Dr. Boden
Spring 2014
ENGR 670: Geology of Geothermal Energy Resources
Instructor:
Dave R. Boden, Ph.D. (Mariana Evans Spring 2015)
Truckee Meadows Community College
Email: Please use the WebCampus Email tool for the course. If WebCampus system is down,
then use dboden@tmcc.edu
Office hours: Online by appointment
365 Learning (http://www.unr.edu/365)
Phone: 775 784-4652 or 800 233 8928 ext. 4652
Email: 365@unr.edu
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 online and independent 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.
Prerequisites: ENGR 600 Alternative Energy Fundamentals is the recommended pre or corequisite for this course.
Course Objectives:
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)
4. Explain the 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.
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)
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Spring 2014
4. Explain how geothermal resources are found and evaluated using geological, geochemical,
and geophysical techniques to maximize success and minimize risk.
Required Textbook:
Glassley, W. E., 2014, Geothermal Energy: Renewable energy and the environment.
CRC Press; 2 edition. 423 p. ISBN-10: 1482221748
Optional Textbooks:
DiPippo, Ronald, 2012, Geothermal power plants: Principles, applications, case studies,
and environmental impact. 3rd 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 and 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 questions are due by midnight every 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
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Spring 2014

Each assignment must be in “.doc” format. DO NOT use .pdf, .docx, .txt, or any open
source format.
 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 asked 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 Independent Learning (http://www.proctoru.com/) 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 94-100
B+ 87-89
C+ 77-79
D+ 67-69
F <60
A- 90-93
B 83-86
C 73-76
D 63-66
B- 80-82
C- 70-72
D- 60-62
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
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Spring 2014
that promotes intellectual curiosity and diversity. This includes civil engagement with differing
opinion and views. Harassment of one individual by another—in person, via email, or in
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 Independent 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 89557
775 784 6000
http://www.unr.edu/drc/
365 Learning/0050
University of Nevada, Reno
Reno, NV 89577
775 784 4652 or 800 233 8928
http://www.unr.edu/365
Course Outline
Date
Topic
Jan. 27 – W Week 1: Overview of geothermal energy
Feb. 2
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.
Feb. 3 - 9
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.
Feb. 10 - 16
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.
Feb. 17 - 23
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.
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Spring 2014
Feb. 24 –
Mar. 2
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.
Mar. 3 - 9
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.
Mar. 10 - 16
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.
Mar. 17 - 23
SPRING BREAK
Mar. 24 - 30
Week 8: Continue working on case study report. (I will be
out of town and away from email communication this week.)
Mar. 31 –
Apr. 6
Week 9: 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.
Apr. 7 - 13
Week 10: Environmental considerations
Greenhouse emissions, land use, induced seismicity,
groundwater contamination, visual, subsidence, noise, and
animal habitat issues are examined.
Apr. 14 - 20
Week 11: 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.
Apr. 21 - 27
Week 12: Case Study Report Due
Apr. 28 –
May 2
Week 13: Final Exam
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