The Candler County School System - 1266 Words

The Candler County School District is a small, rural school system located in southeast Georgia. Candler County is made up of the city of Metter and the town of Pulaski. Currently, there are four schools in Metter. Employing 369 faculty and staff, bus drivers, and central office staff, the school system is the largest employer in the county. Metter was founded in 1889 and incorporated in 1903 as a town in western Bulloch County. However, in 1906 Dr. Wallace Kennedy spearheaded a movement to create a new county with Metter as the county seat. The movement became reality in 1914 when Candler County was carved from parts of Bulloch, Emanuel and Tattnall counties and became Georgia s 150th county. Metter re-incorporated as a city in 1920. As†¦show more content†¦The racial make-up of the system s student population includes less than 1% Asian, 3% multi-racial, 18% Hispanic, 30% Black, and 48% White. All students in Candler County are eligible for breakfast and lunch at no cost. In addition, all schools are Title I Schoolwide Schools. There is a Mennonite Church School, with a little over 20 students attending, located in the geographic boundaries of Candler County and 27 students are home-schooled. There are currently 137 certified teachers employed by the Candler County Charter School System (111 White, 23 Black, and 2 Hispanic) and 12 administrators (8 White and 4 Black). 100% of certified staff is currently and have been highly qualified since 2010. The 2015-2016 teacher retention rate was 87.5%, with 96% of teachers having 5 or more years of experience. The principal retention rate for 2015-2016 was 100%. At the end of the 2016-2017 school term, the intermediate school principal will be retiring. In response to stakeholder feedback, the board has decided to return to the elementary school model with a Prek-5 school next school year. Therefore, Candler will have one elementary school, one middle school, and one high school next school year. One unique feature of the community is its location right off the interstate (I-16). The SPLOST funds generated from Candler County s ideal location have been very beneficial to the school system. In 2014, ESPLOST was critical in creating the opportunity for MES, MIS, and MMS to moveShow MoreRelatedCoco Cola18335 Words   |  74 Pageswaters produced by soft drinks manufacturers in India, including multinational giants PepsiCo and Coca-Cola, contained toxins including  lindane,  DDT,  malathion  and  chlorpyrifos  Ã¢â‚¬â€Ã‚  pesticides  that can contribute to cancer and a breakdown of the immune system. Tested products included Coke, Pepsi, and several other soft drinks (7Up,  Mirinda,  Fanta,  Thums Up,  Limca,  Sprite), many produced by The Coca-Cola Company. CSE found that the Indian produced Pepsi s soft drink products had 36 times the level ofRead MoreHypothesis-Pepsi vs Coke2461 Words   |  10 PagesCoke or (in European) as cola, pop, or in some parts of the U.S., soda (Pendergrast, p.6). Originally intended as a patent medicine when it was invented in the late 19th century by John Pemberton, Coca-Cola was bought out by businessman Asa Griggs Candler, whose marketing tactics led Coke to its dominance of the world soft-drink market throughout the 20th century (Pendergrast, p.6). The first Coca-Cola recipe was invented in a drugstore in Columbus, Georgia by John Pemberton, originally as a coca-wineRead MoreCoca-cola Marketing Plan4592 Words   |  19 PagesCited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14 Koch 3 Executive Summary In 1886 Dr. John S. Pemberton created a distinctive tasting soft drink and in 1899 Benjamin Thomas, Joseph Whitehead and John Lupton developed what became the Coca‑Cola worldwide bottling system since then the Coca Cola Corporation has been defined as the most well-known trade mark in the world. After 115 years Coca-Cola has come a long way since its beginning, from selling nine bottles a day to selling billions a day. Coca Cola owns overRead MoreCoca Cola Company Analysis7501 Words   |  31 Pagesvitaminwater, Powerade, Minute Maid, Simply, Georgia and Del Valle. Globally, the Coca-Cola company is the No. 1 provider of sparkling beverages, ready-to-drink coffees, and juices and juice drinks. Through the world s largest beverage distribution system, consumers in more than 200 countries enjoy the beverages at a rate of 1.7 billion servings a day. With an enduring commitment to building sustainable communities, the company is focused on initiatives that reduce its environmental footprint, support

Operation Management Chapter 7 †Capacity and Facilities...

