1 ENERGY AND ENVIRONMENT. A METHODOLOGICAL...

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ENERGY AND ENVIRONMENT.A METHODOLOGICAL PROPOSAL FOR A NEW CURRICULUM

Michele AnatoneUNIVERSITY OF L’AQUILA – UNIVAQDEPARTMENT OF INDUSTRIAL AND INFORMATION ENGINEERING AND ECONOMICSDIPARTIMENTO DI INGEGNERIA INDUSTRIALE E DELL’INFORMAZIONE E DI ECONOMIADIIIEDEPARTMENTAL COORDINATOR FOR THE INTERNATIONAL RELATIONS AND ERASMUS PROGRAM

CAPACITY BUILDING IN HIGHER EDUCATIONDevelopment of Master Programme in Renewable Energy Sources and Sustainable Environment - RENESSOFIA, BULGARIA, 30-31 MAY 2017

Who we are2

Who we are3

The UNIVAQ

Counts presently 23.000 students, 644 teachers-researchers, 504 administrative and technical staff. Afterthe reform the 9 Faculties were transformed in 7Departments which, besides research, provide Bachelor,Master and PhD Programmes in the areas Sciences,Medicine, Engineering, Humanities, Psychology, Economics,Educational Sciences, Sport Sciences, Biotechnologies.Research is developed in the Departments and in 2Excellence Centers of Research (CETEMPS, DEWS), 3interdepartmental Research Centers worldwide known.

Who I am4

Professor Michele ANATONE

Professor of “Systems for Energy and Environment”. I teach

topics related to ground vehicles traction systems; Power Plants,

Internal Combustion Engines, Pumps and Compressors and

Renewable Energy Sources. My research activities are focused

on modeling and experimentation of the thermo-fluidynamic

processes in Internal Combustion Engines, on alternative

propulsion systems for the sustainable mobility. I’m active in the

development of innovative technologies particularly related to

ground vehicles field such as electrical hybrid systems. Among

my activities related to society, I work for the development of

procedures for local energy planning and for energy

distributed generation mainly from renewable energy

sources.

I’m member of Doctoral Program Board in Mechanical

Engineering. I’m author and co-author of about 70 scientific

journal and conference papers, as well as supervisor of many

doctoral and master thesis.

I’m in charge of the local coordination of Tempus Projects on

sustainable mobility and renewable energy conversion

technologies.

Who I am5

Michele Anatone, PhD

Systems for Energy and Environment

Department of Industrial and Information Engineering and Economics

University of L’Aquila

Via Gronchi, 18

67100 L’Aquila

ITALY

E-mail: [email protected]

Ph: +39 0862 434360

Mob: +39 328 0085313

Skype: michele.anat1

DIIIE – General description6

97 Academic staff

32 Administrative and technical staff

9 Courses (Engineering and Economics areas)

3 bachelor (first level)

6 master (second level)

4 Master post degree (1 first level, 3 second level)

PhD Degree (3 years)

DIIIE – General description7

High school diploma

Master degree (second level)

2 years

Second level post degree master

1 year

Bachelor degree (first level)

3 years

First level post degree master

1 year

PhD

3 years

DIIIE – Courses description8

Bachelor Degree (3 years)

Industrial Engineering

Branches:

Chemical Engineering

Electrical Engineering

Industrial Electronic Engineering

Management Engineering

Mechanical Engineering

Master Degrees (2 years)

Chemical Engineering

Electrical Engineering

Industrial Electronic Engineering

Management Engineering

Mechanical Engineering

PhD Degree (3 years)

DIIIE – Courses description

Chemical Engineering9

Biochemical Reaction Engineering

Biomaterials

Chemical Engineering Principles

Chemical Plants

Chemical Processes Analysis and Control

Chemical Reaction Engineering

Chemistry of Surfaces and Interfaces

Corrosion and Materials Protections

Design and Process Analysis of Environmental and Biochemical Processes

Industrial Bioprocesses

Industrial Chemistry

Safety in Process Plant Design

Science and Technology of Materials


Electrical Engineering10

Electric Systems for Mobility

Electrical Automation

Electrical Drives

Electrical Energy Systems

Electrical Machines Design

Electrical Power Systems

Electromagnetic Compatibility

Measurements and Test of Electrical Machines and Systems

Power Electronics


Industrial Electronic Engineering11

Antennas and Microwaves

Digital Electronic Systems

Electromagnetic Design

Electromagnetic Fields

Electron Devices

Electronic Technologies

Microelectronics

Microwave_Electronics

Nanophotonics

Processing_of_Measurement_Data_and_Information

Signal_Integrity


Management Engineering12

Advanced manufacturing technologies

Analysis of Financial Systems

Automated Manufacturing Systems

Fundamentals of relational Databases

Industrial Quality Management

Management accounting

Manufacturing processes automation, manufacturing cycles optimization, product design for manufacturing

