575.732.81 - Energy Technologies for Solving Environmental Challenges

Expanded Course Description

Only add more if necessary.

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the course menu. A module will have several sections including the overview, content, recorded lectures, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You should regularly check the Calendar and Announcements for assignment due dates

Course Topics

This outline provides an overview of the course and assignments by week. Please remember to check the calendar for specific due dates. Each course module runs for a period of seven (7) days, i.e., one week. Unless otherwise noted in Blackboard, due dates for assignments are the last day of the module week. It is recommended that you complete the first watch the recorded lectures at the beginning of each module week, and then plan to answer the discussion question on Saturday or Sunday.  The recorded lectures are intended to provide sufficient information to participate in the discussion board.  Each week there will be also additional reading material and often some [optional] You Tube videos.   

Assessments vary by week, short problem set due at end of Module 01 and Module 02.  There are the two longer problem sets that are completed between weeks 03 and 06 and weeks 07 and 10 respectively.  Finally, in place a third long problem set student research an energy topic of interest and prepare and narrate a 15 to 20 minute presentation [typically 8 to 12 slides] that recorded and uploaded in Voice Thread by the end of Module 13.  Viewing and commenting other students' presentations is the main focus of the last module [Module 14 in week 14].

Module 01: Overview of course and introduction to energy, work, heat and heat engines
Module 02: The operation of the electricity grid: some key ideas
Module 03 Solar radiation and solar PV
Module 04 More on solar PV for existing and emerging technologies
Module 05: Wind energy and wind turbines and systems
Module 06: (1) Concentration solar thermal plants (CSP) and (2) Compressed air energy storage (CAES)
Module 07: Energy storage for stationary applications – Part I
Module 08: Energy storage for stationary applications – Part II
Module 09: Longer-term low carbon energy storage: Green and blue hydrogen
Module 10: Use of hydrogen for low carbon storage and some different end use applications
Module 11: Transportation: Conventional, hybrid and electric vehicles (EV) – Part 1
Module 12: Carbon dioxide capture and sequestration and/or use
Module 13: Transportation - Electric vehicles, part 2 and Biomass
Module 14: Mainly student research presentations

Course Goals

To identify and describe the science and engineering behind how key low carbon energy generation, energy storage/carrier, and carbon capture technologies work, and how they operate on a stand-alone basis and/or as part of a larger energy systems, including techno-economic considerations.  For higher solar, wind and other renewable energy penetration levels, how and why energy storage becomes increasingly important across a range of storage timescales (from batteries to hydrogen), and why carbon capture technologies may become increasingly important to achieve future carbon reduction targets.

Textbooks

Andrews, J., & Jelly, N. (2022). Energy science - principles, technologies, and impacts (4th ed.). Oxford University Press.

Please purchase more recent edition [4th]  

Student Coursework Requirements

• Discussions: Students will be asked to participate in an asynchronous weekly discussion board on topics related to some of the module learning objectives (and these objectives vary by week). Each week students will be given a choice of three questions (one or more of which may be quite open-ended). Students are required to post their primary response to one of the questions within 5 days (Sunday evening if the week starts on Wednesday), and at least one secondary response to another student’s post by end of week. (15% of total grade).
• Quizzes: Short quizzes in some modules to assess knowledge of concepts presented. (5% of total grade)
• Long Problem Set #1: This is a multi-question multi-part problem set that students will have three weeks to complete. Students are welcome and encouraged to seek clarification [via e-mail] on the meaning of questions and/or for hints on how to move forward where stuck. Problem set issued at the start of week 03 and due in week 07. (25% of total grade). By answering questions in this problem set students will be assessed on several of the course objectives, and well as multiple learning objectives associated with relevant modules.
• Long Problem Set #2: This is a multi-question multi-part problem set that students will have three weeks to complete. Students are welcome and encouraged to seek clarification [via e-mail] on the meaning of questions and/or for hints on how to move forward where stuck. Problem set issued at the start of week 07 and due in week 10 (25% of the total grade). By answering questions in this problem set students will be assessed on a several of the course objectives, as well as multiple learning objectives associated with the relevant modules.
• Student Presentation on an emerging energy technology: Students will decide on a research topic [by week 08 or 09] for an emerging energy technology of interest to them, and then develop a short 10 to 15 slide presentation, which they will record and “present” asynchronously to other students in week 14. (30% of total grade, split 5% for short 1-page proposal on topic to be covered, and 25% for the presentation). The presentation will address several course objectives.  Note: In order that presentation are available at start of week for Module 14 [that start on Wed] students need to submit narrated presentation by end of Module 13

Grading Policy

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10).

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.