Keywords: Built environment; Housing; Energy efficiency; Decarbonisation; AHEP; Sustainability; Higher education; Pedagogy.
Sustainability competency: Systems thinking; Critical thinking; Integrated problem-solving.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and the following specific themes from Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
F1.Apply knowledge of mathematics, statistics, natural science and engineering principles to broadly defined problems.
F4.Select and use technical literature and other sources of information to address broadly defined problems.
F6.Apply a systematic approach to the solution of broadly-defined problems.
F7. Evaluate the environmental and societal impact of solutions to broadly-defined problems.
Related SDGs: SDG 11 (Sustainable Cities and Communities); SDG 12 (Responsible Consumption and Production); SDG 13 (Climate Action).
Reimagined Degree Map Intervention: Active pedagogies and mindsets; More real-world complexity.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Beginner / intermediate. Learners are required to have basic (level 2) science knowledge, and ability to populate a mathematical formula and use units correctly.
Learning and teaching notes:
This activity allows students to consider the dilemmas around providing housing that is cheap to heat as well as cheap to buy or rent. It starts with researching these issues using contemporary news and policy, continues with an in-depth study of insulation, together with calculations of U values, heat energy and indicative costs.
Learners have the opportunity to:
solve given technical tasks relating to insulation properties (AHEP: SM1m)
assess the heating requirement of a given house (AHEP: EA1m)
research a contemporary issue using websites and guided material
Teachers have the opportunity to:
introduce concepts related to heating and energy theory
develop learners’ mathematical skills in a practical context.
Structure a task around a sustainability issue and recognise the economic, social and cultural issues, as well as the technical ones
Supporting resources:
To prepare for these activities, teachers may want to explain, or assign students to pre-read articles relating to heating a house with respect to:
Provide the stimulus to motivate the students by considering the dilemma: How do we provide affordable housing whilst minimising heating requirement? There are not enough homes in the UK for everyone who needs one. Some of the houses we do have are expensive to run, poorly maintained and cost a fortune in rent. How do we get the housing builders to provide enough affordable, cheap to run housing for the population?
One possible solution is adopting Passivhaus standards. The Passivhaus is a building that conforms to a standard around heating requirements that ensures the insulation (U value) of the building material, including doors, windows and floors, prevents heat leaving the building so that a minimum heating requirement is needed. If all houses conformed to Passivhaus standards, the running costs for the householder would be reduced.
Teaching schedule:
Provide stimulus by highlighting the housing crisis in the UK:
How many houses are needed, now and in the future?
How many people currently live in temporary accommodation, and is this number expected to change?
Are developers required to add affordable housing to their plot? Should they be?
People requiring affordable housing for rent are likely to be among the poorest, so how many people are in ‘fuel poverty’?
Affordable housing needs to be built in such a way as to minimise the heat needed to keep the house warm. What categories of people are especially vulnerable?
What features/standards must a Passivhaus satisfy? How does this standard address the problems?
Students can work in groups to work on the extent of the problem from the bullet points provided. This activity can be used to develop design skills (Define the problem)
1. Get the engineering knowledge about preventing heat leaving a house:
If you can prevent heat leaving, you won’t need to add any more, it will stay at the same temperature. Related engineering concepts are:
Newtons law of cooling
U values
Heat transfer
2. Task:
a. Start with a standard footprint of a three-bed semi, from local estate agents. Make some assumptions about inside and outside temperatures, height of ceilings and any other values that may be needed.
b. Use the U value table to calculate the heat loss for this house (in Watts). The excel table has been pre-populated or you can do this as a group
With uninsulated materials (single glazing, empty cavity wall, no loft insulation.
With standard insulation (double glazing, loft insulation, cavity wall insulation.
If Passivhaus standards were used to build the house.
c. Costs
Find the typical cost for heating per kWh
Compare the costs for replacing the heat lost.
d. Final synoptic activity
Passivhaus costs a lot more than standard new build. How do housebuilders afford it?
Provide examples of the cost of building a Passivhaus standard building materials and reduced heating bills.
Suggest some ‘carrots’ and ‘sticks’ that could be used to make sure housing in the UK is affordable to rent/buy and run.
3. Assessment:
The spreadsheet can be assessed, and the students could write a report giving facts and figures comparing different levels of insulation and the effects on running costs.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Keywords: Climate change; Water and sanitation; Renewable energy; Battery Technologies; Recycling or recycled materials; AHEP; Sustainability; Student support; Local community; Environment; Future generations; Risk; Higher education; Assessment; Project brief.
Sustainability competency: Systems thinking; Anticipatory; Strategic; Integrated problem-solving; Normative.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37. Potential alignments with AHEP criteria are shown below.
Related SDGs: SDG 7 (Affordable and Clean Energy); SDG 11 (Sustainable Cities and Communities).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Authentic assessment.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Intermediate / Advanced.
Learning and teaching notes:
This resource outlines a project brief that requires an engineer to assess the local area to understand the scale of flooding and the local context. This will highlight how climate change affects everyday life, how water usage is changing and happening on our doorstep.
The project also requires the engineer to be considerate of the needs of a local business and showcases how climate change affects the economy and individual lives, enabling some degree of empathy and compassion to this exercise.
Depending upon the level of the students and considering the needs of modules or learning outcomes, the project could follow either or both of the following pathways:
Pathway 1 – Introduction to Electronic Engineering (beginner/intermediate- Level 4)
LO1: Describe the operation of electronic circuits and associated discrete components (AHEP4: SM1m).
LO2: Compare the operation principles of a variety of electronic sensors and actuators and apply them to a given task (AHEP4: EA2m).
LO3: Interpret how transistors and operational amplifiers function (AHEP4: EA4m).
LO4: Know how amplifiers operate and assess their performance for a given application (AHEP4: EA1m; EA2m).
LO5: Integrate the operation of an actuator, sensor, and power supply into a system for a given task (AHEP4: EA4m; EA6m).
In this pathway, the project deliverables could be in the form of a physical artefact, together with a technical specification.
Pathway 2 – Electromagnetics in Engineering (intermediate/advanced- Level 5)
LO1: communicate the primary challenges inherent in wireless communication (AHEP4: SM1m
LO2: devise solutions to a given design challenge (AHEP4: SM1m; SM3m) In this pathway, the project deliverable could be in the form of a Technical Report.
This project allows teachers the option to stop at multiple points for questions and/or activities as desired.
Learners have the opportunity to:
analyse local environmental factors that affect river water levels,
appreciate local planning with respect to installing devices on or near a riverbank,
consider how to communicate with a variety of stakeholders,
undertake cost-benefit and value trade-off analysis in the context of using sustainable materials,
undertake cost-benefit and value trade-off analysis in the context of using renewable energy,
practise argument and reasoning related to sustainability dilemmas.
Teachers have the opportunity to:
introduce concepts related to climate change in the local environment,
introduce concepts related to environmental sensors,
introduce concepts related to renewable energy sources,
introduce concepts related to battery systems,
introduce concepts related to local planning laws,
informally evaluate students’ argument and reasoning skills,
integrate technical content in the areas of electrical or mechanical engineering related to water level monitoring,
authentically assess a team activity and individual work.
A local business premises near to a river has been suffering from severe flooding over the last 10 years. The business owner seeks to install a warning system that can provide adequate notice of a possible flood situation.
Time frame & structure: This project can be completed over 30 hours, either in a block covering 2-3 weeks (preferred) or 1 hour per week over the academic term. This project should be attempted in teams of 3-5 students. This would enable the group to develop a prototype, but the Specification (Pathway 1) and Technical Report (Pathway 2) could be individual submissions without collusion to enable individual assessment.
It is recommended that a genuine premises is found that has had the issues described above and a site visit could be made. This will not only give much needed context to the scenario but will also trigger emotional response and personal ownership to the problem.
To prepare for activities related to sustainability, teachers may want to read, or assign students to pre-read the following article: ‘Mean or Green: Which values can promote stable pro-environmental behaviour?’
Context and Stakeholders:
Flooding in the local town has become more prevalent over recent years, impacting homes and businesses. A local coffee shop priding itself on its ethical credentials is located adjacent to the river and is one of the businesses that has suffered from severe flooding over the last 10 years, causing thousands of pounds worth of spoilt stock and loss of revenue. The local council’s flood warning system is far from adequate to protect individuals on a site-by-site basis. So the shop is looking for an individual warning system, giving the manager and staff adequate notice of a possible flood situation. This will enable stock to be moved in good time to a safer drier location. The shop manager is very conscious of wanting to implement a sustainable design that uses sustainable materials and renewable energy, to promote the values of the shop. It is becoming clear that such a solution would also benefit other businesses that experience flooding and a wider solution should also be considered.
Pathway 1
This project requires assessment of the local area and ideally a visit to the retailer to understand their needs and consider options for water level monitoring. You are required to consider environmental and sustainable factors when presenting a solution.
After a visit to the premises:
Discussion: What is your initial reaction to the effects of the flooding and doesit surprise you? What might your initial reaction reveal to you about your own perspectives and values?
Discussion: What is your initial reaction to the causes of the flooding anddoes it surprise you? What might your initial reaction reveal to you about your own perspectives and values?
Discussion and activity: List the potential issues and risks to installing a device in or near to the river bank.
Activity: Research water level monitoring. What are the main technical and logistical issues with this technology in this scenario?
Activity: Both cost-benefit and sustainable trade-off analyses are valuable approaches to consider in this case. Determine the possible courses of action and undertake both types of analysis for each position by considering both short- and long-term consequences.
Reflection: Obligations to future generations: Do we have a responsibility to provide a safe and healthy environment for humans that don’t yet exist, or for an ecosystem that will eventually change?
Design Process:
To satisfy the learning outcomes identified above the following activities are suggested.
Assessment activity 1 – Physical artefact:
Design, build and test a prototype flood warning device, monitoring various water levels and controlling an output or outputs in an alarm condition to meet the following as a minimum:
a) The device will require the use of an analogue sensor that will directly or indirectly output an electrical signal proportional to the water level.
b) It will integrate to appropriate Operational Amplifier circuitry.
c) The circuitry will control an output device or devices.
d) The power consumption of the complete circuit will be assessed to allow an appropriate renewable energy supply to be specified (but not necessarily be part of the build).
The written specification and accompanying drawings shall enable a solution to be manufactured based on the study, evaluation and affirmation of the product requirements.