Plant Utility Management

Supply Chain Management


Mechanical Engineering13

Computer Aided Design

Electrical Motors and Drives

General Energy Systems and Applications

Management of Energy Conversion Systems

Mechanical Vibrations

Non Traditional Manufacturing Technologies

Numerical Methods and Models in Engineering

Product Design and Development

Turbomachines and Internal Combustion Engines

Renewable Energy Sources

The UNIVAQ contribution

The DIIIE Staff (academic)

Enrico Chiappini – Machines

Roberto Cipollone - Systems for Energy and Environment

Luciano Fratocchi – Management Engineering

Carlo Villante - Systems for Energy and Environment

Michele Anatone – Systems for Energy and Environment

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For the design of a new course of study, the Europeanuniversities approach refers to the definition of: Aims andIntended Learning Outcomes (ILOs)

Aims are the broad intentions and orientation of the course orprogramme of study. In other words they express what theprogramme/course offers to the students.

Intended learning outcomes (ILOs) carry a more specificmeaning. They describe what the students should be able todo or demonstrate, in terms of particular knowledge, skillsand attitudes, by the end of the programme/course.

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For a given lecture, the teacher should define ILOs that students need to have

to attend the lecture in an effective way and the ILOs that are added after

completing the lecture.

The ILOs input are part of ILOs output from previous lectures and ILOs output

are part of those of following lectures.

In this way it is possible to built a course of study with an effective

interconnection between the various modules.

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We propose a questionnaire to better link the offered curricula to the needs of

the project goal. This questionnaire aims to conduct an evaluation for the

course Intended Learning Outcomes (ILOs) and the objective is to gather

information about each course prerequisite ILOs from other relevant courses

that are essential to achieve the course proper ILOs, which should reflect

the programs objectives. This, of course, helps to avoid overlap,

redundancy, and lacks of different courses that compose each of the

targeted programs. Therefore, questionnaire findings and data analysis will

help to reflect the demand for skills and competencies that students should

be equipped with.

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QUESTIONNAIRERespondent Information

A.1 Please indicate which partner your work at:

University of …..

A.2 Please provide your contact details:

Name:…………………...……………………Phone:…………………………..…...……………E-Mail:……………......……………………...………A.3 Please indicate your qualification level:

□ PhD □ Master □ Bachelor □ Diploma

Course Information

B.1 Please provide your course details:

Course Name:…………………………………………Number:………………………………………Credits:……………………….…….…..

B.2 Please write the program name where the course is given:

ProgramName:……………………………….........................................................................

B.3 Please indicate the program level for your course:

□ Engineering (5-Year Program) □ BAC+3 □ BAC+2

B.4 Please indicate the type of course:

□ Theoretical □ Practical □ Theoretical and Practical


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Course Prerequisites

Please write at least ten essential prerequisite ILOs from other relevant courses that should be mastered by the enrolled students at your

course:

C.1................................................................................................................................................

C.2................................................................................................................................................

C.3................................................................................................................................................

Prerequisite Lacks

Please write what are the common prerequisite ILOs that are needed from other relevant courses but not mastered by the enrolled students at

your course:

D.1................................................................................................................................................

D.2................................................................................................................................................

D.3................................................................................................................................................

Specific Knowledge

Please write what could be the specific knowledge needed for the enrolled students at your course, such as software, tools, equipments, skills,

etc.

E.1...............................................................................................................................................

E.2...............................................................................................................................................

E.3...............................................................................................................................................

Course ILOs

Please write at least ten essential ILOs that should be mastered by the enrolled students at your course:

F.1...............................................................................................................................................

F.2...............................................................................................................................................

F.3...............................................................................................................................................

F.10.............................................................................................................................................

General Comments

Base on your experience, please write the general comments that help to improve students skills enrolled at your course:

G.1..............................................................................................................................................

G.2..............................................................................................................................................

G.3..............................................................................................................................................

Your needs20

More profound study and do analyses of study programs in energy and environment

Development of New MSc program with 12 complete courses with all necessary teaching materials, handouts, presentations, excersises, and teaching tools

6 laboratories cotaining all lab hardware/software including 10 computers, lab facilities, books, etc.

6 courses with all teaching and presentation materials for industry professionals and specialists of public institutions.

