ENGR 670: Geology of Geothermal Energy Resources

Transcription

1 ENGR 670: Geology of Geothermal Energy Resources Instructor: Dave R. Boden, Ph.D. Truckee Meadows Community College Please use the WebCampus Messages tool for the course. If WebCampus system is down, then use Office hours: Online by appointment 365 Learning ( Phone: or ext Location: 1041 N. Virginia St. Continuing Education Buildings, Room 225 Office hours: M-F 7:00 am to 7:00 pm Refer to the Policies & Other Info section in the course menu for more information and resources regarding 365 Learning. Course Description: This course surveys the characteristics, distribution and energy potential of geothermal resources, both world-wide and in Nevada and emphasizes the geologic foundations for such systems. Course content includes (1) geologic controls on distribution and nature of geothermal systems, (2) the main types of geothermal systems and how energy is harnessed using current technology, and (3) potential geothermal resources that may provide useful energy with emerging technology. This class will concentrate on how geology impacts the character, size, and design utilization of geothermal energy resources. Prerequisite: ENGR 600 Alternative Energy Fundamentals is recommended preparation for this course. Course Objectives: 1. Students will gain an understanding of how geothermal energy fits within the current energy mix of fossil fuels, nuclear energy, and other forms of renewable energy. 2. Students will learn how the distribution of geothermal energy resources is strongly controlled by plate tectonics, geologic structures, and rock types. 3. Students will see how geothermal systems can be classified according to temperature, modes of heat flow, and geologic setting and why this is important for purposes of utilization. 4. Students will gain an understanding of the techniques used to find, evaluate, and develop geothermal resources 5. Students will gain an appreciation of the links between active geothermal systems and their fossil analogs, mineral deposits. Student Learning Outcomes: Upon successful completion of the course, students will be able to: 1. Relate geothermal energy to other forms of renewable energy and fossil fuel resources, including environmental impacts and energy availability. 2. Characterize the geologic settings of geothermal resources making use of plate tectonics, rock types, and geologic structures. 3. Classify geothermal systems according to modes of heat flow, such as convective (liquid- and vapor-dominated systems) or conductive (geopressured and hot sedimentary aquifers), and to type of heat source (magmatic v. amagmatic or extensional) 1

2 4. Explain how geothermal resources are found and evaluated using geological, geochemical, and geophysical techniques to maximize success and minimize risk. 5. Apply learned content to write a report on a geothermal topic or site of interest. Required Textbook: Glassley, W. E., 2010, Geothermal Energy: Renewable energy and the environment. CRC Press. 290 p. Optional Textbooks: DiPippo, Ronald, 2012, Geothermal power plants: Principles, applications, case studies, and environmental impact. 3 rd ed., Elsevier, 600 p. Chandrasedkaram, D., and Bundschuh, J. 2008, Low-enthalpy geothermal resources for power generation, CRC Press, 149 p. Gupta, H., and Roy, S., 2007, Geothermal energy: An alternative resource for the 21 st century. Elsevier, 279 p. Dickson, M. H., and Fanelli, M. (eds.), 2003, Geothermal Energy Utilization and Technology, UNESCO, 205 p. Student Expectations As a graduate level online course, you are expected to exercise individual initiative and motivation to learn the content and participate in weekly discussions and assignments. Moreover, you should be willing to share professional experiences and insights with fellow students. Some specific points include: To do the best you can and make the most of why you are in the course. To let me know if you are having problems that may be interfering with your progress. To turn in assignments on time. To maintain a sense respect and confidence with fellow students during discussion of topics. Instructor Expectations As your instructor, I will endeavor to provide accurate and stimulating material to discuss and learn from. I will certainly treat each student with fairness and respect. I will be responsive to questions in a timely fashion and feedback on assignments will be provided within one to two weeks of the due date. Online Discussion Forums Participation in discussion is a critical part of the course in analyzing and applying concepts learned. A discussion forum will be associated with most of each week s topic. You will be expected to post an original response to the discussion question or topic by Wednesday at 11:59 pm of a given week and to post a thoughtful response to at least one of your classmates postings by Sunday at 11:59 pm of that week. A discussion grading rubric is posted on WebCampus. Assignments For many of each week s lecture module, questions will be posted for you to answer. Each week s response to these questions are due by midnight on Sunday. Late Assignments and Discussion Posts Late assignments and discussion posts will not be accepted, except for a verified family or medical emergency. Otherwise, I must be informed in advance in the event of exceptional and unavoidable circumstances, which too must be verified, for a late assignment to be accepted. Submitting Your Assignments: Except for discussion posts, all assignments must be submitted as follows: Submit each assignment as an attachment. DO NOT type your answer in WebCampus Each assignment must be in.doc format. DO NOT use.pdf,.docx,.txt, or any open source format. 2