The evaluation of the product requirements and consequent component selection will reference the use of design tools and problem-solving techniques. In compiling the specification the component selection and integration will highlight the underlying engineering principles that have been followed. The specification shall be no more than 1000 words (plus illustrations and references).
Pathway 2
This project requires assessment of the local area and ideally a visit to the retailer to understand their needs and consider options for water level monitoring.
You are required to consider environmental and sustainable factors when presenting a solution.
After a visit to the premises:
Discussion: What is your initial reaction to the effects of the flooding and does it surprise you? What might your initial reaction reveal to you about your own perspectives and values?
Discussion: What is your initial reaction to the causes of the flooding anddoes it surprise you? What might your initial reaction reveal to you about your own perspectives and values?
Discussion and activity: List the potential issues and risks to installing a device in or near to the river bank.
Activity:Both cost-benefit and sustainable trade-off analyses are valuable approaches to consider in this case. Determine the possible courses of action and undertake both types of analysis for each position by considering both short- and long-term consequences.
Wireless communication of information electronically is now commonplace. It’s important for the learners to understand the differences between the various types both technically and commercially to enable the most appropriate form of communication to be chosen.
Pathway 1 above explains the need for a flood warning device to monitor water levels of a river. In Pathway 2, this part of the challenge (which could be achieved in isolation) is to communicate this information from the river to an office location within the town.
Design Process:
Design a communications system that will transmit data, equivalent to the height of the river in metres. The maximum frequency and distance over which the data can be transmitted should be explored and defined, but as a minimum this data should be sent every 20 seconds over a distance of 500m.
Assessment activity – Technical report:
A set of user requirements and two possible technical solutions shall be presented in the form of a Technical Report:
Highlighting the benefits and drawbacks of each.
Explaining the inherent challenges in wireless communication that defined your selections
Design tools and problem-solving techniques should be used to define the product requirements and consequent component selection
The report shall be no more than 3000 words (plus illustrations and references)
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Sustainability competency: Anticipatory; Strategic; Integrated problem-solving.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG7 (Affordable and Clean Energy); SDG 10 (Reduced Inequalities); SDG 11 (Sustainable Cities and Communities).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity. The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Intermediate.
Learning and teaching notes:
This case study offers learners an explorative journey through the multifaceted aspects of deploying off-grid renewable solutions, considering practical, ethical, and societal implications. It dwells on themes such as Engineering and Sustainable Development (emphasizing the role of engineering in driving sustainable initiatives) and Engineering Practice (exploring the application of engineering principles in real-world contexts).
The dilemma in this case is presented in six parts. If desired, a teacher can use Part one in isolation, but Parts two and three develop and complicate the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities, as desired.
Learners have the opportunity to:
Recognise the significance of the SDGs in engineering solutions;
Enhance their skills in applying sustainable engineering practices in real-world scenarios.
Delve into the complexities of implementing off-grid solutions.
Navigate through the ethical considerations of deploying technologies in remote, often vulnerable, communities.
Engage in critical thinking to balance technological, societal, and environmental aspects.
Teachers have the opportunity to:
Highlight the importance of SDGs in engineering.
Facilitate discussions on ethical implications in technology deployment.
Evaluate learners’ ability to devise sustainable and ethical engineering solutions.
DGS; Planning and installing photovoltaic systems: A guide for installers, architects and engineers; ISBN: 978-1849713436; Planning and installing series.
In accordance with a report from the International Energy Agency (IEA) and statistics provided by the World Bank, approximately 633 million individuals in Africa currently lack access to electricity. This stark reality has significant implications for the remote villages across the continent, where challenges related to energy access persistently impact various aspects of daily life and stall social and economic development. In response to this critical issue, the deployment of off-grid renewable solutions emerges as a promising and sustainable alternative. Such solutions have the potential to not only address the pressing energy gap but also to catalyse development in isolated regions.
Situated in one of Egypt’s most breathtaking desert landscapes, Siwa holds a position of immense natural heritage importance within Egypt and on a global scale. The region is home to highly endangered species, some of which have restricted distributions found only in Siwa Oasis. Classified as a remote area, a particular community in Siwa Oasis currently relies predominantly on diesel generators for its power needs, as it remains disconnected from the national grid. Moreover, extending the national grid to this location is deemed economically and environmentally impractical, given the long distances and rugged terrain.
Despite these challenges, Siwa Oasis possesses abundant renewable resources that can serve as the foundation for implementing a reliable, economical, and sustainable energy source. Recognising the environmental significance of the area, the Egyptian Environmental Affairs Agency (EEAA) declared Siwa Oasis as a protected area in 2002.
Part one: Household energy for Siwa Oasis
Imagine being an electrical engineer tasked with developing an off-grid, sustainable power solution for Siwa Oasis village. Your goal is to develop a solution that not only addresses the power needs but also is sustainable, ethical, and has a positive impact on the community. The following data may help in developing your solution.
Data on Household Energy for Siwa Oasis:
Activities:
Analyse typical household appliances and their power consumption (lighting, refrigeration, pressing Iron).
Simulate daily energy usage patterns using smart meter data.
Identify peak usage times and propose strategies for energy conservation (example LED bulbs, etc)
Calculate appliance power consumption and estimate electricity costs.
Discussion:
a. How does this situation relate to SDG 7, and why is it essential for sustainable development?
b. What are the primary and secondary challenges of implementing off-grid solutions in remote villages?
Part two: Power supply options
Electricity supply in Siwa Oasis is mainly depends on Diesel Generators, 4 MAN Diesel Generators of 21 MW which are going to be wasted in four years, 2 CAT Diesel Generators of 5.2 MW and 1 MAN Diesel Generator 4 MW for emergency. Compare and contrast various power supply options for the household (renewable vs. fossil fuel).
Renewable: Focus on solar PV systems, including hands-on activities like solar panel power output measurements and battery sizing calculations.
Fossil fuel: Briefly discuss diesel generators and their environmental impact.
The Siwa Oasis community is divided over the choice of power supply options for their households. On one hand, there is a group advocating for a complete shift to renewable energy, emphasising the environmental benefits and long-term sustainability of solar PV systems. On the other hand, there is a faction arguing to continue relying on the existing diesel generators, citing concerns about the reliability and initial costs associated with solar power. The community must decide which power supply option aligns with their values, priorities, and long-term goals for sustainability and energy independence. This decision will not only impact their day-to-day lives but also shape the future of energy use in Siwa Oasis.
Optional STOP for questions and activities:
Debate: Is it ethical to impose new technologies on communities, even if it’s for perceived improvement of living conditions?
Discussion: How can engineers ensure the sustainability (environmental and operational) of off-grid solutions in remote locations?
Activities: Students to design a basic solar PV system for the household, considering factors like energy demand, solar resource availability, and budget constraints.
Part three: Community mini-grid via harnessing the desert sun
Mini-grid systems (sometimes referred to as micro-grids) generally serve several buildings or entire communities. The abundant sunshine in Siwa community makes it ideal for solar photovoltaic (PV) systems and based on the load demand of the community, a solar PV mini grid solution will work perfectly.
Electrical components of a typical PV system can be classified into DC and AC.
DC components: The electrical connection of solar modules to the inverter constitutes the DC part of a PV installation. Its design requires particular care and reliable components, as there is a risk of significant accidents with high DC voltages and currents, especially due to electric arcs.
The key DC components are:
PV cables and connectors: PV modules are usually delivered with a junction box and pre-assembled cables with single-contact electrical connectors. They enable easy interconnection of individual modules in strings. Solar cables are made of copper or aluminum (more cost-efficient).
Combiner boxes: Here, incoming strings are connected in parallel, and the resulting current is channeled through an output terminal to the inverter. A combiner box usually contains all required protection devices, disconnectors, and measuring equipment for string monitoring.
AC components: The equipment installed on the AC side of the inverter depends on the size and voltage class of the grid connection (low-voltage (LV), medium-voltage (MV), or high-voltage (HV) grid). Utility-scale PV plants usually require the following equipment:
Transformers, to increase the inverter output voltage to the grid voltage level
AC cables, buried
Circuit breakers, switchgears, and protection devices, for large PV plants (MV/HV connection)
Electricity meters
Activities:
Research and discuss the safety precautions and regulations for working with DC systems.
Analyse the DC components of a typical PV system, including cables, connectors, and combiner boxes.
Calculate the voltage and current levels at different points in the DC circuit based on the system design.
Investigate the concept of power factor and its significance in grid stability and energy bills.
Analyse the power factor of common household appliances and discuss its impact on the mini-grid.
Propose strategies to improve the overall power factor of the mini-grid, such as using capacitors or choosing energy-efficient appliances.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Keywords: Design and innovation; Conflicts of interest; Ethics; Regulatory compliance; Stakeholder engagement; Environmental impact; AHEP; Sustainability; Higher education; Pedagogy; Assessment.
Sustainability competency: Systems thinking; Anticipatory; Critical thinking; Integrated problem-solving; Strategic; Collaboration.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 7 (Affordable and Clean Energy); SDG 9 (Industry, Innovation and Infrastructure); SDG 12 (Responsible Consumption and Production); SDG 13 (Climate Action).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Authentic assessment.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational aim: Apply interdisciplinary engineering knowledge to a real-world sustainability challenge in aviation, foster ethical reasoning and decision-making with regards to environmental impact, and develop abilities to collaborate and communicate with a diverse range of stakeholders.
Educational level: Intermediate.
Learning and teaching notes:
This case study provides students an opportunity to explore the role of hydrogen fuel in the aviation industry. Considerable investments have been made in researching and developing hydrogen as a potential clean and sustainable energy source, particularly for hydrogen-powered aircraft. Despite the potential for hydrogen to be a green and clean fuel there are lingering questions over the long-term sustainability of hydrogen and whether technological advancements can progress rapidly enough to significantly reduce global carbon dioxide emissions. The debate around this issue is rich with diverse perspectives and a variety of interests to consider. Through this case study, students will apply their engineering expertise to navigate this complex problem and examine the competing interests involved.
This case is presented in parts, each focusing on a different sustainability issue, and with most parts incorporating technical content. Parts may be used in isolation, or may be used to build up the complexity of the case throughout a series of lessons.
Learners have the opportunity to:
Understand the principles of hydrogen production, storage, and emissions in the context of aviation.
Assess the environmental, economic, and social impacts of adopting hydrogen technology in the aviation industry.
Develop skills in making estimates and assumptions in real-world engineering scenarios.