45 staff of ISEI, MIRSOLAR, CPNAR are retrained annually ISEI, MIRSOLR, CPNAR are satisfied with the retraining courses' quality. 60 graduation projects and 30 MSc thesis works from 60 enrolled students.Academic staff of ASU, GulSU, KarSU, UrSU, TARI, TTPU are satisfied with their gained new skills from trainings.

Your needs – Primary Energy

production ktoe 2014 (source IEA)21

Production

COAL CRUDE OIL NATURAL GAS HYDRO BIOFUEL & WASTE

COAL 1577

CRUDE OIL 2975

NATURAL GAS 50271

HYDRO 1017

BIOFUEL & WASTE 4

Your needs – Energy Import Export

ktoe 2014 (source IEA)22

COAL 0

CRUDE OIL 11

NATURAL GAS 0

HYDRO 0

BIOFUEL & WASTE 0

COAL 14

CRUDE OIL 0

NATURAL GAS 11969

HYDRO 0

BIOFUEL & WASTE 0

Import Export

Your needs – Final Consumptions ktoe

2014 (source IEA)23

Final Energy Consumption

INDUSTRY TRANSPORT RESIDENTIAL & COMMERCIAL

INDUSTRY 6981

TRANSPORT 2628

RESIDENTIAL & COMMERCIAL 19602

Our proposal24

The limit to the growth

From the growth to the sustainable development

The RES

The Sun

The Wind

The Biomass

The Hydropower

The Geothermal

Integration of technologies

The Life Cycle Assessment (LCA) procedure

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THE LIMIT TO GROWTH

The limit to growth26

WORLD ENERGY NEEDS (HISTORY)

.


WORLD ENERGY FLOWS (2016)

.


OIL

80 cm

1 day = 65000km

350000 km

ANNUAL CONSUMPTION

2010

3943,3 Mtep

DAILY CONSUMPTION

2010

80∙106 bbl/d


NATURAL GAS

ANNUAL CONSUMPTION

2010

DAILY CONSUMPTION

2010

2828,3 Mtep 9,3∙109 m3/d

10

km

1 km1 km

Troposphere

altitude


COAL

ANNUAL CONSUMPTION

2010

DAILY CONSUMPTION

2010

3496,1 Mtep 1,3∙107 t/d

3 Pyramids of Cheops


POLLUTING EMISSIONS

Primary (directly emitted)

Secondary (formed from the primary)

CO, HC, NOx , SOx , PM

O3 , aldehydes, ketones, …


GREEN HOUSE GASES (GHG)

A fossil fuel is mainly composed of Carbon and Hydrogen

CnHm + (n+m/4) O2 + … → n CO2 + m/2 H2O + …

CH4

C10Hxx

C45Hxx

~ Gas

~ Oil

~ Coal


GREEN HOUSE GASES AND ENERGY CONVERSION


WHAT ABOUT GHG EMISSIONS



Atmospheric CO2 concentration



Nature presents the “bill”


ALL THIS IS UNSUSTAINABLE

FROM THE GROWTH TO THE

SUSTAINABLE DEVELOPMENT

The sustainable development39

THE UN ROLE

Since the early 90s the UN makes its voice heard on the subject of greenhouse effect, through the

IPCC and the International Conference on Climate Change COP-UNFCCC

«1»: Rio 92 «3»: Kyoto 97 «21»: Paris 15

They are fixed in a legally binding reductions in emissions of the main greenhouse gases (CO2, CH4,

N20, HFC, PFC, SF6). The countries members of Annex I are committed to an average reduction, in the

five-year period 2008-12, by 5.2% compared to 1990 (Italy 6.5%)

«15»: Copenhagen 09


IEA – ENERGY TECHNOLOGY PERSPECTIVES 2016

2005: CO2 Emission 28 Gton, Concentration 380 ppm, Tm 15 °C

ACT Scenario

Emission 28 Gton

Concentration 480 ppm

Tm 16.5 °C

Blue Scenario

Emission 14 Gton


Tm 16 °C

BAU Scenario

Emission 57 Gton


Tm 17 °C

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050

Anno

0

10

20

30

40

50

60

CO

2e

q,

Gto

n

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050

Anno

0

10

20

30

40

50

60

CO

2e

q,

Gto

n

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050

Anno

0

10

20

30

40

50

60

CO

2e

q,

Gto

n

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050

Anno

0

10

20

30

40

50

60

CO

2e

q,

Gto

n


IEA – ENERGY TECHNOLOGY PERSPECTIVES 2016


RENEWABLE ENERGY SOURCES CANNOT BE

“THE SOLUTION”

