EE 4163 -- New Course

Wed Nov 24 11:19:35 2010

Approvals Received:
Department
on 11-19-10
by Kyle Dukart
(kdukart@umn.edu)
Approvals Pending: College/Dean  > Catalog
Effective Status: Active
Effective Term: 1113 - Spring 2011
Course: EE 4163
Institution:
Campus:		 UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11122 - Electrical & Computer Eng
General
Course Title Short: Energy Conversion & Storage Lb
Course Title Long: Energy Conversion and Storage Laboratory
Max-Min Credits
for Course:		 1.0 to 1.0 credit(s)
Catalog
Description:		 This laboratory course compliments the lecture course EE 4161W. The parent course for this laboratory experience (EE 4161W Energy Conversion and Storage) examines the fundamental physics and chemistry of selected energy conversion and energy storage devices and their use and interconnect strategies in electric power applications. This laboratory course provides hands-on experiences with the topics of 4161W.
Print in Catalog?: Yes
CCE Catalog
Description:		 <no text provided>
Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Instructor
Contact Hours:		 3.0 hours per week
Years most
frequently offered:		 Every academic year
Term(s) most
frequently offered:		 Spring
Component 1: LAB (no final exam)
Auto-Enroll
Course:		 No
Graded
Component:		 LAB
Academic
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:		 Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Course:		 Repetition not allowed.
Course
Prerequisites
for Catalog:		 &EE4161W
Course
Equivalency:		 No course equivalencies
Consent
Requirement:		 No required consent
Enforced
Prerequisites:
(course-based or
non-course-based)		 No prerequisites
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Faculty
Sponsor Name:		 Phil Cohen
Faculty
Sponsor E-mail Address:		 picohen@umn.edu
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The laboratory manual will ask for specific measurements to be made or specific features to be designed.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

The students will be graded on their success.

- Can locate and critically evaluate information

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Design questions will require students to find typical costs or material characteristics.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

The students will be graded on specific metrics.

- Have mastered a body of knowledge and a mode of inquiry

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The students will be required to write lab reports that include a discussion of the theory of operation of the device or system being tested, the main issues, and the results of their measurement or design process.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

The students will be graded on a predefined rubric consisting of clarity, correctness, appropriateness, and completeness.

- Can communicate effectively

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

The clarity and logical organization of the laboratory reports will be graded on the communication skills demonstrated in their reports.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

The clarity and logical organization of the laboratory reports will be graded on the communication skills demonstrated in their reports.
Liberal Education
Requirement
this course fulfills:		 None
Other requirement
this course fulfills:		 None
Criteria for
Core Courses:		 Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

 <no text provided>
Criteria for
Theme Courses:		 Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


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Writing Intensive
Propose this course
as Writing Intensive
curriculum:		 No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

 <no text provided>
Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

 <no text provided>
Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

 <no text provided>
Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

 <no text provided>
Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

 <no text provided>
Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

 <no text provided>
Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes 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 (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)