Explore the ethical dimensions of engineering decisions, particularly concerning sustainability and resource management.
Examine the influence of policy and stakeholder perspectives on the adoption of green hydrogen within the aviation industry.
Teachers have the opportunity to:
Integrate concepts related to renewable energy sources, with a focus on hydrogen.
Discuss the engineering challenges and solutions in storing and utilising hydrogen in aviation.
Foster critical thinking about the balance between technological innovation, environmental sustainability, and societal impact.
Guide students in understanding the role of policy in shaping technological advancements and environmental strategies.
Assess students’ ability to apply engineering principles to solve complex, open-ended, real-world problems.
Supporting resources:
Learning and teaching resources:
Hydrogen fundamentals resources:
Case Study Workbook – designed for this study to give a broad overview of hydrogen, based primarily on the content below from US DoE.
Hydrogen Aware – Set of modules for a more comprehensive background to hydrogen with a UK-specific context.
We recommend encouraging the use of sources from a variety of stakeholders. Encourage students to find their own, but some examples are included below:
FlyZero Open Source Reports Archive: A variety of technical reports focused on hydrogen in aviation specifically including concept aircraft, potential life cycle emissions, storage, and usage.
Hydrogen in Aviation Alliance: Press release (September 2023) announcing an agreement amongst some of the major players in aviation to focus on hydrogen.
Safe Landing: A group of aviation workers campaigning for long-term employment. Projected airline growth is not compatible with net zero goals and the current technology is not ready for decarbonisation, action is drastically needed now to safeguard the aviation industry and prevent dangerous levels of warming.
UK Government Hydrogen Strategy: Sets out the UK government view of how to develop a low carbon hydrogen sector including aviation projects including considerations of how to create a market.
Pre-Session Work:
Students should be provided with an overview of the properties of hydrogen gas and the principles underlying the hydrogen economy: production, storage and transmission, and application. There are several free and available sources for this purpose (refer to the Hydrogen Fundamentals Resources above).
Introduction
“At Airbus, we believe hydrogen is one of the most promising decarbonisation technologies for aviation. This is why we consider hydrogen to be an important technology pathway to achieve our ambition of bringing a low-carbon commercial aircraft to market by 2035.” – Airbus, 2024
As indicated in the industry quote above, hydrogen is a growing area of research interest for aviation companies to decarbonise their fleet. In this case study, you are put in the role of working as an engineering consultant and your customer is a multinational aerospace corporation. They are keen to meet their government issued targets of reducing carbon emissions to reach net zero by 2050 and your consultancy team has been tasked with assessing the feasibility of powering a zero-emission aircraft using hydrogen. The key areas your customer is interested in are:
The feasibility of using green hydrogen as a fuel for zero-emission aviation;
The feasibility of storing hydrogen in a confined space like an aircraft;
Conducting a stakeholder analysis on the environmental impact of using hydrogen for aviation.
Part one: The aviation landscape
Air travel connects the world, enabling affordable and reliable mass transportation between continents. Despite massive advances in technology and infrastructure to produce more efficient aircraft and reduce passenger fuel consumption, carbon emissions have doubled since 2019 and are equivalent to 2.5 % of global CO2 emissions.
Activity: Discuss what renewable energy sources are you aware of that could be used for zero-emission aviation?
Your customer is interested in the feasibility of hydrogen for aviation fuel. However, there is a debate within the management team over the sustainability of hydrogen. As the lead engineering consultant, you must guide your customer in making an ethical and sustainable decision.
Hydrogen is a potential energy carrier which has a high energy content, making it a promising fuel for aviation. Green hydrogen is produced from water and is therefore potentially very clean. However, globally most hydrogen is currently made from fossil fuels with an associated carbon footprint. Naturally occurring as a gas, the low volumetric density makes it difficult to transport and add complications with storage and transportation.
Activity: From your understanding of hydrogen, what properties make it a promising fuel for aircraft? And what properties make it challenging?
Optional activity: Recap the key properties of hydrogen – particularly the low gas density and low boiling point which affect storage.
Part two: Hydrogen production
Hydrogen is naturally abundant but is often found combined with other elements in various forms such as hydrocarbons like methane (CH4) and water (H2O). Methods have been developed to extract hydrogen from these compounds. It is important to remember that hydrogen is an energy carrier and not an energy source; it must be generated from other primary energy sources (such as wind and solar) converting and storing energy in the form of hydrogen.
Research: What production methods of hydrogen are you aware of? Where does most of the world’s hydrogen come from currently?
The ideal scenario is to produce green hydrogen via electrolysis where water (H2O) is split using electricity into hydrogen (H2) and oxygen (O2). This makes green hydrogen potentially completely green and clean if the process uses electricity from renewable sources. The overall chemical reaction is shown below:
However, the use of water—a critical resource—as a feedstock for green hydrogen, especially in aviation, raises significant ethical concerns. Your customer’s management team is divided on the potential impact of this practice on global water scarcity, which has been exacerbated by climate change. You have been tasked with assessing the feasibility of using green hydrogen in aviation for your client. Your customer has chosen their London to New York route (3,500 nmi), one of their most popular, as a test-case.
Activity: Estimate how much water a hydrogen plane would require for a journey of 5000 nmi (London to New York). Can you validate your findings with any external sources?Hint: How much water does it take to produce 1 kg of green hydrogen? Consider the chemical equation above.
Activity: Consider scaling this up and estimate how much water the entire UK aviation fleet would require in one year. Compare your value to the annual UK water consumption, would it be feasible to use this amount of water for aviation?
Discussion: From your calculations and findings so far, discuss the practicality of using water for aviation fuel. Consider both the obstacles and opportunities involved in integrating green hydrogen in aviation and the specific challenges the aviation industry might face.
Despite its potential for green production, globally the majority of hydrogen is currently produced from fossil fuels – termed grey hydrogen. One of your team members has proposed using grey hydrogen as an interim solution to bridge the transition to green hydrogen, in order for the company to start developing the required hydrogen-related infrastructure at airports. They argue that carbon capture and storage technology could be used to reduce carbon emissions from grey hydrogen while still achieving the goal of decarbonisation. Hydrogen from fossil fuels with an additional carbon capture step is known as blue hydrogen.
However, this suggestion has sparked a heated debate within the management team. While acknowledging the potential to address the immediate concerns of generating enough hydrogen to establish the necessary infrastructure and procedures, many team members argued that it would be a contradictory approach. They highlighted the inherent contradiction of utilising fossil fuels, the primary driver of climate change, to achieve decarbonisation. They emphasised the importance of remaining consistent with the ultimate goal of transitioning away from fossil fuels altogether and reducing overall carbon emissions. Your expertise is now sought to weigh these options and advise the board on the best course of action.
Optional activity: Research the argument for and against using grey or blue hydrogen as an initial step in developing hydrogen infrastructure and procedures, as a means to eventually transition to green hydrogen. Contrast this with the strategy of directly implementing green hydrogen from the beginning. Split students into groups to address both sides of this debate.
Discussion: Deliberate on the merits and drawbacks of using grey or blue hydrogen to catalyse development of hydrogen aviation infrastructure. What would you recommend—prioritising green hydrogen development or starting with grey or blue hydrogen as a transitional step? How will you depict or visualise your recommendation to your client?
Part three: Hydrogen storage
Despite an impressive gravimetric energy density (the energy stored per unit mass of fuel) hydrogen has the lowest gas density and the second-lowest boiling point of all known chemical fuels. These unique properties pose challenges for storage and transportation, particularly in the constrained spaces of an aircraft.
Activity: Familiarise yourself with hydrogen storage methods. What hydrogen storage methods are you aware of? Thinking about an aviation context what would their advantages and disadvantages be?
As the lead engineering consultant, you have been tasked with providing expert advice on viable hydrogen storage options for aviation. Your customer has again chosen their London to New York route (3,500 nmi) as a test-case because it is one of their most popular, transatlantic routes. They want to know if hydrogen storage can be effectively managed for this route as it could set a precedent for wider adoption for their other long-haul flights. The plane journey from London to New York is estimated to require around 15,000 kg of hydrogen (or use the quantity estimated previously estimated in Part 2 – see Appendix for example).
Activity: Estimate the volume required to store the 15,000 kg of hydrogen as a compressed gas and as a liquid.
Discussion: How feasible are compressed gas and liquid hydrogen storage solutions? The space taken up by the fuel is one consideration but what other aspects are important to consider? How does this compare to the current storage solution for planes which use conventional jet fuel. Examples of topics to consider are: materials required for storage tanks, energy required to liquify or compress the hydrogen, practicality of hydrogen storage and transport to airports, location and distance between hydrogen generation and storage facilities, considerations of fuel leakage. When discussing encourage students to compare to the current state of the art, which is jet fuel.
Part four: Emissions and environmental impact
In Part four, we delve deeper into the environmental implications of using hydrogen as a fuel in aviation with a focus on emissions and their impacts across the lifecycle of a hydrogen plane. Aircraft can be powered using either direct combustion of hydrogen in gas turbines or by reacting hydrogen in a fuel cell to produce electricity that drives a propeller. As the lead engineering consultant, your customer has asked you to choose between hydrogen combustion in gas turbines or the reaction of hydrogen in fuel cells. The management team is divided on the environmental impacts of both methods, with some emphasising the technological readiness and efficiency of combustion and others advocating for the cleaner process of fuel cell reaction.
Activity: Research the main emissions associated with combustion of hydrogen and electrochemical reaction of hydrogen in fuel cells. Compare to the emissions associated with combustion of standard jet fuel.Students should consider not only CO2 emissions but also other pollutants such as NOx, SOx, and particulate matter.
Discussion: What are the implications of these emissions on air quality and climate change. Discuss the trade-offs between the different methods of utilising hydrogen in terms of the environmental impact. Compare to the current standard of jet fuel combustion.
Both combustion of hydrogen in an engine and reaction of hydrogen in a fuel cell will produce water as a by-product. The management team are concerned over the effect of using hydrogen on the formation of contrails. Contrails are clouds of water vapour produced by aircraft that have a potential contribution to global warming but the extent of their impact is uncertain.
Activity: Investigate how combustion (of both jet fuel and hydrogen) and fuel cell reactions contribute to contrail formation. What is the potential climactic effect of contrails?
Optional extension: How can manufacturers and airlines act to reduce water emissions and contrail formation – both for standard combustion of jet fuel and future hydrogen solutions?
