Environmental engineering Archives - Engineering Professors Council

Author: Dr. Rhythima Shinde (KLH Sustainability).

Topic: Applying Cynefin framework for climate resilience.

Title: Managing floods in urban infrastructure.

Resource type: Teaching – Case study.

Relevant disciplines: Civil engineering; Environmental engineering; General engineering.

Keywords: Available soon.

Licensing: This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

Related INCOSE Competencies: Toolkit resources are designed to be applicable to any engineering discipline, but educators might find it useful to understand their alignment to competencies outlined by the International Council on Systems Engineering (INCOSE). The INCOSE Competency Framework provides a set of 37 competencies for Systems Engineering within a tailorable framework that provides guidance for practitioners and stakeholders to identify knowledge, skills, abilities and behaviours crucial to Systems Engineering effectiveness.  A free spreadsheet version of the framework can be downloaded.

This resource relates to the Systems Thinking, Requirements Definition, Communication, Design For, and Critical Thinking INCOSE Competencies.

AHEP4 mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4):  Analytical Tools and Techniques (critical to the ability to model and solve problems), and Integrated / Systems Approach (essential to the solution of broadly-defined problems). In addition, this resource addresses the themes of Sustainability and Communication.

Educational level: Beginner; intermediate.

Acknowledgement:

The case study underpinning this teaching activity was developed by Prof. Kristen MacAskill (University of Cambridge). The Module was first developed and implemented in teaching by TEDI- London, led by a team of learning technologists, Ellie Bates, Laurence Chater, Pratishtha Poudel, and academic member, Rhythima Shinde. This work was carried out in collaboration with the Royal Academy of Engineering through its Engineering X programme — a global partnership that supports safer, more sustainable engineering education and practice worldwide. With critical support from Professor Kristen MacAskill and involvement of Ana Andrade and Hazel Ingham, Aisha Seif Salim. This was a collective effort involving many individuals across TEDI-London and RAEng (advisors and reviewers), and while we cannot name everyone here, we are deeply grateful for all the contributions that made this module possible.

Learning and teaching notes:

This case study introduces a structured, systems-thinking–based teaching resource. It provides educators with tools and frameworks—such as the Cynefin framework and stakeholder mapping—to analyse and interpret complex socio-technical challenges. By exploring the case of the Queensland, Australia floods, it demonstrates how engineering decisions evolve within interconnected technical and social systems, helping students link theory with practice.

The Cynefin framework (Nachbagauer, 2021; Snowden, 2002), helps decision-makers distinguish between different types of problem contexts—simple, complicated, complex, chaotic, and disordered. In an engineering context, this framework guides learners to recognise when traditional linear methods work (for simple or complicated problems) and when adaptive, experimental approaches are required (for complex or chaotic systems).

Within this teaching activity, Cynefin is used to help students understand how resilience strategies evolve when facing uncertainty, incomplete information, and changing stakeholder dynamics. By mapping case study events to the Cynefin domains, learners gain a structured way to navigate uncertainty and identify appropriate modes of action.

This case study activity assumes basic familiarity with systems concepts and builds on this foundation with deeper application to real-world socio-technical challenges.

Summary of context:

The activity focuses on a case study of 2010–2011 floods in Queensland, Australia, which caused extensive damage to urban infrastructure. The Queensland Reconstruction Authority (QRA) initially directed resources to short-term asset repairs but subsequently shifted towards long-term resilience planning, hazard management, and community-centred approaches.

The case resonates with global engineering challenges, such as flood, fire, and storm resilience, and can be easily adapted to local contexts. This case therefore connects systems thinking theory directly to engineering and governance decisions, illustrating how frameworks like Cynefin can support engineers in navigating uncertainty across technical and institutional domains.

Learning objectives:

Aligned with AHEP4 (Engineering Council, 2020) – Outcomes 6, 10, and 16 on systems approaches, sustainability, and risk – this activity emphasises systems thinking, stakeholder engagement, problem definition, and decision-making under uncertainty.

This teaching activity introduces learners to the principles and practice of systems thinking by embedding a real-world case study into engineering education (Godfrey et al., 2014; Monat et al.,2022). The objectives are to:

Enable students to recognise interconnections, interdependencies, and evolving behaviours of stakeholders within socio-technical systems.

