New York City College of Technology
Construction Management and Civil Engineering Technology Department
COURSE CODE: ESCI 2000
TITLE: Energy Resources
Number of class hours, lab hours if applicable, credits:Â 3 lecture hours, 3 credits
COURSE DESCRIPTION:
Â
This special topics interdisciplinary course provides an introduction to energy systems, such as hydropower, solar, wind, geothermal and natural gas. Students learn about the scientific process of energy production and its applications. Students will explore economic and environmental impacts caused by the demand for sustainable resources.
COURSE CO/PREREQUISITE (S):
ENG1101, MATH 1275
RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK (S) and/or MATERIALS*
Presidential Documents Executive Order 13514 of October 5, 2009
Building an Energy Sustainable Corps, October 2012
Hydropower Resource Assessment at Non-Powered USACE Sites, July 2013
Chapter 2.01- Wind Energy – Introduction in Comprehensive Renewable Energy, 2012
Alaska: Gas Project Could Ensure Energy/Economic Future in Pipeline & Gas Journal, 2014
Energy, Environment, and Sustainable Development in Renewable and Sustainable Energy Reviews, 2008
Natural Gas and U.S. Economic Activity in The Energy Journal, 2014
Implications of U.S. Natural Gas Growth: Will Gas Bills be Cheaper? in Pipeline & Gas Journal, 2013
U.S. Liquefied Natural Gas Exports and America’s Foreign Policy Interests in American Foreign Policy Interests, 2012
International law and Renewable Energy: Facilitating Sustainable Energy For All? in Melbourne Journal of International Law, Vol 14
Chapter 13- Wind Energy Systems in Solar Energy Engineering ( 2nd Edition), 2014
Under the Surface: Fracking, Fortunes, and the Fate of the Marcellus Shale, By Tom Wilber. Ithaca, New York: Cornell University Press, 2012. Civil Engineering—ASCE, Vol. 82, No. 5, May 2012, pp. 72-73
NewsBriefs: Benefits of Fracking Will Not Come without Costs, Study Says (Environmental Business Journal) by Jenny Jones. Civil Engineering—ASCE, Vol. 81, No. 11, November 2011, pg. 32
SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS*
| Week | Topic | Reading Assignment |
| 1 | Introduction to Energy Systems and the need for Sustainable Solutions | Presidential Documents Executive Order 13514 of October 5, 2009
Building an Energy Sustainable Corps, October 2012 |
| 2 | Water Power Energy and Solar Energy | Hydropower Resource Assessment at Non-Powered USACE Sites, July 2013 |
| 3 | Wind and Geothermal Energy | Chapter 2.01- Wind Energy – Introduction in Comprehensive Renewable Energy, 2012
Chapter 13- Wind Energy Systems in Solar Energy Engineering ( 2nd Edition), 2014 |
| 4 | Sustainable Architecture:Â Site Visit to Brooklyn Navy Yard | Field Trip: Students will learn about the Navy Yard’s green initiatives, LEED-certified buildings, alternative energy projects, and sustainable manufacturing practices. |
| 5 | Introduction to Natural Gas | The Gas Surge in Science 2014
|
| 6 | The Role of Civil Engineering in Hydraulic Fracturing: Geology and Seismicity | http://www.shaleenergyinsider.com/2014/09/29/what-is-civil-engineerings-role-in-fracking-video/ |
| 7 | Hydraulic Fracturing: Engineering Design and Development of Fracking Systems | Under the Surface: Fracking, Fortunes, and the Fate of the Marcellus Shale, By Tom Wilber. Ithaca, New York: Cornell University Press, 2012
Civil Engineering—ASCE, Vol. 82, No. 5, May 2012, pp. 72-73 NewsBriefs: Benefits of Fracking Will Not Come without Costs, Study Says (Environmental Business Journal) by Jenny Jones |
| 8 | Hydraulic Fracturing; GasLand, a film by Josh Fox | |
| 9 | Chemistry and Hydraulic Fracking: Chemicals in Fracking Fluid and the Combustion Process | |
| 10 | Chemistry and Hydraulic Fracking: Air Quality, Water Quality and the Environment | Â |
| 11 | Environmental Impacts of Hydraulic Fracking; Groundwater Modeling using HEC-RAS | Energy, Environment, and Sustainable Development in Renewable and Sustainable Energy Reviews, 2008 |
| 12 | Economic Impacts of Hydraulic Fracking
|
Natural Gas and U.S. Economic Activity in The Energy Journal, 2014
Implications of U.S. Natural Gas Growth: Will Gas Bills be Cheaper? in Pipeline & Gas Journal, 2013 |
