Education

Educational landing page

The development of wave and offshore wind energy power sources opens up worlds of possibilities for students, who will conduct pioneering research on their way to stimulating careers. Here is some information to increase your knowledge in this fascinating field:

K-12 Educational Resources
Here you can find links to activities that fit within the state curriculum for science and engineering in middle and high school.

Wave Energy 101
Here you can find explanations for how mechanical energy from waves is transferred to electrical energy through marine hydrokinetic devices.

College
Here you can find information for undergraduate and graduate students interested in pursuing research in the wave energy field. There is also information on how to best involve yourself in the wave energy academic community and reach out to professors and research faculty to further wave energy research.

Marine Listserv and Forum
Subscribe to our listserv to receive periodic updates on NNMREC's activity throughout the PNW and learn more about our one-credit seminar course, The Marine Forum, in which guest lecturers speak on a variety of contemporary topics related to marine hydrokinetic energy.

K-12 Resources

We empower K-12 education wherever possible, engaging community youth in fun activities pertinent to renewable marine energy. Our curriculum was developed in conjunction with Oregon Sea Grant.

Wave Energy 101
Find explanations for how mechanical energy from waves is transferred to electrical energy through marine hydrokinetic devices.

Build-It-Yourself Wave Energy Converter
View directions for building in-the-classroom (and functional) wave energy devices. Kits are available through all STEM learning centers.

Coloring Pages
Learn as you color with our informative, printable sheets!

K-12 Students

Coloring Pages

Oregon Sea Grant has developed coloring pages as a fun way to explain the many roles of marine energy. Click the picture titles to print  each coloring page associated with that topic.

Engineering

      Engineering

Testing

     Test Facilities

Benthic Ecology

    Benthic Ecology

Acoustics

        Acoustics

Outreach

         Outreach

K-12 Teachers

Oregon Science and Engineering Design Standards

Meet Oregon science and engineering design standards by building a model WEC. Curriculum developed by Oregon Sea Grant and the Hatfield Marine Science Center is suitable for students 4th grade through high school. Click link to view and print step-by-step instructions. Wave Energy Engineer: Building a Model Wave-Energy Generator


For questions, please contact:

Ruby Moon
Marine Renewable Energy Associate     541.574.6534  ext.: 18

 

Oregon Engineering Design Standards 

4.4D.1   Identify a problem that can be addressed through engineering design using science principles.

4.4D.2   Design, construct, and test a prototype of a possible solution to a problem using appropriate tools, materials, and resources.                

7.4D.2   Design, construct, and test a possible solution using appropriate tools and materials. Evaluate proposed solutions to identify how design constraints are addressed.             

8.4D.2   Design, construct, and test a proposed solution and collect relevant data. Evaluate a proposed solution in termsof design and performance criteria, constraints, priorities, and trade-offs. Identify possible design improvements.                                             

H.4D.2  Create and test or otherwise analyze at least one of the more-promising solutions. Collect and process relevant   data. Incorporate modifications based on data from testing or other analysis.   

H.4D.4  Recommend a proposed solution, identify its strengths and weaknesses, and describe how it is better than alternative designs. Identify further engineering that might be done to refine the recommendations.                                                                           

Oregon Science Standards

4.1P.1    Describe the properties of forms of energy and how objects vary in the extent to which they absorb, reflect, and conduct energy.              

6.2P.2    Describe the relationships between: electricity and magnetism, static and current electricity, and series and parallel electrical circuits.                               

8.2P.2    Explain how energy is transferred, transformed, and conserved.

H.2P.3   Describe the interactions of energy and matter including the law of conservation of energy.

H.2P.4   Apply the laws of motion and gravitation to describe the interaction of forces acting on an object and the resultant motion.                          

Build a Wave Energy Device

Teachers: Your Students Can Build Their Very Own Wave Energy Converter in Your Classroom! Sea Grant curriculum introduces students to wave energy with hands-on activities

By Nancy Steinberg

Wave energy developers always build small-scale versions of their devices to test in the lab before scaling up to the full-size converters they will install and test in the ocean. But no wave energy company has built one as small as the one Ruby Moon is showing me. This one, less than a foot long including its mooring, probably couldn’t power a blender, but its significance is much greater than its size.