BUT THEY CAN GIVE AN EFFECTIVE CONTRIBUTION

TO THE SOLUTION

RES - SOME PRELIMINARY OBSERVATIONS


THE CHARACTER OF RENEWABILITY COMES FROM

A COMPARISON BETWEEN TWO TIME SCALES:

THE TIME THAT THE NATURE REQUIRES TO RENEW THE SOURCE

THE TIME PERIOD AT WHICH THE SOURCE IS USED

FOSSIL FUELS ARE NOR RENEWABLE BECAUSE THE NATURE

TOOK MILLIONS OF YEAR TO PRODUCE OIL, GAS AND

COAL

RES - SOME PRELIMINARY OBSERVATIONS

The RES44

SOME PRELIMINARY OBSERVATIONS

THE LIMITS OF THE RES

• Low Energy density

• Discontinuity in the offer

• Needs of different technologies

• Territorial dispersion

• Lack of motivation and strong interests

• Low economic value

• They are not suited to the current structure of the

transmission networks

The RES45


THE ADVANTAGES OF THE RES

• Shared ownership of sources

• New function of the territory and the new economies

• Allow a bottom up approach that requires sharing and

participation

• Reason soft than hard economy fossil

• Invent another economic sector that is the Green

Economy

• Sources quantitatively unlimited

The RES46


THE LIMITS OF THE RES - LOW ENERGY DENSITY

A 3 MW PLANT

INTERNAL COMBUSTION ENGINE

Length: 9 m

Width: 2.5 m

Height: 3 m

The RES47



A 3 MW PLANT

WIND TURBINE

Rotor diameter: 90 m

Shaft height: 100m

The RES48



A 3 MW PLANT

PHOTOVOLTAIC PLANT

Area: 40 000 m2

The RES49



HIGH COSTS

NEED FOR CONTRIBUTIONS AND INCENTIVES

Integration of Technologies50

DISTRIBUTED GENERATIONMichele Anatone, Valentina Panone

A Model for the Optimal Management of a CCHP Plant, Journal: Energy Procedia, Vol. 4, No. 2,

Pages 399–411, December 2015.

Michele Anatone, Valentina Panone

A comprehensive model for the optimal design and management of Distributed Generation

systems, 4th International Conference on Renewable Energy Research and Applications

(ICRERA), Palermo (Italy), November 22-25, 2015. Journal: to be published in IEEE XPlore,

2015.


Optimization of integrated CCHP and solar plants following a multi-objective approach. An

application to the household sector Journal: International Journal of Renewable Energy

Research (IJRER),Vol.4, No. 2, 2014


The contribution of PV and Thermal Solar Plants in CCHP systems for the reduction of costs

and GHG emissions in the residential sector, 3rd International Conference on Renewable

Energy Research and Applications (ICRERA), Milwaukee (USA), October 19-22, 2014. Journal:

IEEE XPlore, Pages 435-441, 2014.


Integration of CCHP and solar plants for household applications. A multiobjective optimization

model, 2nd International Conference on Renewable Energy Research and Applications

(ICRERA), Madrid (Spain), October 20-23, 2013. Journal: IEEE XPlore, Pages 499-504, 2013.