Support learners in applying systems frameworks —particularly the Cynefin framework and stakeholder mapping—to analyse complexity, uncertainty, and decision-making in climate resilience and disaster mitigation contexts.

Apply systems thinking tools and frameworks to real-world challenges, such as climate resilience and disaster mitigation.

Strengthen confidence in addressing uncertainty and complexity in engineering problem-solving.

Collaborate effectively across diverse teams, appreciating multiple stakeholder perspectives.

Reflect critically on trade-offs and decision-making in engineering practice.

Equip students to transfer systems insights from case-based scenarios to broader projects in their curriculum and future professional practice.

Teachers have the opportunity to:

Introduce students to complex systems concepts through engaging, real-world case studies.

Facilitate interactive, blended learning using narrative-driven tools, explainer animations, and role-play exercises.

Assess learners’ baseline and improved understanding of systems thinking through pre- and post-module surveys.

Guide students in navigating multiple systems frameworks while managing cognitive load.

Encourage interdisciplinary collaboration and stakeholder-focused analysis within classroom or project-based settings.

Adapt and scale the teaching activity for different educational levels, contexts, and case study themes (e.g., floods, wildfires, extreme heat).

Downloads:

A PDF of this resource will be available soon.

Australian climate extremes and building transport network resilience (EngineeringX)

Appendix A: Facilitator’s Guide (EngineeringX)

Appendix B: Timeline touchpoints (EngineeringX)

Appendix C: Assessment form (EngineeringX)

Learning and teaching resources:

Engineering for a complex world

Royal Academy of Engineering: EngineeringX

EngineeringX: Australian climate extremes and building transport network resilience

Time required:

The teaching activity is designed for 4–6 hours of structured learning, delivered across three modules:

1. Context (1–2 hours)

2. Analysis and insights (1–2 hours)

3. Discussion and transferable learning (1–2 hours)

Materials required:

1. Open access online learning platform: Engineering for a complex world

This dedicated platform hosts the interactive modules designed for this teaching activity. Students progress through three modules — Context, Analysis and Insights, and Discussion and Transferable Learning. Each module includes animations, narrative-driven content, scenario prompts, and interactive tasks. The platform ensures flexibility: it can be used in fully online, hybrid, or face-to-face settings. All necessary digital assets (readings, maps, videos, and quizzes) are embedded, so learners have a “one-stop” environment.

2. Case study pack: Queensland Reconstruction Authority flood response

The core teaching narrative is anchored in this Engineering X case study. It documents the evolution of the Queensland Reconstruction Authority (QRA) from a short-term flood recovery body to a long-term resilience institution. This resource provides students with authentic socio-technical detail — including stakeholder conflicts, institutional learning, and systemic barriers — which they then interrogate using systems thinking frameworks.

3. Facilitator’s guide: (Appendix A)

This guide equips educators to deliver the course consistently and effectively. It includes:

- Suggested orientation text and icebreakers.

- Clear learning objectives and expected outcomes.

- Instructions for accessing online modules and technical requirements.

- A breakdown of module structure, including group and individual assignments (e.g. scenario handouts, bot-based discussions).

- Guidance on hybrid delivery and interaction with digital assets.

- Strategies for collecting responses and supporting accessibility.

4. Timeline touchpoints: (Appendix B)

This resource provides a suggested delivery schedule for facilitators. It maps when live sessions, asynchronous tasks, and group discussions should occur, ensuring students remain engaged over the course. It also indicates where key reflective points and assessments (both formative and summative) can be integrated.

5. Pre- and post-module assessment form: (Appendix C)

This tool evaluates students’ systems thinking learning outcomes. It includes:

- Baseline survey: assesses initial understanding of systems thinking, approaches to complex problems, and confidence in collaboration.

- Scenario-based survey: applies systems thinking questions to a specific context (e.g. extreme monsoon rains and flooding in the case of Sakura Cove – as per the group assignment in module 1).

- Post-module survey: measures changes in understanding, confidence, and skills, while also capturing qualitative reflections on learning.

The form provides both quantitative data (Likert scales) and qualitative insights (open-ended reflections), enabling robust evaluation of teaching impact.