Teachers

Moon is the Marine Renewable Energy Program Associate with Oregon Sea Grant Extension. Her very first project in that position was to develop a wave energy curriculum built around construction of this very simple miniature wave energy converter that can actually produce a tiny voltage.

The diminutive device was the brainchild of Bill Hanshumaker, Chief Scientist at the Oregon State University Hatfield Marine Science Center Visitor Center, and Alan Perrill, a volunteer docent at the HMSC VC. It was Moon’s job to pull together their notes on the device’s construction with background on marine renewable energy into a user-friendly and attractive guide for teachers.

"If you’re not used to teaching these kinds of topics, it can be intimidating," Moon acknowledges. "I laid out the construction of the device in simple steps so teachers could teach it with confidence and ease."

The resulting Wave Energy Handbook provides the instructions to build the tiny device, a point absorbing type of wave energy converter, using materials like a fishing bobber, fishing line, copper wire, rare earth magnets, and a suction cup. (Moon made her prototype device at home, and, not having any fishing line around, used dental floss. The device worked like a charm.) "Almost all of the materials you need can be purchased at a hardware store or Wal-Mart," Moon says.

Preview of PDFEssentially, a plastic test tube is wrapped with coils of copper wire. A float (the fishing bobber) suspends a rare earth magnet which bobs up and down within the coil, generating electricity. Ends of the copper wire are connected to a voltmeter to measure energy output. The whole device can be tested in a makeshift wave tank; instructions for assembling one from a plastic storage tote and some wooden dowels are included in the handbook.

The Wave Energy Handbook includes the instructions, a materials list, and extensive ideas for taking the lesson beyond simple construction. "The guide includes a list of variables that affect voltage so students can hold all of them constant except for one and experiment to find out how to get the best voltage output," Moon explains.

The project and associated curriculum materials are aimed at middle school and high school students.

The guide also includes theoretical background on wave energy, diagrams and photos of different types of wave energy devices, information about local wave energy development, and lists of resources for teachers and students. It also lists the relevant science standards that the project fulfills.

Moon points out that the guide includes ideas for how to extend work in the classroom beyond building the device, to include lessons on cost-benefit analyses and discussions of the potential social effectss of wave energy.

To test out the handbook and introduce it to teachers, Moon, Hanshumaker, and Perrill, along with Oregon Sea Grant, presented a workshop for 25 teachers from throughout Oregon. Held at the Hatfield Marine Science Center, the workshop offered the teachers the opportunity to try out building the device and then test it in the wave tank at HMSC.

"All the teachers got their devices to work," Moon reports, "but we did have to do some problem-solving." The teachers were offered a range of materials and needed to figure out the best approach to generating voltage, just as Moon hopes their students will do in the classroom.

"One teacher used a larger-gauge wire, and spaced the coils far apart, so when it didn’t produce a large charge, he had to trouble-shoot," she says.

Photo of kids activity 1   Photo of kids activity 2
Above: High schoolers at 24 June 2014 "Gear Up" event practice building a model wave energy converter, assisted by NNMREC staff and Ruby Moon of Oregon Sea Grant Extension. Click images to enlarge.

Thanks to support from the STEM program at HMSC, each participating teacher took home a tub of materials, enough to build 40 of the small devices in their classroom. Central Lincoln PUD also donated enough money to purchase kits for every middle school and high school in their service district (Lincoln City to North Bend). Kits are also available at HMSC to be "checked out" by any interested teacher. Funding for the project was also provided by Oregon Sea Grant.

Instructions for building the model wave energy device are here, and the entire Wave Energy Handbook is freely available from Oregon Sea Grant.

Moon is excited about the future possibilities for this project. First she wants to publicize the availability of the handbook via publications and presentations at conferences. She and Hanshumaker have already begun to discuss the possibility of designing another type of miniature wave energy device, and she has many ideas for expanding the handbook into a full-blown curriculum that could cover an entire school term.

