ENE 511 - Energy Systems Engineering II
2023 Spring Syllabus, Section 01, CRN 15676
You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.
Times and Location
Olusegun Stanley Tomomewo
Office: Collaborative Energy Center, Room 113E, 2844 Campus Road, Stop 8153 Grand Forks, ND 58202-8153
2023 Spring Office Hours:
open Door policy
Office Phone: 347-789-2327
Office: Collaborative Energy Center Room 114, Grand Forks, ND 58202-8153
2023 Spring Office Hours:
open Door policy
Office Phone: 701-215-9298
Office: Harold Hamm School of Geology & Geological Engineering, Leonard Hall, Room 217 81 Cornell Street Stop 8358
2023 Spring Office Hours:
open Door policy
About the Professor
For more information about your instructors, view the “Week 1: Introduction Post and the Introduce Yourself Blog”, while there, introduce yourself by posting to the blog.
Provides the framework to perform basic design and integration of various energy systems and how to develop the comparative analysis of various energy conversion systems. This course is one of a two part series with ENE 510 that can be taken in either order.
My name is Dr. Tomomewo Stanley Olusegun, call me Stanley. I’m your instructor for the Energy Systems Engineering II for this Spring 2023 Class.
The course focuses on the mechanical, chemical and systems designs of renewable energy systems like the Wind, Biomass, Geo-Thermal, Hydro-Electric, Solar and others. The course will also briefly look at the available policies and the economic tools for the analysis of these energy systems with the purpose of determining components and systems efficiencies. Additionally, along the way, students will become familiar with the relationship between economic and ethical issues and how they affect the quality of our environment and the complex interplay between engineering systems and society. Lastly, we will take a dive into understanding transportation technologies, system perspective and twenty-first-century energy. This will be elaborated more in the objective section. Please start by introducing yourself and state your expectation(s) for this course, view and study the instructor’s PowerPoint slides, then the lecture videos (if you want and when available), read the chapters of the recommended textbooks. Complete each module assignments, Journal entries, mid-term exam and the term project. Please ensure you start making plans to get the recommended text for this class. Check the "Start here" menu for details. There is one more goal: in general, the intent is to apply a wide range of engineering skills to a pressing challenge of our time, so one overall goal of the course is to “do something interesting, and have fun.” I hope we will all
succeed in this area!
In the face of constantly increasing uncertainty within the oil and gas sector which is the major energy generating source Globally reduced oil prices and increasing demand for energy, it should come as no surprise that understanding how the energy systems interrelate and can be maximized in other to generate, store and distribute energy in a way that it will be sustainable and the environmental friendly. Sustainable use of energy resources is at the forefront of strategic plans for businesses, public sector/government organizations and individuals as well. As a result, this program has been designed with the overall goals as follows:
1. The student will become proficient in engineering calculations of the performance and rudimentary design of various energy conversion systems.
2. The student will become familiar with the physics of the environmental issues, including the greenhouse effect and global climate change.
3. The student will become adept in the comparative analysis of various energy conversion systems. The comparisons will include cost, social acceptability as well as environmental consequences.
Each module builds on the specific curriculum and will discuss a topic that will be examined at the end of that module, so it is very important you have a full grasp of all the concepts involved.
At the end of the course it expected that students understand and become:
1. Proficient in engineering calculations of the performance and rudimentary design of various energy conversion systems.
2. Familiar with the physics of the environmental issues, including the greenhouse effect and global climate change.
3. Familiar with the physics of the environmental issues, including the greenhouse effect and global climate change.
What will I study on this course?
Module Number 1 (Lectures 1-4)
Subject Matter - Introduction, System & Policy tools and Engineering Economics (Chap.1-2, Please read).