Student name : Student ID : Operation Management: CHAPTER 7 – Capacity and Facilities Design Question 7-8: Facility layout refers to the arrangement of activities, processes, departments, workstations, storage areas, aisles, and common areas within an existing or proposed facility. The basic objective of the layout decision is to ensure a smooth flow of work, material, people and information through the system. We can list five goals of facility layout such as the following: 1. Eliminate wasted or redundant movement We can take Wal-mart as an example. Wal-mart is one company who has a great successful by using process layout. They group similar activities together in departments according to the process or function they perform. Each†¦show more content†¦The advantage of this layout is its efficiency and ease to use. It avoids production bottlenecks and there is an economy in manufacturing time. The disadvantage is inflexibility. Significant changes in product design may require that a new assembly line be built and new equipment be purchased. Any breakdown of equipment along the production line can be disrupting the whole system. Fixed position layout: A fixed-position layout is appropriate for a product that is too large or too heavy to move. In this type of layout, the materials or major components remains in a fixed location, amp; tools, machinery amp; men as well as other pieces of material are brought to this location. The movement of men amp; machines is advisable as the cost of moving them would be lesser. This is fallowed in manufacturing of bulky amp; heavy products, such as, construction of buildings, locomotives, ships, boilers, aircraft amp; generators. Due to the nature of the product, the user has little choice in the use of a fixed-position layout. Disadvantages include: * Space. For many fixed-position layouts, the work area may be crowded so that little storage space is available. 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Secondary science teacher career analyis Essay Example For Students

Secondary science teacher career analyis Essay Secondary Science Teacher Career AnalysisAfter obtaining a bachelors degree in science, most people begin to scour the job market. Many people may find difficulty obtaining a job pertaining to science without a masters degree. Rather than give up people tend to explore their options. Some people continue their education to ensure their success in the science industry. Others explore alternative careers which interest them. Another option is to share the knowledge obtained in four years of college by teaching in a middle or high school setting. Each option is better suited for different individuals. Many people cannot go to graduate school for one reason or another. Maybe they do not have the financial means, or they lack the time needed to complete the program. Others choose not to change career fields because science is their main interest and prefer to stick with it. Some choose not to teach because it does not interest them or because they do not know enough about it. Due to the h igh demand of secondary education teachers, often people choose this option. In the late 1990s, the majority of high school students were not taught science by science teachers. The students were instead taught science by teachers who normally taught other subjects (20 Hot). That has not changed much in the new millennium. The need for secondary school teachers continues to rise and is not expected to decline in the near future. It is currently listed in the top five for occupations with the most job openings.Many states are also expecting a significant rise in the number of teachers they are going to employ. The average salary for a secondary educator ranges from $19,700 to $70,030 a year (United States). $35,750 is the customary income for first year secondary teachers according to the Economic Research Institute. However, the Bureau of Labor statistics claims that the usual starting salary is $36,600 (Secondary). Conversely, $25,700 is the national standard for beginning secondar y teachers according to the American Federation of Teachers (United States). And the income for private school secondary educators varies greatly. Some private schools offer free room and board and other offers included as the salary so a comparison is often difficult. Teachers are more likely to receive raises after they have been teaching at the same school district for more than a year. Coaching athletic teams and teaching extracurricular activities also increases pay. Obtaining a masters degree or Ph.D also increase a secondary school science teachers salary. On average, a public school teacher with a masters degree earns $44,525, and with a Ph.D it is increased even more to $49,125 for a beginning teacher (Secondary). But those are not the only reasons science majors decide to teach secondary education. Through the exploration of the definition of a science teacher and the job description, the