Introduction to Energy Technologies, Environment and Sustainability

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• Pros and cons of different renewable energy technologies.
• Principles of heat engines, fuel cells, photovoltaic cells, electromechanical generators.
• Fundamentals of energy and principles of energy conversion.
• Environmental and social impact of energy technologies.

Learning Outcomes

Having successfully completed this module you will be able to:

• C1/M1 A3 2 country group project where the team develops an 80% renewable energy strategy by 2040 for two countries (one high income OECD, one Latin American / Caribbean) across all energy sectors. The analysis should consider social, environmental and economic aspects to deliver a robust energy transition for each country. Developed scenarios will need to incorporate most recent changes / projections across renewable technologies, energy storage and electric mobility in particular. C11/M11 The A3 2 country group project requires the proposal to balance social, environmental and economic aspect’s. As developed during the week long Democratisation of Energy workshop in this module groups should consider fairness equality, diversity, inclusion and if proposed policies are at all regressive in nature. C13/M13 Group task A1, Tide Mill generator task requires the selection of a hydro converter (typically a waterwheel) based on flow rate and head characteristics alongside the battery storage system based on duty cycle and lifetime requirements. C16/M16 Group task A1, Tide Mill is assessed via a presentation where all members of the group are expected to present with their team and answer questions from the panel. The A3 2 country group project requires careful division of tasks to deliver tasks, whilst working together to ensure a coherent solution is developed. The task is assessed via a consultancy report (A3) and a 40 minute presentation of the group’s proposal (A4). A reflective log is part of the assessment of the A3 2 country group report where the student should consider how they and their group approached the task and how the process could have been enhanced. C17/M17 Both the Tide Mill (A1) and 2 country task (A3/A4) combine technical and non-technical aspects. The strongest submissions achieve the effective communication of both aspects. C2/M2 The Tide Mill (A1) energy storage problem requires the use of first principles to assess the resource (the tide mill pond), the converter technology option (hydro converter type and size) and the demand profile (a uniform electrical output which creates the need for storage). Students must justify the assumptions made in their approach. The 2 country task (A3) takes a whole systems approach to the energy needs of the studied countries to develop solution pathways. C3/M3 The Tide Mill (A1) energy storage problem provides the opportunity for students to explore a range of analysis approaches. Students are briefed on options and the benefits / limitations of the relative approaches and level of complexity chosen. During the presentation groups are asked to explain their approach and their understanding of limitations is assessed. C4/M4 Selection of appropriate hydro converter and battery storage options for the Tide Mill task A1. Evaluation of technical reports and resource assessments (for renewables) for the 2 country task (A3) which enables the development of robust future scenarios. C5/M5 The A3 2 country group project requires the proposal to balance social, environmental and economic aspect’s. As developed during the week long Democratisation of Energy workshop in this module groups should consider fairness equality, diversity, inclusion and if proposed policies are at all regressive in nature. The A1 Tide Mill task requires consideration of grid connection and associated industry standards for compliance in selection of the inverter. C6/M6 Both the Tide Mill A1 and 2 country tasks A3 require an integrated approach to solving these complex programmes. Students are encouraged to assess all energy problems via a resource-converter-demand approach. C7 The A3 2 country group project requires the proposal to balance social, environmental and economic aspect’s. As developed during the week long Democratisation of Energy workshop in this module groups should consider fairness equality, diversity, inclusion and if proposed policies are at all regressive in nature. The project brief states that the proposed solution must work for the society and minimise adverse impacts. C8/M8 Students are required to critically assess their A3 2 country solutions in terms of fairness and the impact of regressive policies if proposed. They will need to justify their approach both in the written report (A3) and presentation (A4).

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Write an essay on a technical topic.
• Analyse complex energy systems.
• Search and critically review technical literature
• Compare different engineering technologies from various perspectives.

Subject Specific Practical Skills

Having successfully completed this module you will be able to:

• Possess the basic skills to work in energy and related industry or the government.

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Think, observe, communicate, evaluate information and data, analyse and solve problems.

WEEK 0 (16 Lectures) – introduction and fundamentals: • Intro – Module Explanation. Context – Where We Are Now … Urbanisation, Petropolis …Pollution etc – Concept of Sustainability (Social, Economic and Environmental) - CO2 (3). • Energy Fundamentals + Heat Engines (5) Definition of heat engines. Principles of heat engines. Types of heat engines: steam engines, internal combustion engines, gas turbine engines, etc. Heat, mechanical work and entropy. Ideal and real engine cycles. Cycle efficiency. Cogeneration. Combustion fundamentals. • Electrochemical, Electromechanical and Solar Energy Conversion (4) Definitions of batteries, fuel cells, redox flow cells. Principle of fuel cells. Principles of electromechanical energy conversion. Efficiency of electrical networks. Solar radiation. Electromagnetic energy. Solar spectra. Scattering and absorption. The greenhouse effect. Types of solar energy conversion: photosynthesis, thermal electrical conversion, photochemical conversion, photoelectrical conversion. Introduction to photovoltaic cells. Energy storage. • Energy from the Environment (4) Importance of renewable energies. Wind power. Hydropower and tidal power. Nuclear fission and fusion. Biomass. Geothermal power. Economics of energy technologies. Social and environmental impact. Review of fundamental fluid mechanics associated with environmental flows from wind, wave and tide. WEEK 1-5 (14 Lectures or Equiv.) – policy and economics in energy: • Energy for Development • Energy Economics • Costing a Nuclear Power Station • Household Electricity • Democratisation of Energy Workshops

The teaching methods employed in the delivery of this module include: • Lectures. • Seminars. • Scheduled tutorials for student groups to develop assignment study. The learning activities include: • Individual reading of background material and course texts, plus work on examples. • Group work assignments • Energy laboratory task • Field trips (Tide Mill)

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.