"There’s no other curriculum out there that covers this information," she says. "We’re on the cutting edge."

"If we want to strengthen a discourse (on the topic of alternative energy), you do that through kids," she says. "They’re going to bring this stuff home, get excited about it, talk about it at the dinner table. That’s how you generate a movement."

Coloring Pages

Oregon Sea Grant has developed coloring pages as a fun way to explain the many roles of marine energy. Click the picture titles to print each coloring page associated with that topic.

 

Engineering

      Engineering

Testing

     Test Facilities

Benthic Ecology

    Benthic Ecology

Acoustics

        Acoustics

Outreach

         Outreach

                       

Wave Energy 101

WAVE ENERGY 101

Crashing Waves It’s obvious that waves are powerful, but how exactly do they work, and how can we go about harvesting the energy that carries a surfer, erodes a bluff, or knocks over a sand castle? Here are some resources to answer these and other related questions.

How do waves work?
Explore the ways in which kinetic energy from waves can be harvested and turned into electricity!

Energy Demands: Can Wave Energy Meet Our Needs?
The logistics of wave energy pertainign to grid assimilation and feisability can be found here.

Impacts on the Environment
Explore how wave energy can affect coastal marine zones and how researchers are looking to mitigate some of the effects of wave energy installations.

For more reading, check out these helpful wave energy publications:

How Do Waves Work?

Making Waves: How Do Waves Work?

Waves are actually a concentrated form of solar energy! Uneven heating of the Earth’s surface causes wind. Waves are generated by wind blowing over a distance of water. That distance is referred to as the fetch. Because the Pacific Ocean is so vast, the fetch is very large, leading to an energetic wave environment on the Oregon coast.

How much wave energy is out there? It is estimated that if 0.2% of the ocean’s untapped energy could be harnessed, it could provide power sufficient for the entire world. That's quite a statement. But what does this mean to the average person? Here are some facts to give perspective:

W = watt

kW = kilowatt (1,000 watts)

MW = megawatt (1 million watts)

GW = gigawatt (1 billion watts)

  • It takes 1 W to play an iPod
  • When you turn on a lamp that has a traditional light bulb, it puts out 60, 75, or 100 W of energy. 
  • A household typically has a power consumption of 1 kW. If a house used that constant amount of power every hour for a year, it would use 8760 kWh/year (1 kW x 24 h/d x 365 d/y).
  • Therefore it takes 8760 kWh of electricity to power your house for a year or 1.44 kWh to illuminate a 60W light bulb for a day (24 h).
  • 1 GW is the annual energy consumption for the state of Delaware.

How to Get Energy from a Wave

Worldwide, over a hundred conceptual designs of wave energy conversion (WEC) devices have been developed but only a few have been built as full-scale prototypes or tested. Most have been in Europe.  Currently there are four main types of WEC devices that generate or convert energy from waves: 

  • Oscillating water column
  • Attenuator
  • Overtopping
  • Point Absorbers

Below is a list of several examples of each main type of wave energy converter. Click on them to see some details regarding each particular design.

For a more comprehensive list of existing and developing technologies and companies, visit the U.S. Department of Energy’s Marine and Hydrokinetic Technology Database, providing up-to-date information on marine and hydrokinetic renewable energy, both in the U.S. and around the world.

Oscillating Water Column

water column

These devices generate power when a wave push against a horizontally-hinged flap, or waves are funneled into a structure that causes a water column to rise and fall. These devices may be fixed to the ocean floor, hang from a floating or shoreline structure, or built into harbor jetties. An example size would be put into 20 - 100 foot depths, and may be 65 feet wide.

Oceanlinx

Wavegen

Attenuator

attenuator

These devices are oriented in the direction of incoming waves that cause articulated components to bend and drive generators. Appearing somewhat like semi-submerged "train cars," they are typically moored to the ocean floor on one end. An example of the size of this device is around 390 feet long and 11 feet wide, with about 7 feet above the surface of the water.