skills needed to be successful, interests and values desired, future trends, advantag es, and drawbacks of the profession you will see why teaching science is a feasible possibility many people majoring in science are beginning to choose. DEFINITION OF A SECONDARY SCIENCE TEACHERThe first aspect of a teaching profession a person interested in teaching science in a middle or high school setting must do is examine the definition of not only a science teacher but also secondary teacher in general. It is also necessary to assess the daily tasks and duties involved in secondary teaching. We will write a custom essay on Secondary science teacher career analyis specifically for you for only $16.38 $13.9/page Order now A secondary school teacher can teach seventh through twelfth grades. Many educators teach either middle or high school but it is not limited to a specific grade level. Secondary teachers must present course materials by providing a lecture, using audio-visual aids, and assigning homework. In addition to actually teaching material, a secondary teacher must also evaluate students through observation and discuss the findings with the student, the students parents, and other involved teachers or administrators. Teachers must also supervise the students at all times and maintain proper behavior in the classroom through the use of guidance and discipline (Secondary). Most states also require teachers to hold a certification from the state. There are a variety of tasks and duties that must be performed by a secondary teacher. Some of the duties are daily activities. Others are weekly, monthly, or as needed. The main objective for an educator is, through the use of multiple teaching methods, to instruct students.A secondary science teacher must also prepare curriculums for each class they teach, including a course outline and the objectives of the lesson according to state regulations. Recording students progress through the use of evaluations and reports is an additional duty of a high school or middle school science teacher. Educators must also cooperatively work with parents, students, and counselors to help resolve behavior and academic problems. Through the use of discipline and guidance, secondary teachers are required to maintain order in the classroom. Instructing students using a variety of teaching strategies including small group, modeling, projects, intergraded discipline and interactive teaching is an added task for science teachers at the secondary level (Tasks). Additional tasks include the following:Develop, administer, and grade testsAttend meetings, conferences, and training workshopsMaintain attendance records (Tasks)SKILLS AND INTRESTED NEEDED TO BE SUCCESSFULLAs with every profession, there are certain skills, interests and abilities needed to be successful. Teaching science at the secondary level is no exception. Many people may find teaching difficult and unrewarding if they do not possess certain skills and interests. .ufe70a2cc729ac0617e7c87f587b9ec7d , .ufe70a2cc729ac0617e7c87f587b9ec7d .postImageUrl , .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text-area { min-height: 80px; position: relative; } .ufe70a2cc729ac0617e7c87f587b9ec7d , .ufe70a2cc729ac0617e7c87f587b9ec7d:hover , .ufe70a2cc729ac0617e7c87f587b9ec7d:visited , .ufe70a2cc729ac0617e7c87f587b9ec7d:active { border:0!important; } .ufe70a2cc729ac0617e7c87f587b9ec7d .clearfix:after { content: ""; display: table; clear: both; } .ufe70a2cc729ac0617e7c87f587b9ec7d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe70a2cc729ac0617e7c87f587b9ec7d:active , .ufe70a2cc729ac0617e7c87f587b9ec7d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text-area { width: 100%; position: relative ; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe70a2cc729ac0617e7c87f587b9ec7d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe70a2cc729ac0617e7c87f587b9ec7d:hover .ctaButton { background-color: #34495E!important; } .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ufe70a2cc729ac0617e7c87f587b9ec7d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe70a2cc729ac0617e7c87f587b9ec7d:after { content: ""; display: block; clear: both; } READ: Mythological Heroes: Achilles and Hercules Persuasive EssayThere are a variety of skills and abilities needed for the field of secondary education. Teaching is much more than just relaying information. It is a process of sharing knowledge in such a way that students not only want but are able to comprehend what is being taught. The ability to present information in a clear and organized fashion is of the up-most importance when teaching high school or middle school students (Secondary). In order to present information in such a way, a teacher must have the capability to communicate oral and written ideas in a way others will understand (Knowledge). Another challenge for se condary teachers is keeping the interest of the students. The first step in engaging students attention is the ability to