Introductory description

This module will focus on fundamental principles and concepts of energy generation, energy conversion and energy storage systems. Battery storage systems in combination with solar panels and wind turbines for remote applications will be studied. The module will also expand learner’s understanding of life cycle engineering and its application for assessing the environmental sustainability of engineering systems.

This module is linked with C3, C4, C6, C7, C16, C17 of the AHEP 4.
LO1 -C7
LO2 - C4, C7, C16
LO3 - C7
LO4 - C3, C6, C7
LO5- C7, C17
LO6- C16

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Introduction to Sustainable energy
• Renewable energy
• Energy storage
• Photovoltaics
• Semi-conductors
• Analysis of photovoltaic cells
• Manufacture of solar cells and panels
• Design for photovoltaic applications
• Wind energy conversion
• Fundamentals of Life cycle Engineering
• Fundamentals of Life Cycle Analysis

Learning outcomes

By the end of the module, students should be able to:

• Describe the fundamentals principles related to renewable energy systems [AHEP:4-C7]
• Explain the benefits and constraints of energy generation, energy conversion and energy storage systems [AHEP:4-C4, C7, C16]
• Discuss the theory of life cycle analysis, including its application, reporting and interpretation requirements [AHEP:4-C7].
• Conduct a life cycle assessment of a renewable energy system using appropriate software [AHEP:4-C3, C6, C7].
• Interpret the life cycle of a renewable energy system from an environmental perspective [AHEP:4-C7, C17].
• Function effectively as an individual, and as a member or leader of a team [AHEP:4-C16].

Indicative reading list

Reading lists can be found in Talis

Specific reading list for the module

Subject specific skills

• Select, use and apply approved problem-solving methods to solve complex problems and determine appropriate solutions or actions such as Define, Measure, Analyse, Improve, and Control (DMAIC), Failure Mode Effects Analysis (FMEA) or Plan-Do-Check-Act (PDCA) (S2 in all DA standards).
• Observe, record and draw accurate and auditable conclusions from data and/or developmental or test evidence (S5 in all DA standards).
• Manage assigned projects or programmes of work to meet the required specification, taking into account factors such as resource requirements, safety, quality, cost and performance or sustainability criteria for projects such as design or upgrade of new plant/equipment, installation/commissioning of plant and equipment or maintenance, repair or upgrading of plant/equipment (S6 in all standards).
• Create and manage a project or work programme plan and develop activities in a logical process embedding mechanisms for adapting to changing circumstances or requirements (S10 in ST0025 and ST0024 and S9 in ST0027 and in ST0023)

Transferable skills

• Critical thinking - Recognise patterns, themes and key messages from sometimes confused and incomplete data. Make informed decisions on the value of a range of sources allowing an evidence based conclusion based on this analysis.
• Problem-solving - Use rational and logical reasoning to deduce appropriate and well-reasoned conclusions. Retain an open mind, optimistic of finding solutions, thinking laterally and creatively to look beyond the obvious. Knows how to learn from failure.
• Communication - Present arguments, knowledge and ideas, in a range of formats.
• Teamwork - Operate within, and contribute to, a respectful, supportive and cooperative group climate. Sensitive to the impact of actions on others.
• Information literacy - Critical awareness of how information is gathered, used, managed and synthesised. Understanding of the relative value of different sources and the importance of provenance. The systematic collection, analysis and evaluation of information in the investigation of a topic.
• Digital literacy - Has the capabilities that enable living, learning and working in a digital society. Comfortable with using digital media to communicate, solve problems, manage information, collaborate, create and share content.
• Sustainability - Understands the climate emergency and committed to an active contribution to a sustainable world.
• Ethical values - Committed to living ethically and behaving consistent with the Warwick Guiding Principles.