Pelamis

Wavestar

Overtopping

overtopping

These devices have a partially submerged structure that funnels wave over the top of the structure into a reservoir. The water runs back to the sea powering a low-head hydropower turbine. An example prototype is roughly 100 by 200 feet, but may be scalable as large as 700 by 1,200 feet and 65 feet wide.

Wave Dragon

Point Absorber

point absorber

These devices capture energy from the "up and down" motion of the waves. They may be fully or partially submerged. The size depends upon the unit, but an example might be that around 8 to 10 feet rises above the surface and the rest, around 150 feet or so, extends below the surface.

OPT PowerBUOY

Columbia Power

OSU/CPT L10

Finavera AquaBUOY

Seabased / Uppsala

Energy Demands

Energy Demands: Can Wave Energy Meet Our Needs?

New forms of energy are needed. Oregon has a “Renewable Portfolio Standard” that states that Oregon’s goal is for the state’s power supply to be comprised of 25% renewable energy for all large utilities (PGE, PacifiCorp, EWEB) and 10% and 5% renewable energy for small utilities by 2025. Compared to other renewables, wave energy has a higher energy density, a high availability (80-90%), and better predictability.

Wave device

While research is ongoing to determine how efficient wave energy devices can be, consider this: a wave energy buoy is rated in the same way as the light bulb. Developers can build a buoy that can generate 40 kilowatts (kW), or one that can generate 1 megawatt (MW). Columbia Power Technologies' point absorber is rated between 250 kW and 1MW. A 250 kW buoy could power 250 homes, on average.

Energy from Waves

How to Get Energy from a Wave

Worldwide, over a hundred conceptual designs of wave energy conversion (WEC) devices have been developed but only a few have been built as full-scale prototypes or tested. Most have been in Europe.  Currently there are four main types of WEC devices that generate or convert energy from waves: 

  • Oscillating water column
  • Attenuator
  • Overtopping
  • Point Absorbers

Below is a list of several examples of each main type of wave energy converter. Click on them to see some details regarding each particular design.

For a more comprehensive list of existing and developing technologies and companies, visit the U.S. Department of Energy’s Marine and Hydrokinetic Technology Database, providing up-to-date information on marine and hydrokinetic renewable energy, both in the U.S. and around the world.

Oscillating Water Column

water column

These devices generate power when a wave push against a horizontally-hinged flap, or waves are funneled into a structure that causes a water column to rise and fall. These devices may be fixed to the ocean floor, hang from a floating or shoreline structure, or built into harbor jetties. An example size would be put into 20 - 100 foot depths, and may be 65 feet wide.

Oceanlinx

Wavegen

Attenuator

attenuator

These devices are oriented in the direction of incoming waves that cause articulated components to bend and drive generators. Appearing somewhat like semi-submerged "train cars," they are typically moored to the ocean floor on one end. An example of the size of this device is around 390 feet long and 11 feet wide, with about 7 feet above the surface of the water.

Pelamis

Wavestar

Overtopping

overtopping

These devices have a partially submerged structure that funnels wave over the top of the structure into a reservoir. The water runs back to the sea powering a low-head hydropower turbine. An example prototype is roughly 100 by 200 feet, but may be scalable as large as 700 by 1,200 feet and 65 feet wide.

Wave Dragon

Point Absorber

point absorber

These devices capture energy from the "up and down" motion of the waves. They may be fully or partially submerged. The size depends upon the unit, but an example might be that around 8 to 10 feet rises above the surface and the rest, around 150 feet or so, extends below the surface.

OPT PowerBUOY

Columbia Power

OSU/CPT L10

Finavera AquaBUOY

Seabased / Uppsala

Effects on the Environment

Effects on the Environment

impacts

Wave energy devices may exert a range of effects on the environment, not all of which will necessarily lead to relevant or negative changes in the marine environment. The deployment of wave energy devices can effect the environment in which they are sited primarily in two ways:

  • Wave energy devices will remove energy from the ocean, making less available for natural processes at the site.
  • Wave energy arrays will introduce many large, hard structures, creating new and different habitat types.