Discussion: Based on your findings, which hydrogen propulsion technology would you recommend to the management team?
So far we have considered each aspect of the hydrogen debate in isolation. However, it is important to consider the overall environmental impact of these stages as a whole. Choices made at each stage of the hydrogen cycle – generation, storage, usage – will collectively impact the overall environmental impact and sustainability of using hydrogen as an aviation fuel and demonstrates how interconnected our decisions can be.
Activity: Assign students to groups based on the stage of a hydrogen lifecycle (generation, storage/transport, usage). Each group could research and discuss the potential emissions and environmental impacts associated with their assigned stage. Consider both direct and indirect emissions, like energy used in production processes or emissions related to infrastructure development. Principles such as life cycle assessment can be incorporated for a holistic view of hydrogen emissions.
Activity: After the individual group discussions, each group could present their findings and perspectives on their stage of the lifecycle. The whole class could then reflect on the overall environmental impacts of hydrogen in aviation. How do these impacts compare across different stages of the lifecycle? What are the trade-offs involved in choosing different types of hydrogen (green, blue, grey) and storage/transportation solutions?
Discussion: Conclude with a reflective discussion. Students bring together their findings on the life cycle stages of hydrogen and present their overall perspectives on the environmental sustainability of using hydrogen in aviation.
Part five: Hydrogen aviation stakeholders
Hydrogen aviation is an area with multiple stakeholders with conflicting priorities. Understanding the perspectives of these key players is important when considering the feasibility of hydrogen in the aviation sector.
Activity: Who are the key players in this scenario? What are their positions and perspectives? How can you use these perspectives to understand the complexities of the situation more fully?
Your consultancy firm is hosting a debate for the aviation industry in order to help them make a decision around hydrogen-based technologies. You have invited representatives from consumer groups, the UK government, Environmental NGOs, airlines, and aircraft manufacturers.
Activity: Take on the role of these key stakeholders, ensuring you understand their perspective and priorities. This could form part of a separate research exercise, or students can use the key points given below. Debate whether or not hydrogen fuel should be used to help the aviation sector reach net zero.
Stakeholder
Key priorities and considerations
Airline & Aerospace Manufacturer
Cost efficiency (fuel, labour, fleet maintenance) – recovering from pandemic.
Passenger experience (commercial & freight).
Develop & maintain global supply chains.
Safety, compliance and operational reliability.
Financial responsibility to employees and investors.
Need government assurances before making big capital investments.
UK Government
Achieve net zero targets by 2050
Promote economic growth and job creation (still recovering from pandemic).
Fund research and innovation to put their country’s technology ahead.
Fund renewable infrastructure to encourage industry investment.
Environmental NGOs
Long-term employment for aviation sector.
Demand a sustainable future for aviation to ensure this – right now, not in 50 years.
Standards and targets for industry and government and accountability if not met.
Some NGOs support drastic cuts to flying.
Want to raise public awareness over sustainability of flying.
Consumer
Environmentally aware (understand the need to reduce carbon emissions).
Also benefit greatly from flying (tourism, commercial shipping, etc.).
Safety and reliability of aircraft & processes.
Cost effectiveness – want affordable service
Appendix: Example calculations
There are multiple methods for approaching these calculations. The steps shown below are just one example for illustrative purposes.
Part two: Hydrogen production
Challenge: Estimate the volume of water required for a hydrogen-powered aircraft.
Assumptions around the hydrogen production process, aircraft, and fuel requirement can be given to students or researched as a separate task. In this example we assume:
All hydrogen is generated via electrolysis of fresh water with an efficiency of 100%.
A mid-size aircraft required with ~300 passenger capacity and flight range of ~3500 nmi (London to New York).
Flight energy requirement for a kerosene-fuelled jet is the same as a hydrogen-fuelled jet.
Example estimation:
1. Estimate the energy requirement for a mid-size jet
No current hydrogen-fuelled aircraft exists, so we can use a kerosene-fuelled analogue. Existing aircraft that meet the requirements include the Boeing 767 or 747. The energy requirement is then:
2. Estimate the hydrogen requirement
Assuming a hydrogen plane has the same fuel requirement:
3. Estimate the volume of water required
Assuming all hydrogen is produced from the electrolysis of water:
Electrolysis reaction:
For this reaction, we know one mole of water produces one mole of hydrogen. We need to calculate the moles for 20,000 kg of hydrogen:
With a 1:1 molar ratio, we can then calculate the mass of water:
This assumes an electrolyser efficiency of 100%. Typical efficiency values are under 80%, which would yield:
Challenge: Is it feasible to power the UK aviation fleet with water?
The total energy requirement for UK aviation can be given to students or set as a research task.
Estimation can follow a similar procedure to the above.
Multiple methods for validating and assessing the feasibility of this quantity of water. For example, the UK daily water consumption is 14 billion litres. The water requirement estimated above is < 1 % of this total daily water consumption, a finding supported by FlyZero.
Part three: Hydrogen storage
Challenge: Is it feasible to store 20,000 kg of hydrogen in an aircraft?
There are multiple methods of determining the feasibility of storage volume. As example is given below.
1. Determining the storage volume
The storage volume is dependent on the storage method used. Density values associated with different storage techniques can be research or given to students (included in Table 2). The storage volume required can be calculated from the mass of hydrogen and density of storage method, example in Table 2.
Table 2: Energy densities of various hydrogen storage methods
2. Determining available aircraft volume
A straightforward method is to compare the available volume on an aircraft with the hydrogen storage volume required. Aircraft volumes can be given or researched by students. Examples:
This assumes hydrogen tanks are integrated into an existing aircraft design. Liquid hydrogen can feasibly fit into an existing design, though actual volume will be larger due to space/constraint requirements and additional infrastructure (pipes, fittings, etc) for the tanks. Tank size can be compared to conventional kerosene tanks and a discussion encouraged over where in the plane hydrogen tanks would need to be (conventional liquid fuel storage is in the wings of aircraft, this is not possible for liquid storage tanks due to their shape and infrastructure storage is inside the fuselage). Another straightforward method for storage feasibility is modelling the hydrogen volume as a simple cylinder and comparing to the dimensions of a suitable aircraft.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Ethical issues: Sustainability; Social responsibility; Risk.
Professional situations: Public health and safety,
Educational level: Beginner.
Educational aim: Engaging in Ethical Judgement: reaching moral decisions and providing the rationale for those decisions.
Learning and teaching notes:
At COP26, H.E. President Muhammadu Buhari announced Nigeria’s commitment to carbon neutrality by 2050. This case involves an engineer who is one of the stakeholders invited by the president of Nigeria to implement an Energy Transition Plan (ETP). It requires the engineer, who is a professional and well experienced in renewable energy and energy transition, to deliver a comprehensive decarbonisation roadmap that will ensure net zero emissions.
This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities, as desired.
Learners have the opportunity to:
research various aspects of decarbonisation and the energy transition;
consider short- and long-term components of ethical decision-making;
practice negotiating between stakeholders;
develop and present an energy transition plan.
Teachers have the opportunity to:
introduce or expand on technical content related to decarbonisation;
introduce or reinforce bibliographic research skills;
informally evaluate critical thinking and argumentation.
You are an electrical engineer working as a technical consultant in an international organisation aiming to transform the global energy system to secure a clean, prosperous, zero-carbon future for all. The organisation is one of the stakeholders invited by the federal government of Nigeria to implement the country’s new Energy Transition Plan (ETP) and you are given the task of creating a comprehensive decarbonisation roadmap and presenting it at the stakeholder meeting.
Optional STOP for questions and activities:
1. Discussion: In what ways could an electrical engineer bring needed expertise to the ETP? Why are engineers essential to ensuring a zero-carbon future? Should engineers be involved in policy planning? Why or why not?
2. Activity: Wider context research: Nigeria is currently an oil-producing country. What might policy makers need to consider about this reality when implementing an ETP? How strongly should you advocate for a reduction of the use of fossil fuels in the energy mix?
3. Discussion and activity: List the potential benefits and risks to implementing the ETP. Are these benefits and risks the same no matter which country they are implemented in?
4. Activity: Research and outline countries that have attained a zero emission target. What are their energy distribution mixes? Based on this information, what approach should Nigeria take and why?
5. Activity: What will be your presentation strategy at the stakeholder meeting? What will you advocate for and why? What ethical justifications can you make for the plan you propose?
Dilemma – Part two:
At the stakeholder meeting, you were given the opportunity to present your decarbonisation roadmap and afterwards faced serious opposition by the chief lobbyist of the Fossil Fuel and Mining Association, Mr. Abiola. Mr. Abiola is of the opinion that because Nigeria contributes less than 1% to the global emissions, it should not be held accountable for climate change, and therefore no country-wide climate policy is necessary. Furthermore, he fears the domestic market for coal that is used to produce electricity as well as the global market for fossil fuels will shrink because of the new policy. He also argues that a shift away from coal and fossil fuels could result in challenges to the security of supply, since renewables are by definition unreliable and volatile. Other stakeholders, such as activists and environmental experts, also voiced different concerns and opinions. They argue that time has already run out, and no country can delay decarbonisation plans no matter how small their impact on the global total. This conflict has resulted in disagreements in the negotiation.
Optional STOP for questions and activities:
1. Debate: Do different countries have different ethical responsibilities when it comes to decarbonisation? Why or why not? If so, for what reasons?
2. Discussion: How should countries weigh the short-term versus long-term benefits and burdens of the energy transition? What role do governments and corporations play in managing those? What role should citizens play?
3. Discussion: How will you prepare for and handle opposing questions to your roadmap plan?
4. Activity: Create a participatory stakeholder engagement plan embedded in the overall decarbonisation strategy.
5. Activity: How will you utilise the different renewable energy mix to provide 100% access to electricity and ensure security of supply as an electrical engineer?
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Author: Dr Gill Lacey (Teesside University).
Topic: Maintenance of an offshore wind farm.
Engineering disciplines: Mechanical; Energy.
Ethical issues: Sustainability; Risk.
Professional Situations: Public health and safety; Quality of work; Conflicts with leadership/management.
Educational level: Beginner.
Educational aim: Becoming Ethically Aware: determining that a single situation can be considered from a ethical point of view.
Learning and teaching notes:
The case is based on a genuine challenge raised by a multinational energy company that operates an offshore wind farm in the North Sea. It involves three professional engineers responsible for various aspects of the project to negotiate elements of safety, risk, environmental impact, and costs, in order to develop a maintenance plan for the wind turbine blades.