Assessment:

Formative: Pre- and post-module surveys assess changes in learners’ self-reported understanding of systems thinking (Appendix A). Facilitators may adapt reflective prompts and scenario-based activities as part of coursework.

Summative (optional): Students can integrate insights into ongoing design projects (e.g. climate resilience in urban redevelopment), with assessment based on problem analysis, stakeholder engagement, and solution development.

Narrative of the case:

Learners are introduced to the case via a fictional guide, “Bernice,” who frames the scenario and supports navigation through the material. Students work through three stages that progressively apply the Cynefin framework and other systems tools to understand how resilience emerges through evolving governance and engineering responses:

1. Context module:

- Initial Mandate: Students explore how the QRA was first tasked with rapid technical recovery—fixing roads after flood damage.

- Narrative Depth: They study the Queensland floods of 2010–11 not just as a physical shock, but as a systemic stress test on multiple layers: infrastructure, governance, and community systems.

2. Analysis & insights module:

- Framework Application: Learners apply systems frameworks (e.g., Cynefin, stakeholder maps) to see how QRA’s remit expanded over time—from asset restoration to hazard anticipation and community resilience.

- Knowledge Types: Students distinguish between explicit knowledge (e.g., rebuild standards, hydrology data) and tacit knowledge (e.g., local inter-agency trust, relational coordination).

- Governance Layers: Activities explore how resilience depends on multi-level governance, local-state-federal coordination, and overcoming systemic barriers like funding cycles or short-lived institutional mandates.

3. Discussion & transfer learning module:

- Reflective Debate: Students weigh whether engineering alone can deliver resilience, or whether social relationships and institutions are equally critical.

- Barrier Identification: They debate typical constraints—political, funding, institutional—and propose ways systems thinking can mitigate them.

- Transfer Lab: Learners apply the evolved QRA model to other scenarios—e.g., urban heat adaptation or wildfires—considering both technical measures and governance dynamics.

Interactive learning design:

The teaching activity integrates multiple interactive elements to immerse students in systems thinking:

Role-play simulations: Learners take on the role of Queensland Reconstruction Authority (QRA) decision-makers, negotiating trade-offs between immediate engineering fixes and long-term institutional resilience. This requires balancing technical priorities with building trust, relationships, and governance capacity.

Scenario challenges: Students are presented with governance disruptions (e.g. funding cuts, loss of stakeholder trust, leadership turnover). They must reframe solutions using systems approaches, moving from reactive technical patchworks towards adaptive, capacity-building strategies.

Interactive digital tools: The online platform provides hotspot maps for exploring interdependencies, drag-and-drop activities for categorising frameworks, explainer animations, and AI-driven chatbot negotiations with sceptical stakeholders. These exercises develop critical and applied problem-solving skills.

Collaborative reflection: Group discussions and peer-to-peer feedback allow learners to surface diverse perspectives, debate trade-offs, and integrate insights into ongoing project briefs.

Why this approach adds value:

Although rooted in social-technical interactions, the activity explicitly connects systems thinking to core engineering design competencies—problem framing, stakeholder analysis, and iterative solution development under uncertainty

Holistic understanding of resilience: Students experience resilience as more than just technical recovery. They engage with a dynamic system that includes knowledge creation, governance evolution, and social relationships.

Adaptive systems thinking in action: The evolving narrative demonstrates how system boundaries shift over time, and how sustainable outcomes require not only engineering but institutional and cultural change.

Direct relevance to real-world engineering: The case mirrors global infrastructure challenges where effective disaster response and resilience planning depend on the interplay between technical solutions, governance capacity, and community engagement.

Guided questions and activities:

Facilitators can use these prompts to stimulate inquiry and structured reflection:

Who are the key stakeholders in the QRA flood response, and where do their priorities align or conflict?

How do feedback loops and interdependencies influence resilience planning?

What trade-offs exist between rapid repair and long-term resilience?

How can systems frameworks such as the Cynefin model or stakeholder mapping guide decision-making under uncertainty?

In role-play: how would you convince a sceptical funder (AI chatbot) to invest in resilience measures?

How could lessons from flood mitigation be applied to other contexts such as wildfire or urban heat resilience?