Extracting Ocean Energy

Reductions in near shore ocean energy may change current patterns and water mixing, potentially affecting organisms by altering food delivery patterns or rates, the mixing of eggs and sperm, the dispersal of spores and/or larvae, and how temperature varies throughout the water column. Changes in water movement also can affect how sand is moved along the coast. Because sediment grain size often determines which animals can live in the sand, changes to sand movement may affect the distribution of organisms. These wave, current and sediment transport effects will be technology- and location-specific. Modeling of the Oregon coast by potential device developers concluded that their project would have an undetectable effect on erosion/accretion at the shoreline. The Strategic Environmental Analysis by the Scottish Executive concluded there would be only minor effects of a wave energy array but recommended appropriate local analysis.

Introducing New Habitat

The second effects to consider are those that arise simply from having a device in the water. Because these devices are large and likely to be deployed in large groups, their presence may alter current flows, having effects similar to those described above. The effects of structures can further be divided into localized effects and those on migratory species:

impacts3A. Local effects due to the introduction of artificial hard substrate on fish and benthos:

Typically, these devices will be located in sandy bottom habitats with little vertical structure. The devices will introduce a large amount of hard material (buoys and anchors) and cables, which may be colonized by a variety of organisms, including non-native species. Further, structures with vertical relief may attract a variety of fish species typically associated with reefs. The fishes, invertebrates, and seaweeds that colonize hard structures will be different than those typically found in sandy habitats; thus, a new biological community will be present in the area. This may result in novel food or novel predators for the resident, soft-bottom organisms. Minor changes in species associated with softer sediments could occur due to scouring around the anchors.

Opinions differ as to whether these effects (e.g., bringing in species using hard substrates in areas of mainly soft substrate seabed) will be positive or negative. The described re-population of hard substrates may be considered to be a positive effect (performing like an artificial reef). Conversely, the intrusion of hard substrate in soft bottom areas may be considered a negative effect that may lead to “alienation” of species. Introduction of new species can be regarded as positive if increasing local biodiversity or biomass production is a goal. In conservation areas, habitat changes leading to “alienation of species composition” is considered undesirable and as species could displace the original species. Finally, if fishing is prohibited in the arrays, they may serve as de facto marine protected areas, possibly having positive effects on overall stocks of harvested species.

impacts2

B. Effects on migratory species and marine mammals:

Larger and migratory species may be at risk for entanglement in cables associated with the structures. Avoidance of these areas could result in longer migration times for certain species.

Noise from the devices may affect navigation and communication of marine mammals and may cause other organisms to avoid or be attracted to the area; however, it is not yet known if noise from the devices will be significantly louder or more frequent than that from vessel traffic. Studies are currently underway to assess ambient noise on the Oregon shelf and that associated with wave energy devices.

Magnetic and induced electric fields may affect navigation of salmon, crabs, some fishes and elasmobranches (sharks and rays).

Lighting of the surface elements of the devices may affect sea birds in that they may be attracted to the area, avoid the area, or be confused about their location relative to shore. Avoidance of the area may result in longer migration or forage times. However, the lighting may help prevent any potential sea bird collisions with the devices. Research is underway investigating the different effects of white versus red and flashing versus constant lights on offshore wind turbines. The findings of those studies may be helpful in informing designs for lighting wave energy devices.

 

 

B. Effects on migratory species and marine mammals:

Larger and migratory species may be at risk for entanglement in cables associated with the structures. Avoidance of these areas could result in longer migration times for certain species.

Noise from the devices may affect navigation and communication of marine mammals and may cause other organisms to avoid or be attracted to the area; however, it is not yet known if noise from the devices will be significantly louder or more frequent than that from vessel traffic. Studies are currently underway to assess ambient noise on the Oregon shelf and that associated with wave energy devices.

Magnetic and induced electric fields may affect navigation of salmon, crabs, some fishes and elasmobranches (sharks and rays).