3 Site sources of data used in your response (Author(s), date, source). Submitted document must be formatted with 1 margins on all sides, Times New Roman 12 point font, and double spaced. Each assignment needs to contain the identifying information located in the top lefthand corner of the first page as follows: First and Last Name Date Class Week # and Assignment # Readings and Lectures Lecture notes will be posted online and are designed to complement the assigned readings, not replace them (you are responsible for both). At the end of each week s lecture notes, three questions will be posed. One is related to the reading, another pertains to the lecture notes, and the third is for the online discussion post. Final Exam The final exam will consist of multiple choice and constructed response questions reflecting concepts discussed during weekly assignment questions and discussion postings. Thus you are encouraged to review your responses to questions for each weekly topic and actively discuss them in online forums. The exam is proctored and must be taken on the assigned day at the assigned time. You must make arrangements with 365 Learning ( in advance to take the exam. Further information is found in the Examinations section in the Syllabus folder on the course page. Final Case Study Project Each student will select a geothermal resource or region to prepare report due at the end of the course. The report will be on the order of 10 pages in length, including illustrations. All reports must include a section detailing references cited, not including encyclopedias or Wikipedia, and no more than three from the Internet. A separate handout describing what specific information to be included in the report will be provided in a couple weeks and will be posted on WebCampus. Course Grading Final grade will be based on: Participation: weekly assignments and discussions 30% Final Exam: 35% Final Case Study Report: 35% Grading Scale The following scale will be used in assigning course grades: A B C D F <60 A B C D B C D Academic Honesty Individual responsibility is a key component of independent learning. That the student adhere to a person code of ethics in the completion of course lesson is expected and crucial. Discussion of the lesson material with other students is certainly encouraged, but all work submitted must be your own. Anyone who violates this university regulation will be subject to disciplinary action as stated in the Academic Standards section of the General Catalog of the University of Nevada, Reno. A violation may result in your failure of the course. Civility Students are expected to conduct themselves in a respectful manner at all times and in all forum discussions. Students need to contribute to the maintenance of a campus environment that promotes intellectual curiosity and diversity. This includes civil engagement with differing opinion and views. Harassment of one individual by another in person, via , or in 3

4 electronic discussions is uncivil behavior, which discourage the open expression of ideas on academic subjects. Independent Learning and the University are committed to an orderly and progressive learning environment that protects the right of free speech, and do not tolerate personal intimidation of any kind. Class Conduct Upon recommendation of the instructor and approval of the college dean, students may be dropped from class at any time for negligence or misconduct. Students may also be dropped for non-attendance in participation activities upon indication of the instructor. Non-attendance in an online course consists of one or more of the following: Not logging into WebCampus course on at least a bi-weekly basis Not working on and submitting assignments on a weekly basis Not participating in discussion questions by the assigned dates. Equal Access The 365 Learning program supports providing equal access for students with disabilities. Any student with a disability needing academic adjustments or accommodations is requested to contact the 365 Learning Office or the Disability Resource Center at the University of Nevada, Reno as soon as possible to make any necessary arrangements. Disability Resource Center/0079 University of Nevada, Reno Reno, NV Learning/0050 University of Nevada, Reno Reno, NV or Audio and Video Recording Surreptitious or covert video-taping of class or unauthorized audio recording of class is prohibited by law and by Board of Regents policy. This class may be videotaped or audio recorded only with the written permission of the instructor. In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions. Therefore, students should understand that their comments during class may be recorded. 4

5 Course Outline Date Jan. 27 Feb. 3 Feb. 10 Feb. 17 Feb. 24 Mar. 3 Mar. 10 Mar. 17 Topics W Week1: Overview of Geothermal Energy: Th Topics explored include: What is geothermal energy and how is it used. How does geothermal energy relate to other forms of energy, both renewable and fossil fuels. How are power and energy defined and measured. Week 2: Classification and uses of geothermal systems. Classification schemes (genetic and descriptive) are reviewed and are shown to vary according to intended purpose and use. Types of geothermal power plants, direct use applications, and geoexchange systems are discussed. Week 3: Geology and heat architecture of Earth s interior Earth s compositional and physical make up and sources of heat are examined. Also explored are methods of heat transfer, Rayleigh number, and impact on surface heat flow distribution. Week 4: Geologic controls on heat energy Plate tectonics, rock types, and structures and their influence on the distribution and types of geothermal resources are explored. Week 5: Controls on subsurface flow of geothermal fluids The roles of primary and secondary porosity and permeability are presented and how rock types and structures influence porosity and permeability. Power output is a function of mass flow rate and heat content of geothermal fluid. Week 6: Physical and chemical characteristics of geothermal systems Topics look at thermodynamic considerations of water and fluid chemistry, wall rock alteration, and mineral deposition associated with liquid- and vapor-dominated geothermal systems. Week 7: Geologic settings and case studies of geothermal systems Focus in on how the various tectonic settings (divergent, convergent, transform, and hot spot) of geothermal systems influence the type of geothermal resource developed. Case examples will be provided. Week 8: Spring Break Mar. 24 Week 9: No lectures or assignments. Begin work on Case Study Report (I will be out of town and away from communication this week) 5

6 Mar. 31 April 7 April 14 April 21 April 28 Week 10: Exploration and discovery of geothermal systems Geological (tectonic setting and structural analysis), geochemical (fluid composition and geothermometry), and geophysical (heat flow, gravity, magnetics, electrical methods) techniques are reviewed so as to maximize chances of discovery and minimize risks. Also discussed are remote sensing techniques. Week 11: Environmental considerations Greenhouse emissions, land use, induced seismicity, groundwater contamination, visual, subsidence, noise, and animal habitat issues are examined. Week 12: Geothermal Systems and mineral deposits The link between mineral deposits and today s geothermal systems is explored and how discovery of one can have implications for development of the other. Week 13: Case Study Report Due Week 14: Final Exam 6