| 13 | Case Study: Alaska Liquid Natural Gas Project | Alaska: Gas Project Could Ensure Energy/Economic Future in Pipeline & Gas Journal, 2014 |
| 14 | Class Presentation | Research Papers Due |
| 15 | Class Debate |
COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS
Â
ÂLEARNING OUTCOMES |
ASSESSMENT METHODS |
| Synthesize and transfer knowledge across disciplinary boundaries by applying their scientific knowledge to solve energy conversion calculations and applying their writing skills to reflect on the related topics;
 |
This will be measured in classwork, i.e. quizzes, exams, and class discussions. |
| Apply integrative thinking to problem-solving in ethically and socially responsible ways through their case study;
  |
This will be measured through completion of their software modeling. |
| Recognize varied perspectives by examining the different viewpoints of all parties involved in the ongoing controversy regarding “fracking”;
  |
This will be measured through the in-class debate and final oral presentations.
|
| Think critically, communicate effectively, and work collaboratively through preparation of the final presentations and debate arguments.
  |
This will be measured through the in-class debate and final oral presentations. Students will be graded based on Individual projects and Collaborative projects. Students will present in class, participate in class discussions (including group presentations and in-class group activities).
|
GENERAL EDUCATION LEARNING OUTCOMES/ASSESSMENT METHODS
Â
ÂLEARNING OUTCOMES |
ASSESSMENT METHODS |
| Develop knowledge from a range of disciplinary perspectives, and develop the ability to deepen and continue learning. Students will acquire tolls for lifelong learning. | This will be measured through the case study assignment.
|
| Acquire and use the tools needed for communication, inquiry, analysis, and productive work. Students will communicate in diverse settings and groups. Understand and employ both qualitative and quantitative analysis to describe and solve problems, both independently and cooperatively.
 |
This will be measured through the written midterm paper, final oral presentation, and final team debate.
This will be measured through completion of their software modeling. |
| Understand and apply values, ethics, and diverse perspectives in personal, professional, civic, and cultural/global domains. Applying knowledge and analyzing social, political, economic and historical issues.
  |
This will be measured through the in-class debate and final oral presentations.
|
SCOPE OF ASSIGNMENTS and other course requirements
Class Participation – The course will include a significant amount of discussion; each student is required to be an active participant in the class.
Quizzes – Quizzes will be given at the beginning of each class period to assess the student’s understanding of the reading assignment. Missed Quizzes cannot be made up. Quizzes are at the start of class; be on-time.
Midterm Paper – Students will be required to write a midterm paper discussing the scientific validity of the documentary film, Gas Land. Does the documentary base its conclusions on scientific data?
Case Study – The course will perform a case study on the Alaska Natural Gas Project. Each student will be assigned an aspect of the project to summarize in written paper.
Final Presentation and Class Debate – The class will be split into six groups: residents, economists, politicians, scientists, environmentalists, and businessmen.  Each group will prepare a summative paper defending their opinion on the growth of the natural gas industry and participate in an in-class debate.
METHOD OF GRADING – elements and weight of factors determining the students’ grade
| Class Participation | 10% |
| Quizzes | 20% |
| Midterm Paper | 15% |
| Case Study | 15% |
| Final Presentation and Debate | 40% |
ACADEMIC INTEGRITY POLICY STATEMENT
Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog.
COLLEGE POLICY ON ABSENCE/LATENESS
A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows:
Class Meets     Allowable Absence
 1 time/week     2 classes
2 times/week   3 classes
3 times/week    4 classes