Lighting of the surface elements of the devices may affect sea birds in that they may be attracted to the area, avoid the area, or be confused about their location relative to shore. Avoidance of the area may result in longer migration or forage times. However, the lighting may help prevent any potential sea bird collisions with the devices. Research is underway investigating the different effects of white versus red and flashing versus constant lights on offshore wind turbines. The findings of those studies may be helpful in informing designs for lighting wave energy devices.

College

Welcome! Students can find materials pertinent to their studies and academic careers within these pages. 

Undergrduate Students
Find information about the process of engaging undergraduate research positions related to marine renewable energy.

Graduate Students
Find information pertaining to graduate research opportunities and learn how the Graduate School at OSU assigns advisors and projects to individual students.

Where Are Our Recent Graduates?
Learn about NNMREC's past students, their accopmplishments, interests, and where their futures are taking them!

 

Current Students

Are You Plugged In?

  1. Join the Marine Forum listserv to share and receive pertinent information about marine energy including internships, events, and volunteer opportunities. 
  2. Sign up for the quarterly Newsletter to get updates about PMEC permitting activities, testing, NNMREC's global reach, and the latest happenings with our students at both Oregon State University and the University of Washington.
  3. Access the Zotero database:  https://www.zotero.org/groups/osu_wave_energy_group
  4. Email Nolan Kelly to add yourself to NNMREC's Graduate Student Listserve
  5. Bret Bosma is the student administrator for the NNMREC Zotero database. For access, please contact him at this address: bosma@eecs.oregonstate.edu
  6. Learn about what your peers have been doing through NNMREC's Out and About Page

 

Undergraduate Students

Whatever your interest, there are likely others that share your passion! Review the Affiliated Faculty bios to discover how our faculty are contributing to NNMREC's mission. Contact professors directly to ask about research opportunities in their colleges or seek the advice of your advisor to figure out where your skills can best be utilized for research purposes. 

Graduate Students

Prospective Graduate Students

The best way to look for research projects as a graduate student is to seek assistance from the graduate advisor within your individual program of study; however if you have a specific interest in working with NNMREC, you are welcome to contact us.

NNMREC affiliation is based on shared professional and research goals through which collaboration may play a role in guiding research and sharing ideas. NNMREC affiliation does not necessitate shared funding sources and it does not guarantee financial assistance, but rather provides opportunities for the dissemination of ideas through networking and possible collaboration on research projects.

Current Graduate Students

Please come by our offices in Batcheller Hall for a visit and let us know how your research is going! If you will be studying abroad or traveling for conferences, please contact Mark McGuire so we can spotlight your research in our quarterly newsletter! Upon graduation, please come let us know what you plan to do so we can compile a profile of you to place on our Recent Graduates page!

If you are new to NNMREC, please follow these steps to get pluged in! Additionally, if your advisor is new to NNMREC, they may want to sign up for our newsletter and listserve!

  1. Join the Marine Forum listserv to share and receive pertinent information about marine energy including internships, events, and volunteer opportunities. 
  2. Sign up for the quarterly Newsletter to get updates about PMEC permitting activities, testing, NNMREC's global reach, and the latest happenings with our students at Oregon State University, the University of Washington, and at the University of Alaska Fairbanks.
  3. View the Zotero database:  https://www.zotero.org/groups/osu_wave_energy_group.
  4. To request access to the Zotero database, contact Bret Bosma (administrator) at this address: bosma@eecs.oregonstate.edu
  5. Email Nolan Kelly to add yourself to NNMREC's Graduate Student Listserve.
  6. Learn about what your peers have been doing through NNMREC's Out and About Page.

Where Are Our Recent Graduates?

Where in the world are our graduate students?

Students at Columbia Power Technologies

The halls of Corvallis-based Columbia Power Technologies, a global leader in developing direct-drive wave energy systems, are jammed with former NNMREC students, all of whom excelled in their respective graduate programs and are now contributing to cutting-edge technology development at Columbia Power. Just four miles from the OSU campus (they also have a location in Charlottesville, VA), Columbia Power doesn’t have to look far for well-trained, enthusiastic students with plenty of experience in wave energy development.