Thermal Solar Collectors

Internal Combustion Engine

THERMAL ENERGY STORAGE

Absorption Heat Pump

Photovoltaic

Solar Collectors

51

EE STORAGE


THE MATHEMATICAL MODEL


THE MATHEMATICAL MODEL – ENERGY BALANCE

dt

)t(dTcm

)t(P)t(P

P)t(P)t(P)t(P

)t(P)t(PPP

TESTES

ld,lt

AHP,ltd,htU,DHWU,heat

SCint,ltICE,htICE,lt

– Electric

– Cooling

– Thermal

Low temperature

roomTESTESTESl TtTAKtP )()(

0)t(P/)t(P)t(P)t(PP

0)t(P/)t(P)t(P)t(P)t(PP

EES,eCAC,eU,ePV,eICE,e

EES,eCAC,eU,epur,ePV,eICE,e

if

0)t(P/)t(P)t(P)t(PP

0)t(P/)t(P)t(P)t(P)t(PP

EES,eCAC,eU,ePV,eICE,e

EES,eCAC,eU,es,ePV,eICE,e

if

0)t(PP

0)t(P)t(PP

U,cAHP,c

U,cCAC,cAHP,c

if


THE MATHEMATICAL MODEL – OBJECTIVE FUNCTION

x1=Pe,ICE

x2=PAHP

x3=ASC

x4=APV

x5=AEES

xi(h) = ICE set points

Costs

y = 0 - 1

Min. of

emissions

Min. of

costs

iCOiCiOb xFy1xFyxF2

aoI C)CC(C

i1v

v

I )i(I*l1

l1lC

i

M&Ogpur,epur0 )t,i(kk)t(Vk)t(EC

dedexeEECs,esa RR)t(Rk)t(EC


THE MATHEMATICAL MODEL – ALGORITHM


THE MATHEMATICAL MODEL – ASSUMPTIONS


THE MATHEMATICAL

MODEL – USER

- Residentialredevelopment

- Buildings: 18, 2 levels, Apartments: 360, 50 m2

- Connected throughDHN

- Energy needs:0

200

400

600

800

1000

1200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Po

we

r [k

W]

Time [h]

Heating Cooling


THE MATHEMATICAL MODEL – SOME RESULTS

CO2-goal (y=0):

max reduction= 68 % (NO EES)

77 % (Li EES)

74 % (Pb EES)

costs reduction= 34% (NO EES)

27 % (Li EES)

38 % (Pb EES)

COSTS-goal (y=1):

max reduction= 63 % (NO EES)

64 % (Li EES)

64 % (Pb EES)

costs reduction= 33% (NO EES)

27 % (Li EES)

38 % (Pb EES)


THE MATHEMATICAL MODEL – ENERGY BALANCE

INTEGRATION

Wide reductions of costs and emissions;

Enhancement of the solar energy

Functional to the set objectives

The deep integration among components could conduct

to an actual global convenience

The RES60


AGAINST THE USUAL BELIEFS, RES ARE NOT

CARBON FREE!

The RES61

CO

2

FOSSL

CO

2

RES

BIOMASS

GEOTHERMICWIND

SOLARHYDRAULIC

NUCLEAR

HYDROCARBONS

The RES62

AN INTELLECTUALLY HONEST APPROACH

outEinE

out

in

E

E

Energy

conversion

process

lE

in out lE E E

Energy Balance

Energy inputs

1in kin pot chE E ,E ,E ,Q

Energy outputs

out elE W ,E

Energy losses

2l dE L Q

The RES63


elEfuelE

el

fuel

E

E

The RES64


elEfuelE

transp_fuelE

el

fuel transp _fuel

E

E E

The RES65


elEfuelE

transp_fuelE

prod _ fuelE

el

fuel transp _fuel prod _ fuel

E

E E E

The RES66


elEfuelE

transp_fuelE

prod _ fuelE

transp_oilE

el

fuel transp _fuel prod _ fuel transp _oil

E

E E E E

The LCA67

THE LIFE CYCLE ASSESSMENT (LCA)

PROCEDURE

The LCA68

Each energy intervention is

always characterized, in

addition to benefits (energy

saving, renewable energy, ...), of

chains of production

transformations (from raw

material to the placement at the

end of life) that make energy

consumption and environmental

impacts large-scale space-time

which must be subtracted the

benefits directly produced

during the use of technology.

The LCA69

Follow step by step the path of raw materials from their

"extraction" until their return to Earth

Life Cycle Assessment - LCA

From the cradle to the grave

... In order to avoid that a single operation can be made more

efficient or more environmentally-friendly at the expense of

other, simply moving the commitment of resources or factors of

pollution elsewhere

The LCA70

EXAMPLE: THE LCA OF A WIND TURBINE

The LCA71

THE CONCEPT

Examples:

books, furniture, art etc.

Examples:

cars, television, airco etc.

Examples:

Ni-Cd batteries, household

chemicals, fireworks etc.

LCA

CFP

ISO

14040ISO

14044

ISO

14067

The LCA72

FROM LCA TO THE CARBON FOOTPRINT

The carbon footprint is a measure of the exclusive total amount of carbon

dioxide emissions that is directly and indirectly caused by an activity or is

accumulated over the life stages of a product

The LCA73

CARBON FOOTPRINT – FOSSIL FUELS

The LCA74

CARBON FOOTPRINT – FINAL USE

0 200 400 600 800 1000 1200

Biopower

Photovoltaic

CSP

Geothermal Energy

Hydropower

Ocean Energy

Wind Energy

Nuclear Energy

Natural Gas

Shale Gas

Oil

Coal

CFP Emissions [g CO2eq/kWh]

The LCA75

CARBON FOOTPRINT – FINAL USE – HEAT AND TRANSPORT

Conclusion76

THE ENERGY AND ENVIRONMENT PARADIGM

IS SIMPLE TO UNDERSTAND

BUT HARD TO APPLY

ENERGY ENVIRONMENT&OR

Conclusion77

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