This case study addresses two of AHEP 4’s themes: The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
This case is presented in two parts. In the first part, the perspectives and responsibilities of the three engineers are outlined so that students can determine what professional and ethical responsibilities are inherent in their roles. In the second part, a scenario is developed that puts the roles into potential conflict. Students then have the opportunity to work through a real-world brief that requires them to negotiate in order to present a solution to management. Teachers can choose to use Part one in isolation, or some or all of Part two to expand on the issues in the case. The case allows teachers the option to stop at multiple points for questions and / or activities, as desired.
Learners have the opportunity to:
determine if an engineering situation has ethical dimensions and identify what these are;
identify where tensions might arise between professionals and practise resolving those tensions;
consider and present possible solutions to a professional dilemma;
integrate ethical considerations into an engineering solution.
Teachers have the opportunity to:
highlight professional codes of ethics and their relevance to engineering situations;
address approaches to resolve interpersonal and/or professional conflict;
integrate technical content on engineering design;
evaluate students’ critical thinking and communication skills.
Offshore wind has huge benefits to the electricity industry as a renewable, low carbon resource. The size and scale of the turbines, together with the remoteness – the wind farm referred to in this case is 200 km from shore – are a problem. However, it is a rapidly maturing industry and many of the issues around accessibility during installation have been solved. A wind farm is expected to generate for twenty years and so a system of inspection and maintenance needs to be put in place. At the same time, the environmental impact of industrial activity (including ongoing maintenance and repairs) needs to be managed in order to mitigate risks to ecosystem resources and services provided by the open sea.
In this wind farm there are one hundred turbines, each with three blades. The blades are 108 m long. Clearly, they need to be kept in good condition. However, inspecting the blades is a difficult and time consuming job.
There are three engineers that are responsible for various aspects of maintenance of the wind turbine blades. They are:
1. Blade engineer: My job is to make sure the blades are in good condition so that the wind farm operates as it was designed and generates as much power as possible. I am responsible for:
Checking each blade for damage;
Assessing whether repairs are needed, what repairs those are, and how urgently;
Determining how maintenance can be conducted efficiently and cost-effectively.
2. Health and safety engineer: My job is to make sure that the technicians who inspect and maintain the turbine blades are at minimal risk. I need to ensure compliance with:
Employment safety regulations;
Legal guidelines governing industrial activity in the open sea.
3. Environmental engineer: My job is to ensure that the ecosystem is damaged as little as possible during turbine inspection and maintenance, and to rectify as best as possible any adverse effects that are incurred. After all, wind power is considered to be “green” energy and so wind farms should do as little damage to the environment as possible. This work helps:
The company to meet or exceed its corporate responsibility commitments relating to social licence to operate;
Maintain the ecological integrity of the ecosystem.
Optional STOP for questions and activities:
1. Discussion: What sort of instances might cause damage to the turbine blades? (Possible answers: bird strike, collision with a vessel, storm, ice etc.)
2. Discussion: What problems might a damaged blade cause? (Possible answers: a damaged blade cannot generate properly; it might unbalance the other two blades until the whole turbine is affected. If a blade were to come loose it could strike another turbine blade, a vessel, sea creatures etc.)
3. Activity: Research how blade inspection is done. (Answer: a combination of photos from drones and reports from crew who need to use rope access to take a close look.)
a. If a drone is used, what issues might the drone have? (Answers: needs to be operated from a nearby vessel; weather (wind!); getting good resolution photos from a vibrating and moving drone; energy (battery) to power the drone.)
b. If a technician goes onsite, what issues are there with rope access? (Answers: time consuming; dangerous; can only be done in good weather; have to stop the turbine to access; training the inspection team; recording the findings.)
4. Discussion: What competing values or motivations might conflict in this scenario? Explain what constraints each engineer might be operating under and the potential conflicts between the roles.
5. Activity: Research what health and safety, environmental, and legal policies affect offshore wind farms. If they are in the open sea, which country’s laws are applied? Who is responsible for maintaining ecosystem health in the open sea? How are harms identified and mitigated?
Dilemma – Part two:
So, the blade engineer wants maintenance done effectively, with as little down time as possible; the H&S engineer wants it done safely, with as little danger to crew as possible; while the environmental engineer wants it done with as little damage to the ecosystem as possible. These three people must together develop an inspection plan that will be approved by upper management, who are largely driven by profitability – limited downtime in maintenance means increased profits as well as more energy delivered to customers.
Optional STOP for questions and activities:
The students are then presented with a brief that gives some background to the wind farms and the existing inspection regime. The brief is structured to allow engineering design, engineering drawing and technical research to take place alongside consideration of potential ethical dilemmas.
Brief: In teams of three, where each team member is assigned a different role outlined above (blade engineer, health and safety engineer, environmental engineer), propose a feasible method for blade inspection that:
Minimises or removes the need for personnel rope access and working from height;
Minimises or removes downtime of a wind turbine generator (WTG) during inspection.
Aspects to consider:
Types of damage that the solution can detect
Detection methods
Accuracy of data and how data is retrieved and processed
Weather and sea conditions
Ease and flexibility of operation e.g., distance from turbines, battery life, charging requirements
Speed of inspection
Safety of operation
Effects on the environment.
Teachers could task teams to work together to:
Develop a feasible blade inspection solution
Create a project programme for development of the solution
Assess risk, technical merit and personnel health & safety within the field
Pitch the solution in a technical sales meeting.
The pitch could include details of:
Overview of solution, methodology and unique selling points
Technical explanation of solution (including product specifications and risk)
Explanation of operability within the field
Assessment of health & safety and environmental impact.
1. Activity: Working in groups,consider possible solutions:
a. Explore 2 or 3 alternatives to answer the need or problem, identifying the ethical concerns in each.
b. Analyse the alternative solutions to identify potential benefits, risks, costs, etc.
c. Justify the proposed solution.
(Apart from the design process, this activity allows some discussion over the choice of solution. Looking at more than one allows the quieter students to speak out and justify their thinking.)
2. Activity: Working in groups, present a solution that consists of one or more of the following:
a. Make a CAD or drawn prototype.
b. Make a physical or 3D model.
c. Create a poster detailing the solution which could include technical drawings.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Author: Dr J.L. Rowlandson (University of Bristol).
Ethical issues: Sustainability; Social responsibility.
Professional situations: Public health and safety; Conflicts of interest; Quality of work; Conflicts with leadership/management; Legal implication.
Educational level: Intermediate.
Educational aim: Becoming Ethically Sensitive: being broadly cognizant of ethical issues and having the ability to see how these issues might affect others.
Learning and teaching notes:
This case study considers not only the environmental impacts of a clean technology (the heat pump) but also the social and economic impacts on the end user. Heat pumps form an important part of the UK government’s net-zero plan. Our technical knowledge of heat pump performance can be combined with the practical aspects of implementing and using this technology. However, students need to weigh the potential carbon savings against the potential economic impact on the end user, and consider whether current policy incentivises consumers to move towards clean heating technologies.
This case study offers students an opportunity to practise and improve their skills in making estimates and assumptions. It also enables students to learn and practise the fundamentals of energy pricing and link this to the increasing issue of fuel poverty. Fundamental thermodynamics concepts, such as the second law, can also be integrated into this study.
This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in six parts. If desired, a teacher can use the Summary and Part one in isolation, but Parts two to six develop and complicate the concepts presented in the Summary and Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities, as desired.
Learners have the opportunity to:
understand how the current energy system works;
relate the implementation of new technologies to real-world impacts on the consumer;
improve their zeroth order approximation skills and use these back of the envelope calculations to inform decisions;
consider how to weigh the benefits and burdens of ethical decisions;
consider the influence of policy on technology uptake and consumer behaviour.
Teachers have the opportunity to:
introduce concepts related to energy pricing;
integrate technical content about energy and thermodynamics;
informally evaluate students’ research skills and zeroth order approximation.
Summary – Heating systems and building requirements:
You are an engineering consultant working for a commercial heat pump company. The company handles both the manufacture and installation of heat pumps. You have been called in by a county council to advise and support a project to decarbonise both new and existing housing stock. This includes changes to social housing (either directly under the remit of the council or by working in partnership with a local housing association) and also to private housing, encouraging homeowners and landlords to move towards net zero emissions. In particular, the council is interested in the installation of clean heating technologies with a focus on heat pumps, which it views as the most technologically-ready solution. Currently most heating systems rely on burning natural gas in a boiler to provide heat. By contrast, a heat-pump is a device that uses electricity to extract heat from the air or ground and transfer it to the home, avoiding direct emission of carbon dioxide.
The council sets your first task of the project as assessing the feasibility of replacing the existing gas boiler systems with heat pumps in social housing. You are aware that there are multiple stakeholders involved in this process you need to consider, in addition to evaluating the suitability of the housing stock for heat pump installation.
Optional STOP for questions and activities:
1. Discussion: Why might the council have prioritised retrofitting the social housing stock with heat pumps as the first task of the project? How might business and ethical concerns affect this decision?
2. Activity: Use stakeholder mapping to determine who are the main stakeholders in this project and what are their main priorities? In which areas will these stakeholders have agreements or disagreements? What might their values be, and how do those inform priorities?
3. Discussion: What key information about the property is important for choosing a heating system? What does the word feasibility mean and how would you define it for this project?
4. Activity: Research the Energy Performance Certificate (EPC): what are the main factors that determine the energy performance of a building?
5. Discussion: What do you consider to be an ‘acceptable’ EPC rating? Is the EPC rating a suitable measure of energy efficiency? Who should decide, and how should the rating be determined?
Technical pre-reading for Part one:
It is useful to introduce the thermodynamic principles on which heat pumps operate in order to better understand the advantages and limitations when applying this engineering technology in a real-world situation. A heat pump receives heat (from the air, ground, or water) and work (in the form of electricity to a compressor) and then outputs the heat to a hot reservoir (the building you are heating). We recommend covering:
the second law of thermodynamics and how a heat pump works;
Dilemma – Part one – Considering heat pump suitability:
You have determined who the main stakeholders are and how to define the project feasibility. A previous investigation commissioned by the council into the existing housing stock, and one of the key drivers for them to initiate this project, has led them to believe that most properties will not require significant retrofitting to make them suitable for heat pump installation.
