Mon Oct 19 09:44:28 2015
| Approvals Received: |
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| Approvals Pending: | College/Dean > Provost > LE > Catalog > PeopleSoft Manual Entry | |
| Effective Status: | Active | |
| Effective Term: | 1163 - Spring 2016 | |
| Course: | EE 2701 | |
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Institution: Campus: |
UMNTC - Twin Cities/Rochester UMNTC - Twin Cities |
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| Career: | UGRD | |
| College: | TIOT - College of Science and Engineering | |
| Department: | 11122 - Electrical & Computer Eng | |
| General | ||
| Course Title Short: | Sustainable Electricity Supply | |
| Course Title Long: | Sustainable Electricity Supply: Renewables and Conservation | |
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Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
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Catalog Description: |
Overview of energy usage, role of electricity and its contribution to global warming/climate change. Electric power systems with conventional generation and transmission, and renewable resources such as solar and wind. Electric and hybrid vehicles, conservation using LEDs and green house applications. Power electronics and electric machines/drives. Prereq: EE 2001 or EE 3005 |
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| Print in Catalog?: | Yes | |
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CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F only | |
| Topics Course: | No | |
| Honors Course: | No | |
| Online Course: | No | |
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Instructor Contact Hours: |
3.0 hours per week | |
| Course Typically Offered: | Every Spring | |
| Component 1 : |
LEC (with final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
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Course Prerequisites for Catalog: |
<no text provided> | |
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Course Equivalency: |
No course equivalencies | |
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Add Consent Requirement: |
No required consent | |
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Drop Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
EE 2001 or EE 3005 | |
| Editor Comments: | <no text provided> | |
| Proposal Changes: | <no text provided> | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
Ned Mohan | |
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Faculty Sponsor E-mail Address: |
mohan@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 course introduces students to concepts in power generation, transmission, and distribution, and its economic, and environmental impacts. This involves quantitative problem analysis and solving (eg: phasor analysis, calculation of voltage transformation, power efficiencies - topic 4; identification of costs and constraints of renewables - topic 5) 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. Assessment will be through homework assignments, exams, and in-class exercises. These will be problem based, but also involve identifying the problem, resolving it, and explaining the robustness of the proposed solution. - Have acquired skills for effective citizenship and life-long learning Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. The course encourages analytical thinking, consideration of technology within economic and environmental contexts, and their impacts therein. Topics 5, 6, and 7 for instance provide context to topic 4, and also encourage students to think of future impacts of energy consumption, and the advantages and disadvantages of renewables. 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 homework assignments, in-class exercises, and final exams will test not only students' understanding of the scientific and technical concepts, but also assess their understanding of conventional power systems, their socio-economic, and environmental impacts, and the role of renewable and sustainable energy sources. | |
| Liberal Education | ||
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Requirement this course fulfills: |
TS Technology and Society | |
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Other requirement this course fulfills: |
None | |
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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:
<no text provided> |
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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:
Technology and Society Theme: The backdrop of this course will be to briefly describe our use of energy sources at present and its disastrous climatic and geopolitical consequences. Given that, our ethical responsibility is to explore alternate ways so that our children and grandchildren have a future! Moreover, the energy system underpins modern society and links critical food, transportation, health, and water infrastructures across multiple spatiotemporal scales. Driven by the goals of sustainability and resilience, our energy system is rapidly undergoing fundamental transitions in form and function. How we harness and use energy connects new technologies, societal values, policies, institutions, and laws. This course focuses on energy-generation opportunities, particularly electrical, using renewables, embedded within existing and future power systems infrastructure to be rapidly acceptable in societal and policy context. This course spans the management of the variability of renewable resources, explores the role of storage and demand, while ensuring economic and social sustainability. This course will be optimistic and upbeat, and will show that we can meet this challenge by shifting to renewables for generating electricity and using it efficiently. In doing so, various possible sources and approaches will be discussed and compared in terms of their practicality, by which we can derive energy from renewables such as solar and wind, not only to confront global collapse but instead leading to a brighter future. In concrete terms, if such measures are implemented, it will mean using far less coal, no fracking and zero imported oil! These technologies will have a profound impact on society. This course will result in students as informed and engaged citizens with the possibility of developing innovative technologies in their career by combining compelling ethical urgency raised by climate change and, with the underpinning of technological knowledge, making the difference by convincing communities, investors and policy makers that the changes are not only ethical but are sound business practices as well. Many scientists are sounding the alarm bell that unless the problem of greenhouse is addressed, a point of no-return will be reached soon resulting in migrations and global conflicts like the world has never seen before. In this sense, all of us will be judged by history if we understood the urgency and did not have the moral fortitude to act based on opportunities made possible by technologies at hand. |
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LE Recertification-Reflection Statement: (for LE courses being re-certified only) |
<no text provided> | |
| Statement of Certification: |
This course is certified for a Core,
effective
as of
This course is certified for a Theme, effective as of |
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| Writing Intensive | ||
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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> |
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| 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> |
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| 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> |
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| 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> |
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| 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> |
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| 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> |
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| Statement of Certification: | This course is certified as Writing Internsive effective as of | |
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Readme link.