not only teach but also learn new things using a variety of approaches (Knowledge). Other skills needed to be successful include Using experience and knowledge to make decisionsNot only does a person need to possess the skills and abilities of a secondary educator but he or she must also have particular interests. In order for teaching to be a rewarding career, a secondary education teacher must have the desire to share information. The fascination to share knowledge is a key factor in becoming a successful high school or middle school teacher. While teaching, a person will encounter many different types of people and many types of situations. The ability, along with the desire, must be present in an educator (Secondary).Another interest that is desired in a secondary education teacher is the willingness to listen to students academic as well as personal concerns . According to Jonathan Borowiec and Robert James, science professors at Texas A M University, science courses at the secondary level are going to change in the future. There will be more of a focus on outer space. Currently the main focus in secondary science classes is on the earth. Many middle and high school students take biology, earth science, physical science, and chemistry. Borowiec and James agree that in the 21st century there will be more space-based sciences. They also state that the new space based science will focus on missions to Mars and will engage students in a new exciting way (Borowiec). Cindy White, an eight-grade teacher in St. Paul, Minnesota claims that, many trends in the education system recycle around and around and that major changes in education will take a long time to happen as long as money and politics run education. But one change that White would like to see happen has to do with the education of teachers. She feels that Colleges of Education ought t o raise the number of the teaching of reading course an educator must take to graduate regardless of their area of study. One of the greatest advantages of teaching science in a middle or high school setting is seeing young adults develop, master, and learn new skills (Teacher). Many teachers derive great personal satisfaction knowing that someone is a better person because of them.This is the greatest gift a person can receive. In their own small way, teachers are doing that everyday whether they are aware of it or not. Other advantages in being a secondary high school science teacher include the working conditions and the freedom. Not only do teachers only work nine to ten months out of the year, but they also have longer winter and spring breaks than the average employee obtains. There is an old teacher joke that asks the question what is the best part of being a teacher? The answer replies with June, July, and August. In addition to June, July, and August, there are other aspect s of the working conditions that make it an excellent choice. For instance, the physical demands of the position are fairly moderate. A secondary educator can expect to do some light lifting, occasional reaching, frequent handling, and frequent talking and listening (Teacher). Teaching is by no means a job that requires physical labor. Although most science teachers teach in classrooms, there is still a veritable amount of freedom that goes along with the teaching profession. Secondary educators are free to choose what and how they teach within certain guidelines. Each state has there own regulations and standards for a science curriculum at the secondary level. Teachers must make sure they follow those guidelines but are free to choose from a variety of different methods and techniques to relay the information (Teacher). As with every career, teaching science at a secondary level has its drawbacks. Some disadvantages are common among most professions. Issues like stress and long hours are disadvantages many people in a variety of professions complain about. Teaching is no exception to these general inconveniences. Along with the stress and long hours, another common teacher complaint is the lack of supplies. Many teachers wind up buying supplies with their own money. Cindy White stated in an email that, Teaching i s the only job Ive had where I have had to supply my own paper, pencils, and pens. Working with young adults is occasionally frustrating and stressful. The lack of motivation and respect from students is a big factor in the stress level of the teachers (Teacher). As stated earlier, many people choose to teach science at the high school or middle school level because they have a desire to share information. A disrespectful and unmotivated student hinders the ability to instruct the other students causing frustration to the teacher. Another common stressor is working alone in a classroom. Much of a teachers interaction with people during the day is with students. Adult companionship is rarely available during the school day (Teacher). The lack of adult interactions may cause stress