Optional STOP for question and activities:
1. Activity: Research how a conventional gas boiler central heating system works. How does a heat pump heating system differ? What heat pump technologies are available? What are the design considerations for installing a heat pump in an existing building?
Dilemma – Part two – Inconsistencies:
You spot some inconsistencies in the original investigation that appear to have been overlooked. On your own initiative, you decide to perform a more thorough investigation into the existing housing stock within the local authority. Your findings show that most of the dwellings were built before 1980 and less than half have an EPC rating of C or higher. The poor energy efficiency of the existing housing stock causes a potential conflict of interest for you: there are a significant number of properties that would require additional retrofitting to ensure they are suitable for heat pump installation. Revealing this information to the council at this early stage could cause them to pull out of the project entirely, causing your company to lose a significant client. You present these findings to your line manager who wants to suppress this information until the company has a formal contract in place with the council.
Optional STOP for question and activities:
1. Discussion: How should you respond to your line manager? Is there anyone else you can go to for advice? Do you have an obligation to reveal this information to your client (the council) when it is they who overlooked information and misinterpreted the original study?
2. Activity: An example of a factor that causes a poor EPC rating is how quickly the property loses heat. A common method for significantly reducing heat loss in a home is to improve the insulation. Estimate the annual running cost of using an air-source heat pump in a poorly-insulated versus a well-insulated home to look at the potential financial impact for the tenant (example approach shown in the Appendix, Task A).
3. Discussion: What recommendations would you make to the council to ensure the housing is heat-pump ready? Would your recommendation change for a new-build property?
Dilemma – Part three – Impact of energy costs on the consumer:
Your housing stock report was ultimately released to the council and they have decided to proceed, though for a more limited number of properties. The tenants of these dwellings are important stakeholders who are ultimately responsible for the energy costs of their properties. A fuel bill is made up of the wholesale cost of energy, network costs to transport it, operating costs, taxes, and green levies. Consumers pay per unit of energy used (called the unit cost) and also a daily fixed charge that covers the cost of delivering energy to a home regardless of the amount of energy used (called the standing charge). In the UK, currently the price of natural gas is the main driver behind the price of electricity; the unit price of electricity is typically three to four times the price of gas.
Your next task is to consider if replacing the gas boiler in a property with a heat pump system will have a positive or negative effect on the running costs.
Optional STOP for questions and activities:
1. Activity: Estimate the annual running cost for a property when using a heat pump versus a natural gas boiler (see Appendix Task B for an example approach).
2. Discussion: Energy prices are currently rising and have seen drastic changes in the UK over the past year. The lifetime of a new heat pump system is around 20 years. How would rising gas and electric prices affect the tenant? Does this impact the feasibility of using a gas boiler versus a heat pump? How can engineering knowledge and expertise help inform pricing policies?
Dilemma – Part four – Tenants voice concerns:
After a consultation, some of the current tenants whose homes are under consideration for heat pump installation have voiced concerns. The council is planning to install air-source heat pumps due to their reduced capital cost compared to a ground-source heat pump. The tenants are concerned that the heat pump will not significantly reduce their fuel bills in the winter months (when it is most needed) and instead could increase their bills if the unit price and standing charge for electricity continue to increase. They want a guarantee from the council that their energy bills will not be adversely affected.
Optional STOP for questions and activities:
1. Discussion: Why would air-source heat pumps be less effective in winter? What are the potential effects of increased energy bills on the tenants? How much input should the tenants have on the heating system in their rented property?
2. Discussion: Do the council have any responsibility if the installation does result in an increased energy bill in the winter for their tenants? Do you and your company have any responsibility to the tenants?
Dilemma – Part five – The council consultation:
The council has hosted an open consultation for private homeowners within the area that you are involved in. They want to encourage owners of private dwellings to adopt low-carbon technologies and are interested in learning about the barriers faced and what they can do to encourage the adoption of low carbon-heating technologies. The ownership of houses in the local area is similar to the overall UK demographic: around 20% of dwellings are in the social sector (owned either by the local authority or a housing association), 65% are privately owned, and 15% are privately rented.
Optional STOP for questions and activities:
1. Activity: Estimate the lifetime cost of running an air-source heat pump and ground-source heat pump versus a natural gas boiler. Include the infrastructure costs associated with installation of the heating system (see Appendix Task C for an example approach). This can be extended to include the impact of increasing energy prices.
2. Activity: Research the policies, grants, levies, and schemes available at local and national levels that aim to encourage uptake of net zero heating.
3. Discussion: From your estimations and research, how suitable are the current schemes? What recommendations would you make to improve the uptake of zero carbon heating?
Dilemma – Part six – Recommendations:
Energy costs and legislation are important drivers for encouraging homeowners and landlords to adopt clean heating technologies. There is a need to weigh up potential cost savings with the capital cost associated with installing a new heat system. Local and national policies, grants, levies, and bursaries are examples of tools used to fund and support adoption of renewable technologies. Currently, an environmental and social obligations cost, known as the ‘green levies,’ are added to energy bills which contribute to a mixture of social and environmental energy policies (including, for example, renewable energy projects, discounts for low-income households, and energy efficiency improvements).
Your final task is to think more broadly on encouraging the uptake of low-carbon heating systems in private dwellings (the majority of housing in the UK) and to make recommendations on how both councils locally and the government nationally can encourage uptake in order to reduce carbon emissions.
Optional STOP for questions and activities:
1. Discussion: In terms of green energy policy, where does the ethical responsibility lie – with the consumer, the local government, or the national government?
2. Discussion: Should the national Government set policies like the green levy that benefit the climate in the long-term but increase the cost of energy now?
3. Discussion: As an employee of a private company, to what extent is the decarbonisation of the UK your problem? Do you or your company have a responsibility to become involved in policy? What are the advantages or disadvantages to yourself as an engineer?
Appendix:
The three tasks that follow are designed to encourage students to practise and improve their zeroth order approximation skills (for example a back of the envelope calculation). Many simplifying assumptions can be made but they should be justified.
Task A: Impact of insulation
Challenge: Estimate the annual running cost for an air-source heat pump in a poorly insulated home. Compare to a well-insulated home.
Base assumptions around the heat pump system and the property being heated can be researched by the student as a task or given to them. In this example we assume:
The air source heat-pump has a COP of 2.5
The air-source heat pump runs for 8 hours a day to maintain a temperature of 21 °C
The average UK property size is 82 m2
A poorly insulated property (Victorian, single-glazed, no loft insulation) has an average heat loss of 110 W/m2
A well-insulated property (recent new build, post-2006) has an average heat loss of 30 W/m2
The unit price of electricity is 33.8 p per kWh
Example estimation:
1. Estimate the overall heat loss for a poorly- and well-insulated property.
Note: heat loss is greater in the poorly insulated building.
2. Calculate the work input for the heat pump.
Assumption: heat pump matches the heat loss to maintain a consistent temperature.
Note: a higher work input is required in the poorly insulated building to maintain a stable temperature.
3. Determine the work input over a year.
Assumption: heat pump runs for 8 hours per day for 365 days.
4. Determine the running cost
For an electricity unit price of 33.8 p per kWh.
Note: running cost is higher for the poorly insulated building due to the higher work input required to maintain temperature.
Task B: Annual running cost estimation
Challenge: Estimate the annual running cost for a property when using a heat pump versus a natural gas boiler.
Base assumptions around the boiler system, heat pump system, and property can be researched by the student as a task or given to them. In this example we assume:
The building requires 15,000 kWh for heating every year
A boiler has an efficiency of 85 %
An air-source heat pump (ASHP) has a COP of 2.5
A ground-source heat pump (GSHP) has a COP of 4.0
Energy tariffs (correct at time of writing) for the domestic consumer including the energy price guarantee discount:
Domestic energy tariffs
Electric standing charge
51.0p per day
Unit price of electricity
33.8p per kWh
Gas standing charge
26.8p per kWh
Unit price of gas
10.4p per kWh
Example estimation:
1. Calculate the annual power requirement for each case.
Assumed heating requirement is 15,000 kWh for the year.
2. Calculate the annual cost for each case:
Note: the higher COP of the ground-source heat pump makes this the more favourable option (dependent on the fuel prices).
Task C: Lifetime cost estimation
Challenge: Estimate the total lifetime cost for a property when using a heat pump versus a natural gas boiler.
Base assumptions around the boiler system, heat pump system, and property can be researched by the student as a task or given to them. In this example we assume:
Identical assumptions to Task B on the heating requirement (15,000 kWh), boiler efficiency (85%), and heat pump COP (2.5 for air-source and 4.0 for ground-source)
The average boiler lifetime is 10 years
The average heat pump lifetime (air-source and ground source) is 20 years
The infrastructure cost for boiler installation is £1,500, for an ASHP is £7,000, and for a GSHP is £14,000
Energy tariffs (correct at time of writing) for the domestic consumer including the energy price guarantee discount:
Domestic energy tariffs
Electric standing charge
51.0p per day
Unit price of electricity
33.8p per kWh
Gas standing charge
26.8p per kWh
Unit price of gas
10.4p per kWh
1. Calculate the lifetime running cost for each case.
2. Calculate the total lifetime cost for each case.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Authors: Diana Martin (Eindhoven University of Technology); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).
Topic: Participatory approaches for engaging with a local community about the development of risky technologies.
Engineering disciplines: Nuclear engineering; Energy; Chemical engineering.
Ethical issues: Corporate Social Responsibility; Risk; Accountability; Respect for the Environment.
Professional situations: Conflicts of interest; Public health and safety; Communication.
Educational level: Advanced.
Educational aim: Engaging in ethical judgement: reaching moral decisions and providing the rationale for those decisions.
Learning and teaching notes:
This case study involves an early career engineer tasked with leading the development of plans for the construction of the first nuclear plant in a region. The case can be customised by instructors when specifying the name of the region, as to whether the location of the case study corresponds to the location of the educational institution or if a more remote context is preferred. The case incorporates several components, including stakeholder mapping, participatory methods for assessing risk perception and community engagement, qualitative risk analysis, and policy-making.
The case study asks students to identify and define an open-ended risk problem in engineering and develop a socially acceptable solution, on the basis of limited and possibly contradictory information and differing perspectives. Additionally, students can gain awareness of broader responsibilitiesof engineers in the development of risky technologies, as well as the role of engineers in public debates and community engagement related to the adoption or development of risky technologies.