Course Syllabus requirement section begins below
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| 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.) EE2701 Sustainable Electricity Supply: Renewables and Conservation Motivation: 1. Climate change/global warming is the gravest threat facing humanity. Electricity is essential for a modern society and nearly fifty percent (as much as 2/3rd if the transportation is electrified) of the energy is consumed in this form. Nearly 70% of electricity is generated using fossil fuels that create the greenhouse gases responsible for climate change. The mission of this course is to make students go beyond the awareness of climate change; to make them an advocate/champion and doers to utilize renewables for generation and the latest technology for conservation. The course is designed so that students will learn the fundamentals of electricity (its generation, transmission, and distribution), sources of electricity (conventional and renewable), costs, constraints, and environmental impacts - all within the context of social values and public policy. 2. This course will be designed to be offered in the second semester of the sophomore year with the prerequisite of only EE2001 or EE3005, i.e., without the knowledge of the phasor analysis that will be taught as a part of this course. This is done in order to allow this course to be taught at 2-year community colleges such that credits transfer to UMN. This is one of the ways to boost the number of transfer students and it also aligns with the objective of our ONR grant: “Increasing Electric Power and Energy Engineering Pipeline Nationwide.” Catalog Description: (3.0 cr; Prereq - EE2001spring, every year) General overview of energy usage, role of electricity in it and the contribution to global warming/climate change. With this backdrop, understanding of the present electric power systems with conventional generation and transmission, and the possibility of introducing renewable sources such as solar (PVs) and wind. Future electric transportation systems consisting of electric and hybrid vehicles. Conservation using LEDs and their use in green houses for growing vegetables. In the context of applications described above, understand the fundamentals of electric power systems, power electronics and electric machines/drives concepts to apply them to these various applications. Contact Hours: 3 hours of lecture per week. Text: None – course material will be uploaded to the course website during the semester. References: Links to latest research and findings, material on www.cusp.umn.edu; Textbooks by N. Mohan – www.wiley.com/college/mohan Prerequisites by Topics: Physics - motion of interacting objects, the forces that they exert on each other and the quantities that are conserved in those interactions, electrical and magnetic interactions. ECE - An understanding of nodal and mesh analysis of simple resistive circuits. An understanding of first and second-order transients in RL, RC, and RLC circuits. An understanding of the fundamentals of diodes, BJTs and FETs. Course Outline and Learning Outcomes: 1. (1 week) Sustainability – what does it mean, what is its significance in the generation and distribution of electricity and understanding of our present energy overview: Energy Consumption in various forms, Global Warming and Climate Change, Impact of Fracking, Role of Electricity - 1 week 2. (1 week) An understanding of Traditional sources of electricity generation: coal, natural gas, hydro, nuclear, Renewable Sources of Generating Electricity – Availability of Resources and an Introduction: Wind and Solar. Environmental impact of conventional sources of electricity generation, how these compare to renewable sources, e.g.: wind versus natural gas in producing greenhouse gases 3. (1 week) An understanding of Present State of Electricity Supply, Present Power Systems Infrastructure – Generation to usage. Opportunity for conservation by increasing conversion efficiencies 4. (1 week) An understanding of Delivering Electricity to Consumers over Transmission Lines, Fundamentals of ac in contrast to dc, Phasor Analysis to make it simpler: Power, Reactive Power, PF, Efficiency, Single-phase and three-phase circuits, Transforming voltages (efficiency/waste/loss in each system, comparisons between the two, and therefore connection to environmental/economic impacts) 5. (2 weeks) An understanding of Generating Electricity using Photovoltaics (PVs): Physics, i-v Characteristics and Maximum Power Point of PV Cells, Interconnecting to a single-phase utility grid by a power-electronics converter, Interconnecting it to a three-phase utility grid by a power-electronics converter. Costs and constraints related to solar energy: economics, infrastructure, environmental, current limitations, future potential and expectations, public policy given its variable nature, social values 6. (3 weeks) An understanding of Harnessing Energy from the Wind: Physics, Maximum Power Point at various wind speeds, Various electrical structures, Various type of generators and their operating principles. Costs and constraints related to wind energy: economics, infrastructure, environmental, limitations (shadow effect, migration patterns, etc., global perspectives, public policy due to variable nature, social values) 7. (1 week) An understanding of Other Sources of Generation using Natural Gas, Fuel Cells: Physics and Interconnection, Micro-Turbines for Micro-grids. Costs, advantages/disadvantages, environmental impacts 8. (1 