41125 Sustainable Energy Studio
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Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 18 credit points of completed study in Bachelor's Degree owned by FEIT OR 18 credit points of completed study in Bachelor's Honours Embedded owned by FEIT OR 18 credit points of completed study in Bachelor's Combined Degree owned by FEIT OR 18 credit points of completed study in Bachelor's Combined Honours owned by FEIT OR 18 credit points of completed study in Bachelor's Combined Degree co-owned by FEIT OR 18 credit points of completed study in Bachelor's Combined Honours co-owned by FEIT
Description
The world's energy systems need to be transformed radically to ensure a sustainable environment and resilient power supply in the long term.
This studio invites students to explore multiple possible ways of achieving sustainable solutions, for example by (i) implementing improved technologies for harnessing fossil fuels to reduce their environmental and social impacts if they are continued to use; (ii) deploying renewable energy sources at an appropriate scale to ensure a sustainable energy transition; and (iii) developing advanced methods for improved energy efficiency in the generation, transmission and usage of energy.
Students investigate present energy systems and their sustainability problems globally, together with some of the possible solutions, equipping students with knowledge and skills to gain a foundational understanding of the principles of development and sustainability in the context of renewable and non-renewable energy sources.
Social, environmental, and financial implications of technologies to de-carbonise emissions and technologies that can offer a future non-carbon energy supply will be evaluated. The impacts of sustainable energy systems on communities both locally and globally are explored.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Describe various technologies that have the potential to provide a sustainable environment and energy supply system. (D.1) |
|---|---|
| 2. | Analyse the factors which lead to making an informed choice between energy resources and technologies. (B.1) |
| 3. | Design a renewable energy plan for a community that meets sustainability criteria. (C.1) |
| 4. | Communicate implications of technological change and sustainable energy solutions to diverse audiences. (E.1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):
- Socially Responsible: FEIT graduates identify, engage, interpret and analyse stakeholder needs and cultural perspectives, establish priorities and goals, and identify constraints, uncertainties and risks (social, ethical, cultural, legislative, environmental, economics etc.) to define the system requirements. (B.1)
- Design Oriented: FEIT graduates apply problem solving, design and decision-making methodologies to develop components, systems and processes to meet specified requirements. (C.1)
- Technically Proficient: FEIT graduates apply abstraction, mathematics and discipline fundamentals, software, tools and techniques to evaluate, implement and operate systems. (D.1)
- Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
Teaching and learning strategies
In this studio, students will do a combination of individual self-directed study and project work as a team. The stages of the projects are the means through which students learn how to apply their knowledge to what they can achieve. The stages follow the classic engineering paradigm of assess, design and implement. Each student is required to engage in hands-on experimental learning through the completion of a design project. Students are strongly suggested to attend the studio sessions where they will form teams to work together on a chosen solution.
The studio learning environment uses agile methodology where students will need to participate in weekly ‘sprints’ and ‘scrums’. Each team will emulate a real-life project management scenario and record their progress using online tools.
The scrums are set up to discuss the concerns that present themselves each week; to discuss possible solutions and prioritise as a team, how to proceed during the week. Weekly sprints are scheduled for students to present their progress for that week, receive peer and tutor feedback and use this in the following week. The studio learning environment will concentrate on reinforcing fundamental concepts through problem-solving, computer simulations and design exercises.
Design Thinking is the methodology used to find desirable solutions for clients, and students will use all 5 stages of the design thinking process to solve the design project problem.
Students will need to engage in online learning modules. Processes are explained in the online modules that develop student technical knowledge. These short educational modules introduce the basic material in a modular fashion starting from electricity supply chain fundamentals and working up to power system operation and protection scheme design.
Students will have the opportunity to raise any doubts and questions in relation to the project and receive feedback from the lecturer online and in the studio learning environment.
Content (topics)
- Introduction to sustainability, UN Sustainable Development Goals, sustainable energy systems, and environmental sustainability: models for sustainable development
- Energy consumption (needs versus wants), resource distribution and global inequality
- Problems with current patterns of energy use and changing energy consumption pattern
- Role of Renewable energy in development (locally and globally) and environmental sustainability
- Components and requirements for a sustainable energy strategy
- Renewable energy technologies
- Energy efficiency and energy productivity (potential and limits)
- Energy policy
- Risks, benefits and opportunities of renewable energy deployments for indigenous communities
- Transport futures and hydrogen (resources) Carbon capture and storage
- Other renewable energy technologies (large and small)
- Reflection and discussion on the reality of sustainability.
Assessment
Assessment task 1: Project proposal and individual learning contract
| Intent: | To create a project proposal and individual learning contract, define a scope for the design project, and negotiate the scope and outcomes with the academic mentor(s). |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1 and D.1 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 20% |
| Length: | 800-1000 words |
Assessment task 2: Project presentations
| Intent: | To communicate students’ design project progress and their understanding of sustainability goals, challenges, issues with current energy resources and reflection on the reality of sustainability. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 2, 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, C.1 and E.1 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 20% |
| Length: | Each presentation is 10 minutes, followed by a 5-minute question/answer session |
Assessment task 3: Project demonstration
| Intent: | To demonstrate students’ ability to deliver a product or prototype. Students must demonstrate their capacity to solve problems, create solutions, work in teams, communicate professionally, and manage timelines. |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 3 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): C.1 and E.1 |
| Type: | Demonstration |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Length: | Each demonstration is 10 minutes, followed by a 5-minute question/answer sessions |
Assessment task 4: Portfolio
| Intent: | To demonstrate students’ knowledge, technical approach and understanding of technical results of design projects |
|---|---|
| Objective(s): | This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 4 This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs): B.1, D.1 and E.1 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 40% |
Minimum requirements
In order to pass the subject, a student must achieve an overall mark of 50% or more.
Required texts
Energy Systems and Sustainability, Third Edition, 2021, Oxford University Press, Bob Everett, Stephen Peake, and James Warren
Recommended texts
Nicholas Jenkins, Renewable Energy Engineering, 1st Edition, ISBN-10: 1107680220
Dr. Nicola Armaroli and Prof. Vincenzo Balzani, Energy for a Sustainable World, 2010, Print ISBN:9783527325405 |Online ISBN:9783527633593 |DOI:10.1002/9783527633593