contentsAppendices
 

Session 16. Heat transfer

Total time:

2 hours

Objectives:

* To define and discuss the different types of heat transfer
* To demonstrate types of heat transfer using non-technical language

Resources:

* Anderson, The Solar Home Book, pp. 62-74
* Mazria, Passive Solar Energy Book, pp. 5-20, 2843

Materials:

* Heat source (sun, infrared lamp, burner at low heat, etc.)
* Various metals (iron, steel, lead, copper, aluminum, etc.)
* Glazing materials (glass, vinyl, polyethylene, etc.)
* Insulation materials (newspaper, cardboard, straw, etc.)
* Building materials (stone, brick, adobe, etc.)
* Thermometers, newsprint, felt-tip pens
* Model solar water heater and food dryer

Trainer Notes

This session requires substantial preparation to gather all of the materials listed above.

Procedures:

Step 1. (5 minutes)
State the objectives and outline the session activities.

Step 2. (15 minutes)
Define and discuss the three types of heat transfer: radiation, conduction and convection.

Trainer Notes

Encourage the participants to come up with their own definitions of the three types of heat transfer. (Since they have defined them in Phase III: Session 7, "Earthen Stoves," they should have little difficulty in forming a definition.)

Post the definitions on newsprint as they are formulated.

Ask for the differences in heat transfer between cookstoves and solar devices, such as water heaters and food dryers.

Step 3. (40 minutes)
Have the participants form small groups and develop demonstrations to describe one or two types of heat transfer.

Trainer Notes

* Mention that the demonstration should use simple, non-technical language.

* Tell them to assume the presentation will be given to people with little or no formal schooling.

* Explain that the materials which have been gathered are all available for use in the presentations or they can find and use other materials.

* Encourage the groups to use non-formal education techniques such as skits, visual aids, songs, dances, etc.

* Circulate among the groups and offer assistance where necessary.

Step 4. (45 minutes)
Have the groups give their demonstrations.

Trainer Notes

Discuss each demonstration after it is given. These questions will help to focus the discussion:

* What worked well during the demonstration?
* What didn't work well?
* Would the demonstration be understandable by people with little or no formal schooling?
* What could have been done differently to improve the demonstration?

Step 5. (15 minutes)
Discuss how types of heat transfer are applied to solar device,.

Trainer Notes

To stimulate the discussion, ask the following question:

How will these three types of heat transfer work for and against you in your solar devices?

Step 8. (5 minutes)
Have the participants clean up the area.

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