week) An understanding of Electrifying Transportation, Electric and Hybrid-Electric Vehicles, High Speed Trains. Sources of power (multiple fuel sources), environmental comparison of conventional vs. hybrid vehicles/transportation 9. (1 week) An understanding of Electrical Storage: Batteries and Flywheels and possible environmental impacts and limitations (w.r.t. levels of consumption) 10. (1 week) An understanding of Electricity Conservation Potential in Pumps and Compressors, Heating, Ventilating and Air Conditioning, Induction Cooking, LED Lighting 11. (1 week) An understanding of Emerging Applications such as Growing Vegetables in Greenhouses using grow lights and Other Possible Applications such as Electricity-saving Apps All through the course, critical thinking and decision making on socio/economic impact of energy/electricity. Relationship to Student Outcomes: In accordance with ABET accreditation criteria, all engineering programs must demonstrate that their students achieve certain outcomes. This list of outcomes may be found on the ABET.org website. Of the outcomes listed in the ABET criteria (enumerated as (a) through (k)), this course teaches skills which help the student achieve the following outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering (e) an ability to identify, formulate, and solve engineering problems (i) a recognition of the need for, and an ability to engage in life-long learning (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. How would this course be counted in students’ graduation plan? As an Additional Technical Elective Why would students be interested in taking this course? Students will get a good overview of sustainable electricity supply using renewables and conservation in sufficient detail, without having to take our three senior-level courses (EE4701, EE4721 and EE 4741). Technology and Society Theme: The backdrop of this course will be to briefly describe our use of energy sources at present and its disastrous climatic and geopolitical consequences. Given that, our ethical responsibility is to explore alternate ways so that our children and grandchildren have a future! Moreover, the energy system underpins modern society and links critical food, transportation, health, and water infrastructures across multiple spatiotemporal scales. Driven by the goals of sustainability and resilience, our energy system is rapidly undergoing fundamental transitions in form and function. How we harness and use energy connects new technologies, societal values, policies, institutions, and laws. This course focuses on energy-generation opportunities, particularly electrical, using renewables, embedded within existing and future power systems infrastructure to be rapidly acceptable in societal and policy context. This course spans the management of the variability of renewable resources, explores the role of storage and demand, while ensuring economic and social sustainability. This course will be optimistic and upbeat, and will show that we can meet this challenge by shifting to renewables for generating electricity and using it efficiently. In doing so, various possible sources and approaches will be discussed and compared in terms of their practicality, by which we can derive energy from renewables such as solar and wind, not only to confront global collapse but instead leading to a brighter future. In concrete terms, if such measures are implemented, it will mean using far less coal, no fracking and zero imported oil! These technologies will have a profound impact on society. This course will result in students as informed and engaged citizens with the possibility of developing innovative technologies in their career by combining compelling ethical urgency raised by climate change and, with the underpinning of technological knowledge, making the difference by convincing communities, investors and policy makers that the changes are not only ethical but are sound business practices as well. Many scientists are sounding the alarm bell that unless the problem of greenhouse is addressed, a point of no-return will be reached soon resulting in migrations and global conflicts like the world has never seen before. In this sense, all of us will be judged by history if we understood the urgency and did not have the moral fortitude to act based on opportunities made possible by technologies at hand. Assignments, nature of assessments, student projects 1. There will be a weekly homework assignment that will be collected and graded. Solutions will be provided subsequently. These assignments will count 15% towards the grade. 2. The homework assignments will have 4-5 numerical problems to promote and assess the comprehension of the course material. In addition, there will be a descriptive/qualitative question that will ask students the relevance of the material covered in that week to Sustainable Electricity Supply. 3. There will be two mid-term exams, each 15% of the grade. The Final Exam will be comprehensive of all the material discussed in the course and will determine 45% of the grade. 