Kelley Ruehl

KelleyKelley Ruehl was a member of NNMREC at Oregon State University during 2009-2011, where she studied Mechanical Engineering with a minor in Ocean Engineering. Advised by Dr. Robert Paasch and Dr. Ted Brekken, her research focused on the development of a wave energy converter (WEC) “wave-to-wire” numerical model, a type of numerical model used to evaluate the amount of electrical power generated by a given WEC from given wave conditions. Her model can be used to study device dynamics, model power take-off (PTO; the method for taking power from a power source and transmitting it to a machine or other device) and mooring systems, and develop advanced controls models. While at OSU, Kelley organized NNMREC seminars, contributed to the wave mural in her basement office, and got involved in the wave energy community in a variety of other ways. 

While presenting her research at an IEEE (Institute of Electrical and Electronics Engineers) conference, Kelley met with contacts at Sandia National Laboratories (SNL), where she went for a three-month internship during the winter of her last year in graduate school. This internship turned into a full-time job upon graduation from OSU. Kelley has now been at SNL for 2.5 years, leading projects on wave energy and floating offshore wind power. She currently works on development of open source numerical models for WEC devices (WEC-Sim), and wave farms (SNL-SWAN). “These codes will be publicly released in the next six months, and will be freely available to the wave energy community,” Kelley says.

Kelley’s background in wave structure dynamics transferred nicely to offshore wind. She co-leads a project with the University of Minnesota on high resolution modeling of wind turbines and farms. This project has involved the design of a floating platform for a 13.2 MW reference turbine, scaled combined wind-wave testing of the turbine, and numerical model development. “I look forward to seeing friendly OSU faces in the wave energy community as NNMREC projects produce more graduates,” she says.

On May 9, 2014, she and two colleagues presented an overview of their wave energy research at NNMREC's weekly Marine Forum. Watch the video here.

Samuel Gooch

As a Masters student in Mechanical Engineering at the University of Washington, Sam worked with NNMREC researchers Brian Polagye and Jim Thompson developing an approach to characterizing potential sites for deploying tidal energy devices. He tested these methodologies at sites in Puget Sound by examining metrics measuring maximum and mean velocity, eddy intensity, rate of turbulent kinetic energy dissipation, vertical shear, directionality, ebb and flood asymmetry, vertical profile and other aspects of the flow regime. He completed his thesis, Siting Methodologies for Tidal In-Stream Energy Conversion (TISEC) Systems, in 2009.

After completing his degree, Sam went to work for Sound and Sea Technology, a Navy Contractor, as an engineer and project manager on projects related to early stage renewable energy technologies. “I decided I wanted to focus more on utility-scale renewables,” he explains, so he left Sound and Sea and took a position as a mechanical loads test engineer for DNV-GL, a large global firm that conducts research and consulting for the maritime and energy industries. “I tested turbines for a lot of the major manufacturers, including two offshore turbines in Korea,” he says. 

Sam left DNV-GL in mid-2013 to attend Harvard Business School to get his MBA. “My goal is to stay in clean tech - more specifically, either energy efficiency software or manufacturing,” Sam says.

Marine Forum

Marine Energy Listserv

The Marine Energy listserv is facilitated by NNMREC. Subscribers include OSU students, faculty, and alumni interested in marine energy. Joining the listserv allows you to share and receive pertinent information about the OSU on-campus Marine Forum and related local marine energy events. Consider joining today!

If you are a developer or otherwise interested in the advancement of wave energy, please consider joining our newsletter mailing list and/or follow us on LinkedIn


Sign-Up for Marine-energy Listserv    

Marine Forum Seminar

Graduate students organize a forum open to faculty, students, and industry experts to share information about marine energy. In the 2013/14 school year, the forum was organized as a 1-credit seminar course directed by Dr. Belinda Batten. Seminars are filmed, and the videos are archived on this website.

Please click here for the Winter 2016 schedule

Schedule Archive

Resources

Content for this page is expected Summer 2014.