Wed Oct 6 09:52:44 2010
| Effective Term: |
New:
1113 - Spring 2011 Old: 1109 - Fall 2010 |
|---|---|
|
Enforced Prerequisites: (course-based or non-course-based) |
New:
EE 3161 Old: 000370 - CSE upper div or grad student |
| Proposal Changes: |
New:
Proposal to change course to writing intensive and changed prerequisite enforcement. Old: Proposal to change course to writing intensive |
|
Propose this course as Writing Intensive curriculum: |
New:
Yes Old: No |
| Question 1: |
What types of writing (e.g., reading essay,
formal lab reports, journaling) are likely to be assigned? Include the page total for each writing assignment. Indicate which
assignment(s) students will be required to revise and resubmit after feedback by the instructor
or the graduate TA. New: The writing portion of the course will consist mainly of a summary white paper, oral presentation, annotated bibliography, and final, detailed proposal of a technical concept. The white paper will be at most 3 pages, peer reviewed, reviewed by the instructors, and sent back for revision. The annotated bibliography will be 1 page. The final proposal will be 15 pages. In addition the students will have the opportunity to communicate the results of weekly quantitative assignments. Old: The writing portion of the course will consist of a proposal, annotated bibliography, and final report. The proposal will be at least 3 pages, reviewed by the instructors, and sent back for revision. The annotated bibliography will be at least 3 pages. The final report will be 15 pages. |
| Question 3: |
What types of instruction will students receive on the writing aspect
of the assignments? New: There will be instructor feedback on the presentation and summary white paper as well as TA feedback on the written weekly assignments. The main effort will be to criticize overall style, organization, technical content, the logic of arguments, and the persuasiveness of the presentation. For the mechanical aspects of writing, the students will be referred to the University of Minnesota Writing Center. Old: There will be instructor feedback on the proposal and the weekly homework. Assigned reading material will be chosen to highlight specifically well-written material. |
| Question 4: |
How will the students' grades depend on their writing performance?
What percentage of the overall grade will be dependent on the quality and level of the students'
writing compared with the course content? New: Final Report - 20% of final grade Weekly Written Homework - 20% of final grade 75% of the grade for these items will depend on the clarity and effectiveness of the students' written communication as well as the written justification of their conclusions. Old: Final Report - 15% of final grade Weekly Written Homework - 20% of final grade 75% of the grade for these items will depend on the clarity and effectiveness of the students' written communication as well as the written justification of their conclusions. |
| Question 7: |
Write up a sample assignment handout here for a paper
that students will revise and resubmit after receiving feedback on the initial draft. New: Proposal Propose a technology to develop. This technology should be important or become important to energy storage and conversion. There will be three aspects of your proposal: A white paper which will be at most three pages in length (it is unlikely a convincing argument could be made in less) should summarize the proposal and highlight the issues and concerns below. The oral presentation will explain your ideas but its main purpose will be to provide background to the class on the technology. It will be grouped with students working on similar topics. The final written proposal will extend the concepts discussed in the white paper. The white paper should address: 1. What is the technical scope of the proposal pertaining to the applications? 2. What is the scope of the proposal pertaining to the theoretical operation? 3. What is the scope of the proposal pertaining to research? 4. What role will this technology play in meeting technical needs? What are the economic and sociological concerns? 5. Why should your company invest in this effort. The proposal is meant to be a technical document justifying a request for the resources needed to develop a new technology. In the white paper and oral presentation, there should be sufficient technical content that we can judge the scope to be discussed in the final proposal. This white paper will be revised and returned to the student with possible significant changes to the scope that will then be elaborated in the final proposal. Old: Report Proposal: Propose a topic to explore. This topic should be important or become important to energy storage and conversion technologies. This proposal should be approximately three pages in length and should highlight the following issues and concerns (emphasis will be different in different reports): 1. What is the technical scope of the proposal pertaining to the applications? 2. What is the scope of the proposal pertaining to the theoretical operation? 3. What is the scope of the proposal pertaining to research? 4. What role will this technology play in meeting technical needs? What are the economic and sociological concerns? This is meant to be a technical document. In each of these, there should be sufficient technical content that we can judge the scope to be discussed in the final report. This proposal will be revised and returned to the student with possible significant changes to the scope. |
|
Provisional Syllabus: |
Please provide a provisional syllabus for new courses
and courses in which changes in content and/or description and/or credits are proposed that include the following information:
course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student
workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount
per week); required course assignments; nature of any student projects; and how students will be evaluated.