 EE 4163 - Energy Conversion and Storage Lab 1.0 credit
[Prerequisite: 4161 or concurrent registration]
Instructor
P.I. Cohen and P.J. Imbertson
Meeting times and place
KHK 3-xxx
Text
An electronic version of the laboratory manual is available to students.
Course description
This laboratory course compliments the lecture course EE 4161. The parent course for this
laboratory experience (EE 4161 Energy Conversion and Storage) examines the fundamental
physics and chemistry of selected energy conversion and energy storage devices and their use
and interconnect strategies in electric power applications. This laboratory course provides
hands-on experiences with the topics of 4161.
Course goals and objectives
The students should develop a practical understanding of the design and application of several
energy conversion and energy storage systems.
This course addresses Student Learning Objectives. Students in this course:
Can identify, define, and solve problems
The laboratory manual will ask for specific measurements to be made or specific
features to be designed. The students will be graded on their success.
Can locate and critically evaluate information
Design questions will require students to find typical costs or material
characteristics. The students will be graded on specific metrics.
Have mastered a body of knowledge and a mode of inquiry
The students will be required to write lab reports that include a discussion of the
theory of operation of the device or system being tested, the main issues, and the results
of their measurement or design process. The students will be graded on a predefined
rubric consisting of clarity, correctness, appropriateness, and completeness.
Can communicate effectively
The clarity and logical organization of the laboratory reports will be graded on
the communication skills demonstrated in their reports.
Class assignments and deliverables
Formal, group laboratory reports will be submitted for each laboratory completed.
Policy on late or missing assignments and deliverables
A third of a point will be deducted for each week that a report is late. A missing lab will reduce
the grade by one point (4 point scale).
Labs: The students will complete 5 labs from the following:
1. Accelerated Battery Life Tester
2. Model an InGaN/GaN solar cell using software supplied by the instructor
3. Solar PV Grid-Tie Lab power flow ⿿ connecting a solar module to the grid
4. Battery and super capacitor Characterization
5. Match solar cell and battery: are their options here on charging rate?
6. Compare a fuel cell to a battery
7. Economic analysis of a particular solar cell
8. Develop a solar Lantern
9. Evaluate the costs vs savings of a tracker for a monocrystalline Si photovoltaic cell
10.Deposit CdTe (in preparation)
Student Conduct Code:
The University seeks an environment that promotes academic achievement and integrity, that is
protective of free inquiry, and that serves the educational mission of the University. Similarly, the
University seeks a community that is free from violence, threats, and intimidation; that is
respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the
University; and that does not threaten the physical or mental health or safety of members of the
University community.
As a student at the University you are expected adhere to Board of Regents Policy: Student
Conduct Code. To review the Student Conduct Code, please see:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html.
Note that the conduct code specifically addresses disruptive classroom conduct, which means
"engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to
teach or student learning. The classroom extends to any setting where a student is engaged in
work toward academic credit or satisfaction of program-based requirements or related activities."
Use of Personal Electronic Devices in the Classroom:
Using personal electronic devices in the classroom setting can hinder instruction and learning,
not only for the student using the device but also for other students in the class. To this end, the
University establishes the right of each faculty member to determine if and how personal
electronic devices are allowed to be used in the classroom. For complete information, please
reference: http://policy.umn.edu/Policies/Education/Education/CLASSROOMPED.html.
Scholastic Dishonesty:
You are expected to do your own academic work and cite sources as necessary. Failing to do so
is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or
examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or
using test materials without faculty permission; submitting false or incomplete records of
academic achievement; acting alone or in cooperation with another to falsify records or to obtain
dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a
University academic record; or fabricating or falsifying data, research procedures, or data
analysis. (Student Conduct Code:
http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html) If it is
determined that a student has cheated, he or she may be given an "F" or an "N" for the course,
and may face additional sanctions from the University. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.
The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently
Asked Questions pertaining to scholastic dishonesty:
http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please
clarify with your instructor for the course. Your instructor can respond to your specific questions
regarding what would constitute scholastic dishonesty in the context of a particular class-e.g.,
whether collaboration on assignments is permitted, requirements and methods for citing sources,
if electronic aids are permitted or prohibited during an exam.
Makeup Work for Legitimate Absences:
Students will not be penalized for absence during the semester due to unavoidable or legitimate
circumstances. Such circumstances include verified illness, participation in intercollegiate
athletic events, subpoenas, jury duty, military service, bereavement, and religious observances.
Such circumstances do not include voting in local, state, or national elections. For complete
information, please see:
http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.
Appropriate Student Use of Class Notes and Course Materials:
Taking notes is a means of recording information but more importantly of personally absorbing
and integrating the educational experience. However, broadly disseminating class notes beyond
the classroom community or accepting compensation for taking and distributing classroom notes
undermines instructor interests in their intellectual work product while not substantially
furthering instructor and student interests in effective learning. Such actions violate shared norms
and standards of the academic community. For additional information, please see:
http://policy.umn.edu/Policies/Education/Education/CLASSNOTESSTUDENTS.html.
Grading and Transcripts:
The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in
accordance with the following:
A 4.000 - Represents achievement that is outstanding relative to the level necessary to meet
course requirements
A-
3.667
B+
3.333
B 3.000 - Represents achievement that is significantly above the level necessary to meet course
requirements
B-
2.667
C+
2.333
C 2.000 - Represents achievement that meets the course requirements in every respect
C-
1.667
D+
1.333
D 1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the
course requirements
S Represents achievement that is satisfactory, which is equivalent to a C- or better.
For additional information, please refer to:
http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.
Sexual Harassment
"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other
verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of
unreasonably interfering with an individual's work or academic performance or creating an
intimidating, hostile, or offensive working or academic environment in any University activity or
program. Such behavior is not acceptable in the University setting. For additional information,
please consult Board of Regents Policy:
http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html
Equity, Diversity, Equal Opportunity, and Affirmative Action:
The University will provide equal access to and opportunity in its programs and facilities,
without regard to race, color, creed, religion, national origin, gender, age, marital status,
disability, public assistance status, veteran status, sexual orientation, gender identity, or gender
expression. For more information, please consult Board of Regents Policy:
http://www1.umn.edu/regents/policies/administrative/Equity_Diversity_EO_AA.html.
Disability Accommodations:
The University is committed to providing quality education to all students regardless of ability.
Determining appropriate disability accommodations is a collaborative process. You as a student
must register with Disability Services and provide documentation of your disability. The course
instructor must provide information regarding a course's content, methods, and essential
components. The combination of this information will be used by Disability Services to
determine appropriate accommodations for a particular student in a particular course. For more
information, please reference Disability Services: http://ds.umn.edu/Students/index.html.
Mental Health Services:
As a student you may experience a range of issues that can cause barriers to learning, such as
strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty
concentrating and/or lack of motivation. These mental health concerns or stressful events may
lead to diminished academic performance and may reduce your ability to participate in daily
activities. University of Minnesota services are available to assist you. You can learn more about
the broad range of confidential mental health services available on campus via the Student
Mental Health Website: http://www.mentalhealth.umn.edu.
Strategic Objectives & Consultation
Name of Department Chair
Approver:		 <no text provided>
Strategic Objectives -
Curricular Objectives:		 How does adding this course improve the overall curricular objectives ofthe unit?

 <no text provided>
Strategic Objectives - Core
Curriculum:		 Does the unit consider this course to be part of its core curriculum?

 <no text provided>
Strategic Objectives -
Consultation with Other
Units:		 In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

 <no text provided>