and frustration at times. Not only are there minimal adult interactions but the volume of young adults being dealt with on a daily basis can also be stressful (White). A common teacher complaint is the lack of prep time. This lack of prep time causes long hours on the part of the teacher. Many teachers spend numerous hours working outside of the classroom. Much of these hours are spent grading papers, planning curriculum, and attending meetings. Many believe that the reason for the long hours stems from the large teacher to student ratio. The more students one teacher has means that he or she will have more work to do (Teacher). There will be more tests and assignments to develop and grade.Teaching science at the secondary level involves instructing, evaluating, and assisting students.A person must have an interest and ability to share knowledge in a way others will understand. In order to do this, one must have good oral and written communication skills. A potential teacher must also have the students interest and well being at heart.Teaching at the secondary level offers many benefits money cannot buy such as excellent working conditions, freedom, and personal satisfaction. Although teaching science at the high school or middle school level is a rewarding profession for most, it does have its disadvantages. Stress and long hours are the two prevalent drawbacks of the career. Science majors are beginning to realize the rewards of becoming a secondary science teacher. People choose to teach science for a variety of reasons as follows:It allows them the opportunity to continue working in the field of science without obtaining a masters degree. .u9d982ef27076fcf8ad98e8ffce084b71 , .u9d982ef27076fcf8ad98e8ffce084b71 .postImageUrl , .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text-area { min-height: 80px; position: relative; } .u9d982ef27076fcf8ad98e8ffce084b71 , .u9d982ef27076fcf8ad98e8ffce084b71:hover , .u9d982ef27076fcf8ad98e8ffce084b71:visited , .u9d982ef27076fcf8ad98e8ffce084b71:active { border:0!important; } .u9d982ef27076fcf8ad98e8ffce084b71 .clearfix:after { content: ""; display: table; clear: both; } .u9d982ef27076fcf8ad98e8ffce084b71 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9d982ef27076fcf8ad98e8ffce084b71:active , .u9d982ef27076fcf8ad98e8ffce084b71:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text-area { width: 100%; position: relative ; } .u9d982ef27076fcf8ad98e8ffce084b71 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d982ef27076fcf8ad98e8ffce084b71 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d982ef27076fcf8ad98e8ffce084b71 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9d982ef27076fcf8ad98e8ffce084b71:hover .ctaButton { background-color: #34495E!important; } .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d982ef27076fcf8ad98e8ffce084b71 .u9d982ef27076fcf8ad98e8ffce084b71-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d982ef27076fcf8ad98e8ffce084b71:after { content: ""; display: block; clear: both; } READ: Of Anger EssayEducation is an ever-changing profession, which allows new possibilities and trends to be explored. Ones knowledge and experience will be utilized on a daily basis. Numerous job openings offer variety and stability. Rising initial salary plus pay increases for continuing education. The first issue an inspiring secondary science teacher should consider is the hiring requirements. Commonly, a bachelors degree in distributed science and a teaching training program is required to teach science in a secondary public school. But with the vast teacher shortage the teaching training program is no longer mandatory. Private schools have their own requirements for secondary educators; requirements vary for school to school and are not mandated by the government. The next step in becoming a teacher is obtaining an Educator License. A license is required in all fifty states including the District of Columbia (Secondary). Bibliography:Borowiec, B. Jonathan, James, K. Robert. Science Teacher Preparation. The Clearing House 73 (2000): Infotrac. Pueblo McClelland Library. 5 September 2000. Detailed Trends Ranked List. Americas Career Infonet. 31 August 2000. . Knowledge, Skills, And Abilities. Americas Career Infonet. 31 August 2000. . Occupations with the Most Job Openings. Americas Career Infonet. 31 August 2000. Secondary School Teachers. Colorado Career Information System. CD-ROM. Denver: COIS/EDG, 2000. Tasks and Activities. Americas Career Infonet. 31 August 2000. . Teacher (Secondary). Discover. CD-ROM. Iowa City, IO: ACT, ING. 2000. 20 Hot Job Tracks. U.S. News and World Report. 123 (1998): online. Infotrac. 5 September 2000. United States. US Department of Labor. Bureau of Labor Statistics. Teacher, Secondary School. Occupational Outlook Handbook. Washington: GPO, 2000-01 Edition. 19 September 2000. Wages and Trends Occupational Report. Americas Career Infonet. 31 August 2000. . White, Cindy. RE: Questions. Email. 21 September 2000.