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: EE 4161W Energy Conversion and Storage Credits: 3 Instructors: P.I. Cohen and P. Imbertson Prerequisites: EE3161, IT, or consent of instructor Goal: To develop an understanding of the physics and applications of devices that are key to a clean energy environment with an electrical engineering perspective. Overview: Energy issues have now reached a level of urgency that unconventional applications of existing devices and the development of new electrical devices have become necessary. The current curriculum, however, neglects the study of many of these, partly because their understanding requires a diverse background in physics and chemistry. In this general study, we will examine the fundamental physics and chemistry of selected energy conversion and energy storage devices and connect with their electric power applications. The role of the grid and application to electric vehicles will be examined. The format of the course will consist of lectures, quantitative assignments, and student presentations. This course will also emphasize writing instruction especially as it relates to the discipline of engineering. The student will prepare an engineering project proposal to develop a particular energy related technology. Students will present oral group proposals, prepare individual (3 page maximum) summary white papers, and (approximately 15 page ) detailed proposals. The proposal will contain a 1 page, annotated bibliography. The emphasis will be on clear and and convincing communication of your technical concept. Based on the short white paper and the oral presentation, you will receive instructor and peer feedback on your approach, report format and style, writing clarity, persuasiveness, and technical content. The white paper will be revised in accordance with these critiques. The final proposal will expand on the white paper and will be due by the end of the course. This writing project will constitute 20% of your grade. The course will satisfy breadth requirements in either microelectronics or power systems. Outline: 1. Energy 2. Energy storage applications 3. Review of device physics and elementary thermodynamics 4. Photovoltaic solar cells 5. Battery storage systems 6. Power electronics requirements and applications 7. Fuel Cells 8. Thermoelectric devices 9. Energy harvesting devices 10. Utility scale systems 11. Comparisons 12. Student presentations Grading: 20% per test (3), 20% project, 20% homework Old: EE4940, Spring 2010 Energy Conversion and Storage Devices: fundamentals and applications Credits: 3 Instructors: P.I. Cohen and P. Imbertson Time: 11:15 � 12:30 Tues and Thurs Prerequisites: EE3161, IT, or consent of instructor Goal: To develop an understanding of the physics and applications of devices that are key to a clean energy environment with an electrical engineering perspective. Overview: Energy issues have now reached a level of urgency that unconventional applications of existing devices and the development of new electrical devices have become necessary. The current curriculum, however, neglects the study of many of these, partly because their understanding requires a diverse background in physics and chemistry. In this general study, we will examine the fundamental physics and chemistry of selected energy conversion and energy storage devices and connect with their electric power applications. The role of the grid and application to electric vehicles will be examined. The format of the course will consist of lectures, laboratory, and student presentations. The course will satisfy breadth requirements in either microelectronics or power systems. Outline: 1. Energy 2. Energy storage applications 3. Review of device physics and elementary thermodynamics 4. Photovoltaic solar cells 5. Battery storage systems 6. Super capacitors 7. Fuel Cells 8. Thermoelectric devices 9. Energy harvesting devices 10. Utility scale systems 11. Comparisons 12. Student presentations Grading: 65% tests (3), 15% project, 10% homework (no final)‏ Tests: Feb 24, April 7, May 7 Key deadline: Project request by Jan 27 Lab Room: EECSci 6-166 |