Required Item - Discussion Board 1
Module Number 2 (Lectures 5-12)
Subject Matter - Wind industry and available energy: worldwide growth. Wind energy formation and availability. Statistical modeling of wind energy and Wind turbine design more. Reading: Chap.3. Bioenergy Resources & Systems: Policies, Net Energy, Net Energy Balance Ratio, & Life Cycle Analysis. Productivity, fuel per unit of
cropland per year, etc…..Reading Chapter 4. Finally discuss on hydrogen technologies and processes, distribution and transportation and its potential applications Reading Chapter 5
Required Item - Module Assignment 1, Discussion Board 2
Module Number 1 (Lectures 13-18)
Subject Matter - Hydro electric energy and its types and fundamental calculations. Geothermal reservoirs, processes and future prospects.
Required Item - Module Assignment 2, Discussion Board 3
Module Number 1 (Lectures 19-26)
Subject Matter - Solar resources and the solar energy, Parameters impacting the energy conversion, photovoltaic technology, Design, economics analysis and environmental consideration and active and passive solar thermal applications Read chapter 8-9
Required Item - Module Assignment 3, Discussion Board 4
Module Number 1 (Lectures 27-30)
Subject Matter - Transportation energy: overview of transportation applications, for example, freight versus passenger. Advances in ICE technology. Prospects for battery-powered vehicles. Hybrid technology. Issues in energy for freight transportation. Reading: Chaps. 13 and 14.
Required Item - Discussion Board 5
Exam 1: Mid-Term Exam
Exam 2: Term Project Submission / Presentation (Final Exam)
There will be a limited number of guest speakers during the semester, to accompany coverage of material in the course. The speakers are all practitioners in the areas of state-of-the-art energy system design, and therefore the talks should be of great interest to the class and to complement material presented in the regular lectures. We would ensure each speaker talk briefly about their career paths, to enable students learn about how they might enter the energy system field. Attendance at these talks is mandatory, you could join through zoom if you are online student and material presented at these lectures is fair game for homeworks and exams (where possible, I will make PowerPoint shows available on the Blackboard site after the lectures).
A Learning Outcome is a statement that describes what you will be able to do as a result of learning and allows you to demonstrate an understanding of what is required. Stated learning outcomes will help you to know what is expected of you and will help the teaching staff to focus on precisely what they want you to achieve. Achievement of a Learning Outcome is a specific minimum acceptable standard for you to be able to pass a module. Module Learning Outcomes will contribute to the successful completion of your modules, which in turn, contributes to the successful achievement of your program. All Learning Outcomes must align with the assessment given to you.
1. Energy Systems Engineering- Evaluation and Implementation – Francis M. Vanek, Louis D. Albright and Largus T. Angenent - Third edition: ISBN- 978-1-25-958509-8
2. Energy Resources: Availability, Management, and Environmental Impacts - Kenneth J.Skipka, Louis Theodore
1. Solar Energy: The Physics and Engineering of Photovoltaic Conversion, Technologies and Systems by Olindo Isabella, Klaus Jager, Arno Smets, Rene van Swaaij, Miro ZemanClimate, Energy and Water - by Jamie Pittock, Karen Hussey, Stephen Dovers
2. Advances in Energy Systems Engineering by Georgios M. Kopanos (Editor), Pei Liu (Editor), Michael C. Georgiadis (Editor)
Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment. Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.
Minimum Technical Skills Needed
In order to succeed in this course, at a minimum, you should be able to:
• Navigate in and use basic Blackboard functions
• Download and open electronic documents
• Create, save, and upload/attach electronic documents
• Send, receive, and manage email
• Ability to engage surf internet for relevant data.
• Ability to engage in constructive and fact-based discussion through Blackboard
• Ability to analyze previous energy case studies
Access and Log in Information
This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.
The course content is organized by Modules for this semester. Each module has the class lecture notes and folders that have class lectures videos, Supplementary materials and case studies and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, blogs, wikis, surveys, quizzes, tests and assignments will be used to assess your comprehension and application of those materials.
What Should Students Do First?
Prior to the start of the first week you should have reviewed the syllabus in other to understand the overall course delivery and grading system.
Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.
Insert the course requirements/expectations. An example is posted below.
- The student will review the syllabus and course schedule posted in Blackboard.
- The student will access and follow all course instructions found in the weekly area of the Blackboard course.