4. There will be a student project based on possible research topics/papers discussed in the beginning of the semester. In this, students will be asked to pick one of the topics of their choice write a research paper describing the impact of carbon-based fuels on the environment and how using energy from renewables and conservation can lead to sustainable electricity supply. This research paper will count 10% towards the grade. Student Learning Outcomes This course will address the following two student learning outcomes most directly. • Can define, identify, and solve problems. The course introduces students to concepts in power generation, transmission, and distribution, and its economic, and environmental impacts. This involves quantitative problem analysis and solving (eg: phasor analysis, calculation of voltage transformation, power efficiencies - topic 4; identification of costs and constraints of renewables - topic 5). Assessment will be through homework assignments, exams, and in-class exercises. These will be problem based, but also involve identifying the problem, resolving it, and explaining the robustness of the proposed solution. • Have acquired skills for effective citizenship and life-long learning. The course encourages analytical thinking, consideration of technology within economic and environmental contexts, and their impacts therein. Topics 5, 6, and 7 for instance provide context to topic 4, and also encourage students to think of future impacts of energy consumption, and the advantages and disadvantages of renewables. The homework assignments, in-class exercises, and final exams will test not only students' understanding of the scientific and technical concepts, but also assess their understanding of conventional power systems, their socio-economic, and environmental impacts, and the role of renewable and sustainable energy sources. Technology and Society Theme objectives and criteria Courses must meet these criteria: • The course examines one or more technologies that have had some measurable impact on contemporary society. In this course, a wide variety of possibilities will be discussed along with their impact on society. • The course builds student understanding of the science and engineering behind the technology addressed. This course is technical at its core, building on the ECE prerequisite of EE2001 and combining the aspects covered in EE4701, EE4721 and EE4743. • Students discuss the role that society has played in fostering the development of technology as well as the response to the adoption and use of technology. In this course, concrete examples of success in using various energy technologies will be discussed and written about, with an eye toward the future of these technologies. • Students consider the impact of technology from multiple perspectives that include developers, users/consumers, as well as others in society affected by the technology. In the research paper the students will be asked to write, they will consider selecting a given option from various viewpoints for their societal acceptability in the way of economic viability. • Students develop skills in evaluating conflicting views on existing or emerging technology. There are always pros and cons and students will be asked to consider them both and evaluate them. • Students engage in a process of critical evaluation that provides a framework with which to evaluate new technology in the future. Students will be asked to develop a methodology to evaluate pros and cons. • Final Thought: This course is designed to be taught at community colleges as well, in order to increase the pipeline of transfer students. However, not all community college students go on to 4-year institutions. Even to those students, this course will be very useful in their trade. |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
Randall Victora | |
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Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? Power and energy is one of the areas within the Electrical and Computer Engineering dept. and this course is designed so that students will learn the fundamentals of electricity (generation, transmission, and distribution), sources of electricity (conventional and renewable), costs, constraints, and environmental impacts. |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? No. This course is an elective designed to introduce students to power systems and energy. |
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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. ECE has consulted with BBE, a department that offers courses in sustainable and renewable resources to ensure there is no overlap, or duplication of course materials. Based on the email correspondence, it appears that there should be no conflict, and the course could be complementary. The following is the summary of an email exchange between Prof. Ned Mohan (instructor for proposed course) and Prof. Shri Ramaswamy (Head of the BBE department in CFANS) as part of cross-campus consultation re: the proposal Hi Shri, I am writing to you about a course EE2701 “Sustainable Electricity Supply: Renewables and Conservation” that [...] is scheduled to be offered starting in Spring 2016 on an annual basis. The target audience includes students in ECE and other disciplines that have taken the prerequisites of EE2001 or EE3005. I have attached the syllabus that I had provided to our Curriculum Committee for their approval. This course will be listed to satisfy the Additional Technical Electives requirement. [...] I am writing to consult with you on this course to check for duplication of effort/overlap with BBE's course offerings. I look forward to hearing from you. Best, Ned Prof. Ramaswamy's response: Ned, Thanks for sharing with us.This looks like a good course and is complementary to what we offer BBE 2201 and BBE 4733. Please let me know if you need additional information. Regards, Shri |
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