This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
The dilemma in this case is presented in three parts. If desired, a teacher can use Part one in isolation, but Part two and Part three develop and complicate the concepts presented in Part one to provide for additional learning. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.
Learners have the opportunity to:
apply their ethical judgement to a case study focused on the adoption of a risky technology;
understand the national and supranational policy context related to the development of novel technologies;
analyse engineering risks related to the development of a novel technology;
investigate the risk perception of the population about the development and operation of a risky technology;
debate how to factor risks as well as community preferences and risk perceptions into decision-making related to the development and operation of a risky technology;
identify the key stakeholder groups in the adoption and operation of risky technology in a local and national setting;
reflect on how risks may differ for different demographic groups and identify the stakeholder groups most vulnerable to the negative effects of risky technologies;
propose methods for communicating and engaging with stakeholders during the adoption, development and operation stages of a risky technology.
Teachers have the opportunity to:
introduce a range of ethical considerations related to risk, risk perception and responsibility;
create a theoretical context for applying methods for qualitative risk analysis, stakeholder mapping and engagement;
provide an opportunity for group reflection and debate on the topic of a contested and polarising technology;
present the link between novel technologies and national or supranational targets and plans towards climate neutrality;
adapt the range and complexity of issues to the characteristics and levels of the class.
You are an early career engineer working in the civil nuclear industry for Ultra Nuclear. This is a major company overseeing the construction of new power stations that has a strong reputation as a leader in the field with no controversies associated with its activity. Indeed, you have been impressed with Ultra Nuclear’s vision that the transition to using more nuclear energy can significantly reduce carbon emissions, and their development of next-generation nuclear technologies. After two years of working on the strictly technical side of the business, you have been promoted to a project manager role which requires you to do more public engagement. Your manager has assigned your first major project which involves making the plans for the development of a new power plant.
Optional STOP for questions and activities:
1. Activity:Societal context – What is the context in which Ultra Nuclear operates? Identify the national and supranational policies and regulation in your country related to the adoption of nuclear energy. Reflect on the broader rationale given for the adoption of nuclear energy. Research the history of nuclear technological developments (including opposition and failures) in your country. When tracing the context, you may consider:
What is your country’s policy on nuclear energy?
What are your country’s main sources of energy?
What are your country’s targets for climate neutrality?
Will this target be reached?
What is the current and projected level of emissions?
How do these national targets fit with EU targets or targets of major economies?
2. Discussion: Personal values – What is your initial position on the adoption of nuclear energy? What are the advantages and disadvantages that you see for the adoption of nuclear energy in your country? What alternatives to nuclear energy do you deem more suitable and why?
3. Discussion: Risk perception – How do you perceive the risk of nuclear energy? How do your family and friends see this risk? How is nuclear energy portrayed in the media? Do you see any differences in how people around you see these risks? Why do you think this is so?
4. Activity: Risk mapping – Using a qualitative risk matrix, map the risks of a nuclear power plant.
Dilemma – Part two:
As it happens, this will be the first power plant established in the region where you were born, and your manager counts on your knowledge of the local community in addition to your technical expertise. To complete your project successfully, you are expected to ensure community approval for the new nuclear power plant. In order to do this, you will have to do some research to understand different stakeholders and their positions.
Optional STOP for questions and activities:
1. Activity:Stakeholder mapping – Who are all the groups that are involved in the scenario?
1.a. Activity:Read the article bySven Ove Hansson, which puts forward a method for categorising stakeholders as risk-exposed, beneficiaries, or decision-makers (including overlaps of the three categories). Place each stakeholder group in one of these categories.
1.b. Discussion:Why are some groups risk-exposed, others beneficiaries, and others decision-makers? Why is it undesirable to have stakeholder groups solely in one of the categories?
1.c. Discussion: What needs to change for some stakeholder groups to be not only in the category of risk-exposed, but also in the category of beneficiaries or decision-makers?
2. Activity: Stakeholder mapping– How does each stakeholder group view nuclear energy? For each stakeholder group identified, research the arguments they put forward, their positions and preferences in regard to the adoption of nuclear energy. In addition to the stakeholder groups previously identified, you may consider:
The Green party
Other political parties
Member of the public
Local residents
Advocates of other sources of energy
Environmental groups and activists (such as Extinction Rebellion, including local chapters, if they exist)
Human rights activists
Power plant workers
The Union of Concerned Scientists
Climate change deniers
The Ultra Nuclear company
Any other stakeholder?
For your research, you may consult the webpage of the stakeholder group (if it exists); any manifesto they present; mass media features (including interviews, podcasts, news items or editorials); flyers and posters.
3. Discussion: How convincing are these arguments according to you? Do you see any contradictions between the arguments put forward by different groups?
3.a. Discussion: Which group relies most on empirical data when presenting their position? Which stakeholders take the most extreme positions, according to you (radical either against or for nuclear energy), and why do you think this is so?
3.b. Discussion: In groups of five students, rank the stakeholders from those that provide the most convincing to the least convincing arguments, then discuss these rankings in plenary.
3.c. Roleplay (with students divided into groups): Each group is assigned a stakeholder, and gets to prepare and make the case for why their group is right, based on the empirical data and position put forward publicly by the group. The other groups grade on different criteria for how convincing the group is (such as 1. reliability of data, 2. rhetoric, 3. soundness of argument).
4. Guest speaker activity:The instructor can invite as a guest speaker a representative of one of the stakeholder groups to talk with students about the theme of nuclear energy. Students can prepare a written reflection after the session on the topic of “What I learned about risks from the guest speaker” or “What I learned about my responsibility as a future engineer in regard to the adoption of nuclear energy.”
Dilemma – Part three:
You arrive at the site of the intended power plant. You are received with mixed emotions. Although you are well liked and have many friends and relatives here, you are also warned that some residents are against the plans for the development of nuclear energy in the area. Several people with whom you’ve had informal chats have significant concerns about the power plant, and whether their health or safety will be negatively affected. At the same time, many people from the surrounding area do not yet know anything about the plans for building the nuclear site. In addition, in the immediate vicinity of the power plant site, the community hosts a small number of refugees who, having just arrived, are yet to be proficient in the language, and whose communication relies mostly on a translator. How will you ensure that this community is well informed of the plans for developing the power plant in their region and approves the plans of Ultra Nuclear? How will you engage with the community and towards what aims?
Optional STOP for questions and activities:
1. Activity: Research empirical data on the risk awareness and risk perception of public attitudes about nuclear energy, and sum up any findings that you find interesting or relevant for the case study.
1.a. Discussion: According to you, is risk awareness and perception the same thing? How do they differ as concepts? Considering the research you just did, is there a relation between people’s risk awareness and perception? What does this imply?
1.b Discussion: Do you identify any differences in the risk perception of the public (based on gender, age, geographical location, educational level)? Why do you think this is so?
1.c. Discussion: Does the public see the same risks about nuclear energy as technical experts do? Why is this so?
The entire island of Ireland, comprising The Republic of Ireland and Northern Ireland (part of the UK), has never produced any electricity from nuclear power stations. Previous plans have been opposed as early as the 1970s through large public rallies, concerts, and demonstrations against the production of nuclear energy on the island. At the time, Carnsore Point was proposed as a site for the development of four nuclear reactors by the Electricity Supply Board. Public opposition led to the cancelling of this nuclear project and its replacement with a coal burning power station at Moneypoint. Since the 2000s there has been a renewed interest in the possibilities for producing nuclear energy on the island, in response to climate change and the need to ensure energy security. Surveys for identifying public acceptance and national forums have been proposed as ways to identify current perceptions and prospects for the development of nuclear energy. Nevertheless, nuclear energy in the Republic of Ireland is still prohibited by law, through the Electricity Regulation Act (1999). Nuclear energy is currently a contentious topic of debate, with many involved parties holding varying positions and arguments.
Example of stakeholders: The Irish government; the UK government; political parties; electricity supply board (state owned electricity company); BENE – Better Environment with Nuclear Energy (lobby group); Friends of the Irish Environment (environmental group), Friends of the Earth – Ireland (environmental group); The Union of Concerned Scientists; Wind Aware (lobby group); local community (specified further based on demographic characteristics, such as the Traveller community); scientists in the National Centre for Plasma Science & Technology at Dublin City University (university researchers).
Sources used for the description of the roles: Policy documents; official websites; institutional or group manifestos; news articles, editorials and other appearances in the media.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Authors: Mr Neil Rogers (Independent Scholar); Sarah Jayne Hitt, Ph.D. SFHEA (NMITE, Edinburgh Napier University).
Topic: Suitable technology for developing countries.
Ethical issues: Sustainability; Honesty; Integrity; Public good.
Professional situations: Communication; Bribery; Working cultures; Honesty; Transparency.
Educational level: Advanced.
Educational aim: Practicing Ethical Reasoning: the application of critical analysis to specific events in order to evaluate and respond to problems in a fair and responsible way.
Learning and teaching notes:
This case study requires a newly appointed engineer to make a decision about whether or not to sell unsuitable equipment to a developing country. Situated in Ghana, the engineer must weigh perspectives on environmental ethics that may differ from those informed by a different cultural background, as well as navigate unfamiliar workplace expectations.
The engineer’s own job security is also at stake, which may complicate decision-making. As a result, this case has several layers of relations and potential value-conflicts. These include values that underlie assumptions held about honesty, integrity, the environment and its connection to human life and services.
This case study addresses two of the themes from the Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this case study to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
This case study is presented in two parts. If desired, a teacher can use Part one in isolation, but Part two develops and complicates the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities as desired.
Learners have the opportunity to:
analyse value assumptions related to environmental ethics;
consider whether decisions made by an engineer are ethically acceptable or unacceptable;
undertake cost-benefit and value trade-off analysis in the context of an ethical dilemma;
practise argument and reasoning related to an ethical dilemma;
use heuristics to help ethical decision-making.
Teachers have the opportunity to:
introduce concepts related to values in environmental ethics;
informally evaluate students’ argument and reasoning skills;
integrate technical content in the areas of electrical or mechanical engineering related to remote water supplies;
highlight heuristics as tools for ethical decision-making;
address cultural and professional norms in different countries.
To prepare for activities related to environmental ethics, teachers may want to read, or assign students to pre-read, the academic articles found in the resource list: ‘Environmental ethics: An overview’ or ‘Mean or Green: Which values can promote stable pro-environmental behaviour?’