- The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
- The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
- The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
Insert information on how you will be communicating with students and how you would like them to communicate with you. Be sure to set expectations regarding response times. Some examples are provided below, please include all categories relevant to your instruction of this course:
Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters.
You are encouraged to post your questions about the course in the FAQs discussion board forum in the Blackboard site or raise them in class if held synchronously or on campus. The Blackboard discussion board is an open forum in which you and your classmates are encouraged to answer each other’s questions. But, if you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours during the week or weekend.
Discussion Forums, Blogs, & Wikis
These tools are an excellent way for you to engage with the course material and with your peers. Each week we will have at least one of these tools for you to participate in. You are expected to read all assigned discussion boards, blog posts, and/or wiki pages and provide thoughtful contributions.
When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.
Term Paper Submission & Presentation
Final Grade Scale
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
0% - 59% = F
Introduce Yourself Blog
Introduce yourself in the Week 1: Introduce Yourself blog. Include your name, something about yourself, and a photo. The Introduce Yourself Blog is due on [date/time] and worth [x]points.
Graded Online Discussion
As this is an asynchronous, online, course your participation will be an integral part of your grade. Your posts/contributions should demonstrate that you attended, watched the lectures, read the assigned readings and have a clear understanding of the materials. You should provide evidence from the readings and/or other sources to support your arguments. You may also draw on your own personal experiences.
Graded In-Class Discussion
Your participation in class discussions will be a part of your grade. Your comments should demonstrate that you have processed the readings and any other class preparatory material. You should refer to this material to support your comments and arguments.
Mid Term Exam
Mid- term exam will come in the form of literature review report on topics that will be assigned. This will be a take home exam.
We would use case studies analysis to analyze the current trend in various energy systems engineering evolving around the world. Student will give summaries of their opinions, suggestions or contributions directly on blackboard in form of a post based on the topics being analyzed. This will be graded. There would be one case study per module
Assignments Journal Entries
The course includes several assignments that will make up 15% each of your final grade. There will be one assignment per module.
Will also serve as the final exam.
This will be used for introductions and avenue to post questions for other students and the instructors to respond. If your are looking a place to gain extra points, stick to discussion board.
This will be used to present the result of the term project; you will work in small groups. You may select your topic as a group, but it must be approved by me before you begin working. You should submit your topic to the Wiki in Blackboard at a date that will be announced. Once approved, you will work together to research your topic and develop a 10-15 minute presentation. In Blackboard, you will see a “My Groups” link below the green navigation menu on the left side of your screen. Use that link to access tools (i.e., email, file share, group and collaboration tools) that will aid you in working together. You will use VoiceThread to record your group presentation. Further details, including the grading rubric and VoiceThread tutorials, will be uploaded in Blackboard. The presentation is worth 15% of the total point available the term project.
Around the middle of the semester, we will complete a formative assessment to see how the course is going. Near the end of the semester, you will be asked to complete an online course evaluation form (SELFI). Your feedback on the course is extremely valuable to me. I read my students’ comments carefully and use them to improve the course the next time I teach it.
• When the time comes, please let me know which aspects of the course helped you learn—and which aspects might be modified to help future students learn more effectively.
• Please note that the course evaluations are anonymous and that I won’t see the results until after the grades for the course are submitted, allowing you to provide honest and constructive feedback.
• And if you have feedback to offer before the end of the semester, please let me know.
Due dates for each assignment or activity will be posted in Blackboard.
All assignments must be submitted by the due dates posted in the course. The acceptance of late assignments is at the discretion of the instructor, provided that you contact the instructor before the due date and ask for an extension. All requirements for this course must be completed during the course dates.
Instructor Responsibilities and Feedback
I will provide feedback on all assignments and group activities before the beginning of the next module I will be available during appointed Office Hours to answer questions, provide feedback, and offer advice. I can also be reached through my provided und official email address.
Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion board. Students are expected to attend on campus or synchronous classes, etc.
It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.