Solar Panel Quantitative Model Essays - Energy, Photovoltaics

Solar Panel Quantitative Model SOLAR POWER MODELING QUANTITATIVE MODEL RESIDENCE IN BUFFALO,NY AND PHOENIX,AZ 1) QUANTITATIVE FORMULA: Number of Solar Panels = Electricity Demand of Site kwh/day DE rate Factor * Power Produced by One Panel kW * Solar Insolation h/day Area Required= Number of Panels *Area of Panel 2) ASSUMPTIONS: Assume that all solar panels are oriented the same way Assume intermittency is in terms of solar insolation Assume that each residence in a city demands that same amount of electricity Assume that only the Sharp ND-216UC1 solar panel is used Assume the decimal in Computational Results for the number of solar panels are rounded up to the nearest whole number to account for a whole solar panel so sufficient electricity demand is met 3) VARIABLES USED: Electricity Demand of Site (kwh/day)- the electricity consumed for the residence in one day DE rate Factor- the conversion factor to convert DC electricity to more commonly used AC form Power Produced by One Panel (kw)- the kilowatts of electricity produced by the specific panel being used, in this case Sharp ND-216UC1 Solar Insolation (h/day)- the average hours of sun radiation in the given area Number of Solar panels- the number of solar panels it will take to provide sufficient electricity to the residence Area of panel- The surface area of the panel in terms of how much space the solar panel will take up Area required- the total space needed for the number of solar panels to produce a sufficient amount of electricity 4) VARIABLE VALUES: BUFFALO RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day7.19Link 1 16.4Link 2 11.795 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day3Link 5 4Link 6 3.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 PHOENIX RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day35.67Link 8 14Link 9 24.835 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day8Link 10 7Link 11 7.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 HYPERLINKS: LINK 1: http://apps1.eere.energy.gov/states/residential.cfm/state=NY#elec LINK 2: http://www.eia.gov/consumption/residential/reports/2009/state_briefs/pdf/ny.pdf LINK 3: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html LINK 4: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 5: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg LINK 6: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 7: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 8:http://www.eia.gov/tools/faqs/faq.cfm?id=97&t=3 LINK 9: http://apps1.eere.energy.gov/states/residential.cfm/state=AZ?print LINK 10: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 11: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg MODEL RESULTS 1. Number of Solar Panels Electricity Demand of Site kwh/dayDE rate FactorPower Produced by one Panel (kw)Solar Insolation h/dayComputational Results Buffalo11.7950.770.2163.521 Phoenix24.8350.770.2167.520 2. Area Required Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 QUANTITATIVE MODEL CENTER FOR FINE ARTS,UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculated the number of SharpND-216UC1 solar panels needed to meet 100% of electricity demands at the Center for Fine Arts and the associated area required. Number of solar panels = Electricity demand of site(kwh/day) (Derate factor)*Power produced by one panel(kw)*Solar insulation(h/day) Associated area = Number of panels*Area of each panel(m^2) 2) ASSUMPTIONS: All solar panels are laid flat on the surface Assume that the entire area for the Center for the arts is utilized for solar panels Each panel should take up the same area 3) VARIABLES USED: Electricity demand of site (VAR 1): How much KWH the Center for the Arts uses daily Derate factor (VAR 2): factor that causes devices to run at less than its maximum power Power produced by one panel (VAR 3): How many KW one solar panel is able to produce Solar insulation (VAR 4): Measure of solar radiation energy on a given area over a period of time Area of each solar panel (VAR 5): It is the area of each solar panel. Number of solar panels (VAR 6): This value is calculated from the first equation and utilized in the second equation. 4) VARIABLE VALUES: VARVALUE 1HYPERLINKVALUE 2HYPERLINKVALUE USED VAR 17736.7LINK 17736.7LINK 17736.7 VAR 20.77LINK 20.77LINK 20.77 VAR 30.216LINK 30.216LINK 30.216 VAR 43.82LINK 44.35LINK 54.35 VAR 51.63LINK 61.63LINK 61.63 VAR 610694LINK 710694LINK 710694 HYPERLINKS: LINK 1: This value has been provided by student leader Bob DeBortoli. LINK 2: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html Link 3: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216U2.pdf LINK 4: http://www.porta-energy.com/Insolation_USA.htm LINK 5: http://rredc.nrel.gov/solar/old_data/nsrdb/1961-1990/redbook/sum2/14733.txt LINK 6: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 7: It has been calculated using the best values of the variables. MODEL RESULTS VAR 5VAR 6RESULT ASSOCIATED AREA1.631069417431.22 VAR 1VAR 2VAR 3VAR 4RESULT NUMBER OF SOLAR PANELS7736.70.770.2164.3510694 QUANTITATIVE SOLAR MODEL UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculates the following: a) The number of Sharp ND-216UC1 solar panels needed to meet 100% electricity demand of entire UB North Campus. b) The associated area (m^2) required. EQUATIONS: Number of solar panels = Electricity demand of UB North Campus (kWh/day) Derate Factor*Power produced by one panel (kW)*Solar Insolation (h/day) Associated area = Number of solar panels*Area of each solar panel (m^2) 2) MODEL ASSUMPTIONS : The whole area of