Dilemma – Part one:
You have just graduated from university as a mechanical engineer and you are starting your first job as a sales engineer for JCD Engineering, a company that designs and manufactures pumping equipment. JCD has recently expanded operations in sub-Saharan Africa and you took the job because you were excited for the opportunity to travel and work in a country and culture different from your own.
For your first project, you have been asked to put together quite a large bid for a water pumping aid project for some farms in northern Ghana. It just so happens that there is a trade show being held in Accra, so your manager has suggested you attend the show with a colleague to help on the company stand and combine this with a site visit to where the pumping equipment is to be installed. A representative from the aid organisation agrees to drive you to where the project will be sited before the trade show takes place.
On arrival in Ghana, you are met by the rep to take you on your journey up country. This is your first visit to a developing country; you are excited, a little apprehensive and quite surprised by disorganisation at the airport, poor infrastructure, and obvious poverty in the villages up country. Still, you immediately see the difference that water pump installation could make to improve quality of life in villages. After two days of travelling, you eventually arrive at the village where the project JCD is bidding on will be situated. You are surprised to hear that the aid rep is quite cynical about engineering aid projects from the UK; this is because many have failed and she hopes that this won’t be another one. She is very busy and leaves you with local school teacher Amadou, who will host you during your stay and act as your interpreter.
The local chief, farmers, and their families are very excited to see you and you are taken aback by the lavish food, dancing, and reception that they have laid on especially for you. You exchange social media contacts with Amadou, who you understand has been instrumental in winning this contract. You get excited about working with Amadou on this project and the prospect of improving the livelihoods of the locals with better access to clean water.
After some hours you get shown some of the existing pumping equipment, but you don’t recognise it and it has obviously been left idle for some time and looks to be in a poor state. The farmers appear confused and are surprised that you aren’t familiar with the pumps. They explain that the equipment is from China and was working well for many years. They understand how it operates and have even managed to repair some of the fittings in local workshops, but there are now key parts they have been waiting many months for and they assume that you have brought them with you.
You try to explain through Amadou that there has been some misunderstanding and that you don’t have the spares but will be quoting for replacement equipment from your company in the UK. This is not what the farmers want to hear and the mood changes. They have spent many years getting to know this kit and now they can even locally fabricate some of the parts. Why would you change it all now? The farmers start shouting and Amadou takes you to one side and suggests you should respond by offering them something in return.
What should you offer them?
Optional STOP for questions and activities:
1. Discussion: What is your initial reaction to the miscommunication? Does it surprise you? What might your initial reaction reveal to you about your own perspectives and values?
2. Discussion: What is your initial reaction to the reception given to you? Does it surprise you? What might your initial reaction reveal to you about your own perspectives and values?
3. Activity: Technical integration – undertake an electrical engineering technical activity related to water pumps and their power consumption against flow rates and heads.
4. Discussion and activity: List the potential benefits and risks to implementing water pump technology compared to traditional methods of water collection. Are these benefits and risks the same no matter which country they are implemented in?
5. Activity: Research water pumping in developing countries. What are the main technical and logistical issues with this technology? Are there any cultural issues to consider?
6. Activity: This activity is related to optional pre-readings on environmental ethics. Consider how your perspective is related to the following environmental values, and pair/share or debate with a peer.
Anthropocentrism versus Biocentrism: are humans above or a part of the environment?
Intrinsic versus Instrumental: is nature inherently valuable or only valuable because of the use humans can make of it?
Holism versus Individualism: are certain elements of the environment more valuable than others, or does every part of the ecosystem have equal value?
Egoism versus Altruism: do we care about the environment as a result of what we gain from it, or regardless of human benefits?
Obligations to future generations: do we have a responsibility to provide a safe and healthy environment for humans that don’t yet exist, or for an ecosystem that will eventually change?
Dilemma – Part two:
You reluctantly backtrack a little on what you said earlier and convince Amadou and the farmers that you will be able to sort something out. Back in Accra at the local trade show, you manage to source only a few spares as a quick fix since you had to pay for them yourself without your colleague noticing. The aid representative agrees to take them up country next time she travels.
You arrive back in the UK and begin to prepare the JCD bid. You are aware that the equipment from your company is very different to the Chinese kit that the farmers already have. It is designed to run on a different voltage and uses different pipe gauges throughout for the actual water pumping. The locally fabricated spares will definitely not connect to the JCD components you will be specifying.
You voice your concerns to your manager about the local situation but your manager insists that it is not your problem and the bid will not win if it is not competitive. Sales in your department are not good at the moment, and after all you are a new employee on probation and you want to make a good first impression.
Having further investigated some comments Amadou made on the trip, you discover that the water table has dropped by several metres in this part of Ghana over the last five years and you realise that the equipment originally quoted for might not even be up to the job!
Optional STOP for questions and activities:
1. Discussion: Should you disclose these newly discovered concerns about the water table height or keep quiet?
2. Discussion: Do you continue to submit the bid for equipment that you know may be totally inappropriate? Why, or why not?
3. Activity: Role-play a conversation between the engineer and the JCD manager about the issues that have been discovered.
4. Discussion and activity: Research levels of the water table in West Africa and how they have changed over the last 50 years. Is there a link here to climate change? What other factors may be involved?
5. Discussion: Environmental ethics deals with assumptions that are often unstated, such as the obligation to future generations. Some people find that our obligation is greater to people who exist at this moment than to those that don’t yet exist. Do you agree or disagree with this position? Why? Can we maintain an obligation to future generations while simultaneously saying that this must be weighed against the obligations in the here and now?
6. Activity: Both cost-benefit and value trade-off analyses are valuable approaches to consider in this case. Determine the possible courses of action and undertake both types of analysis for each position by considering both short- and long-term consequences. (Use the Mapping actors and processes article to help with this activity.)
7. Activity: Using reasoning and evidence, create arguments for choosing one of the possible courses of action.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Activity: An ethical evaluation of the technology and its impacts.
Author: Dr Fiona Truscott (UCL).
Overview:
This enhancement is for an activity found in the Dilemma Part one, Point 1 section of the case: “Identify different aspects of the production process where ethical concerns may arise, from production to delivery to consumption.” Below are prompts for discussion questions and activities that can be used. Each prompt could take up as little or as much time as the educator wishes, depending on where they want the focus of the discussion to be.
In this group activity, students will act as consultants brought in by the Power to Food team to create an ethical evaluation of the technology and any impacts it may have throughout its lifetime. The aim here is for students to work together to discuss the potential ethical issues at each stage of the production process as well as thinking about how they might be addressed. Groups will need to do research, either in class or at home. Depending on the timeframe you may want to give them a starting point and some basic information found in the case study’s learning and teaching resources.
Suggested timeline:
Introduce students to the Power to Food case study (this could be pre-reading) and what they will be doing in their teams.
Some facilitated workshop time/space for Q&As; this may be more or less open-ended depending on where your students are in their programme. Depending on time, you may want to centre workshops around harms or values or a particular stage of the production process. You can use the questions below to structure a discussion session or get teams to look at alternative viewpoints.
Teams present/submit their work.
Team briefing:
You are a team of consultants brought in by the company who has developed Power to Food technology. Before they go to market they want to understand the ethical issues that may arise from the technology and address them if possible. They want you to look at the process as a whole and identify any ethical issues that might come up. They also want to know how easy these issues might be to address and want you to suggest potential ways to address them. You will need to provide the company with a briefing on your findings.
Tools:
It’s useful to give teams some frameworks through which they can do an analysis of the production process. One of those is to discuss who is harmed by the process at each stage. This is harm in the widest possible sense: physical, environment, political, reputational etc. What or who could be impacted and how? Another framework is the values of the people or entities involved in the process: what are they trying to achieve or what do they want and are any of these in conflict? Topics such as sustainability and accessibility also have an ethical dimension, and using these as a lens can help students to look at the problem from a different viewpoint.
Prompts for questions:
These are questions that you can get students to answer in class or suggest that they cover in an assessment. This could also be information you give the team so that they can use it as a foundation.
Identify the different stages of the Power to Food production process and the contexts that they happen in.
What harms might happen in each stage? Who or what might be harmed, how likely is it and what impact would it have?
What values might each person or entity that is involved with each have? What would they want and what are their responsibilities? Is there conflict between these?
Is there anything outside of harms and values that might cause an ethical issue?
What happens if you use a sustainability lens? Or a risk lens? What about accessibility?
Think about how you might address these ethical issues. Sort your identified ethical issues out into those that might be easy to address and those that aren’t.
Why are some easier than others to address?
Assessment:
This group activity lends itself to a few different assessment formats, depending on what fits with your programme and timeframe. The two key things to assess are whether students can understand and identify ethical issues across the whole Power to Food production process and whether they can discuss ways to address these issues and the complexities that can be involved in addressing these issues. These two things can be assessed separately; for example through a written report where teams discuss the potential issues and a presentation where they talk about how they might address these issues. Or one assessment can cover both topics. This can be a written report, a live or recorded presentation, a video, podcast or a poster. Teams being able to see other teams’ contributions is both a good way of getting them to discuss different viewpoints and makes for a fun session. You can get teams to present their final work or a draft to each other.
Depending on the timeframe, you may also want to build in some skills assessment too. The AAC&U’s VALUE rubrics are a great starting point for assessing skills and IPAC is a good tool for assessing teamwork via peer assessment.
Understanding and identification of ethics issues across the whole Power to Food production process
Has identified and understood context specific ethical issues across the production process. May have shown some understanding of how issues may impact on each other.
Has identified and understood broad/general ethical issues around production processes but hasn’t linked much to the specific context of the case study. Some stages may be more detailed than others.
Has not identified many or any ethical issues and seems to have not understood what we’re looking for.
Discussing ways to address these issues and the complexities that can be involved
Has identified context specific ways to address the ethical issues raised and has understood the potential complexities of addressing those ethical issues.
Has identified broad/general ways to address the ethical issues raised and made some reference to differing levels of complexity in addressing ethical issues.
Has not identified many or any ways to address the ethical issues raised and seems to have not understood what we’re looking for.
Communication
Very clear, engaging and easy to understand communication of the ethical issues involved and ways to address them. Right language level for the audience.
Generally understandable but not clear in places or uses the wrong level of language for the audience (assumes too much or not enough prior knowledge).
Difficult to understand the point being made either due to language used or disconnection to the point of the assessment or topic.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Author: Onyekachi Nwafor (KatexPower).