When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Netiquette is a set of rules for behaving properly online. Here are a few basic points to remember when communicating in this course:
Be scholarly. Use proper language, grammar, and spelling. Explain your thoughts, justify opinions, and credit the ideas of others by citing scholarly resources. Avoid misinforming others when you are unsure of the answer. When discussing something and supplying a guess, clearly state that.
Be respectful. Respect the privacy of others. Do not share personal or professional information about others unless permission has been granted. Respect diversity and opinions that differ from their own. Be tactful when you communicate.
Be professional. Everyone should strive to give their best impression online. Truthfulness, accuracy, and running a final spell check are appropriate expectations for university students. Writing in a legible font and limiting the use of emoticons is considered professional behavior. Profanity and participation in hostile interactions, known as flaming, is unprofessional as well as disruptive.
Be polite. Students should address professors and instructors by the appropriate title or requested name. Students should interact online politely, just as they would be expected to do in a physical environment. Sarcasm, rudeness, and writing in all capital letters (shouting) should be avoided.
Everyone has the right to be addressed by the name and personal pronouns that correspond to their gender identity, including non-binary pronouns, for example: they/them/theirs, ze/zir/zirs, etc.
I recognize that preferred names and pronouns may change during the quarter, if at any point during the quarter you would like to be addressed differently, please let me know.
As part of our commitment to inclusion in this course, it is important that all students in this class respect the preferred names and pronouns of their peers. Mistakes in addressing one another may happen. If you make a mistake or are corrected, please briefly apologize and correct yourself.
In this class we will have a technology policy that is designed to support your attention to one another and to the course material. We will spend the majority of our time engaged in activities that depend upon you being present and attentive to one another, and course content we will study. We are all challenged these days by the ways in which our digital devices—including laptops, tablets, phones, and watches—can steal our attention away from our immediate surroundings. Technology should be used for educational purposes only during scheduled class times.
Collaboration and Recording (For Online, Hybrid, Hyflex courses)
Sharing personal experiences and opinions is an important part of the learning process. In the (hybrid, hyflex, synchronous, etc.) environment of this course, all of our interactions are recorded (via Zoom, Blackboard Collaborate Ultra, Yuja, etc) and made available to students in the course. The purpose of these recordings is to enhance learning for all students. If your peers make personal statements in this course, consider those comments in the context of our learning goals and do not share them with people outside the course. If you have questions or concerns about any recordings, please contact me.
University of North Dakota Policies & Resources
Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.
As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.
Access and Opportunity, Disability Support, & Medical Services
The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email UND.dss@UND.edu or by phone at 701.777.2664.
UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully. Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom. If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.
UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or UND.dss@UND.edu. Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.EO.TitleIX@UND.edu.
UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.
Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.
Notice of Nondiscrimination
It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, UND.EO.TitleIX@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.
Reporting of Discrimination, Harassment, or Sexual Misconduct
If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.
Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct
It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..
UND Cares Program
How to Seek Help When in Distress
We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.
How to Recognize When a Student is in Distress
The term “distressed” can mean any of the following:
- Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
- Student has cut off or minimized contact with family or friends.
- Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
- Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
- Student is acting withdrawn, volatile, tearful, etc.
- Student is acting out of character or different than usual.
- Student is talking explicitly about hopelessness or suicide.
- Student has difficulty concentrating or difficulty carrying on a normal conversation.
- Student has excessive dependence on others for company or support.
- Student reports feeling out of control of one’s emotions, thoughts, or behaviors.
Land Acknowledgement Statement
Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.
It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).
Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).
- UND Care Team: 701-777-2664 (8:00 AM to 4:30 PM M-F) or 701-777-3491 (evenings and weekends)
- UND Campus Police: 701-777-3491·UND Student Health: 701-777-4500
- UND Title IX Resources
- Abuse and Rape Crisis Hotline (CVIC): 701-746-8900 (24 hours)
- Grand Forks Police Department: 701-787-8000 (24 hours)
- Emergency Room: 701-780-5280
- UND Student Diversity and Inclusion: 701-777-6985
- Food For Thought Pantry: (Wilkerson Commons Room 169; 701-777-4200)
- National Suicide Prevention Lifeline: (1-800-273-8255)