Opportunities for extension:

In addition to the Queensland floods and Sakura Cove examples, educators may draw parallels with urban heat planning in London, wildfire adaptation in Australia, or storm resilience in the Netherlands. These comparative cases allow learners to generalise systems insights beyond one event or geography.

The activity is designed to be scalable and adaptable:

Broader case study base: Educators can expand beyond flood resilience to include wildfire, storm, or extreme heat events.

Integration with larger modules: The activity can be embedded into project-based learning modules (e.g. urban redevelopment, transport network resilience).

Advanced complexity: For higher-level learners, facilitators can introduce additional frameworks (e.g. agent-based modelling, system dynamics) to deepen analysis.

This flexibility allows educators to tailor the activity to their students’ level of expertise, institutional context, and disciplinary focus.

References:

Design Council. (2021). Beyond Net Zero: A systemic design approach. Design Council.

Godfrey, P., Crick, R. D., & Huang, S. (2014). Systems thinking, systems design and learning power in engineering education. International Journal of Engineering Education.

Monat, J., Gannon, T., & Amissah, M. (2022). The case for systems thinking in undergraduate engineering education. International Journal of Engineering Pedagogy, 12(3), 50–88.

Nachbagauer, A. (2021). Managing complexity in projects: Extending the Cynefin framework. Project Leadership and Society, 2, 100017.

Snowden, D. (2002). Complex acts of knowing: paradox and descriptive self‐awareness. Journal of knowledge management, 6(2), 100-111.

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 (CEO, KatexPower).

Topic: Waste management.

Tool type: Teaching.

Relevant disciplines: Environmental; Civil; Systems engineering.

Keywords: Sustainability; Environmental justice; Water and sanitation; Community engagement; Urban planning; Waste management; Nigeria; Sweden; AHEP; Higher education.

Sustainability competency: Systems thinking; Integrated problem-solving competency; Strategic competency.

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 6 (Clean Water and Sanitation); SDG 11 (Sustainable Cities and Communities); SDG 13 (Climate Action).

Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity.

Educational level: Beginner.

Learning and teaching notes:

This case study juxtaposes the waste management strategies of two cities: Stockholm, Sweden, renowned for its advanced recycling and waste-to-energy initiatives, and Lagos, Nigeria, a megacity grappling with rapid urbanisation and growing waste challenges. The contrast and comparison aim to illuminate the diverse complexities, unique solutions, and ethical considerations underlying their respective journeys towards sustainable waste management.

This case is presented in 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:

Understand the role of UNSDGs in urban planning and waste management policy.

Analyse and apply diverse waste management strategies considering socio-economic and cultural contexts.
Advocate for inclusive, equitable, and environmentally conscious waste management solutions.

Teachers have the opportunity to:

Introduce concepts relating to circularity
Link real-world and systemic engineering problems with SDGs
Introduce aspects of social, environmental, and economic sustainability

Learning and teaching resources:

Websites:

Government publications:

Journal articles:

Part one:

You are a renowned environmental engineer and urban planner, specialising in sustainable waste management systems. The Commissioner of Environment for Lagos invites you to analyse the city’s waste challenges and develop a comprehensive, adaptable roadmap towards a sustainable waste management future. Your mandate involves:

Assessing the current state of waste generation, collection, and disposal in Lagos.
Evaluating the exemplar Stockholm’s waste management strategies and identifying transferable best practices.
Examining the socio-economic and cultural context of Lagos and its specific waste management needs.
Devising a holistic waste management framework that prioritises environmental sustainability, social equity, and community engagement.

Optional STOP for questions and activities:

Discussion: Compare and contrast Lagos’s current waste management with Stockholm’s system, considering factors like efficiency, technology, and environmental impact.
Activity: Map the various stakeholders involved in Lagos’s waste management system, identifying potential partners and challenges for collaboration.
Discussion: Explore the social and economic dimensions of waste management in Lagos. How does waste affect different communities and individuals?

Part two:

As you delve deeper, you recognise the multifaceted challenges Lagos faces. While Stockholm boasts advanced technologies and high recycling rates, its solutions may not directly translate to Lagos’s context. Limited infrastructure, informal waste sectors, and diverse cultural practices must be carefully considered. Your role evolves from simply analysing technicalities and policies to devising a holistic strategy. This strategy must not only champion environmental sustainability but also champion social equity, respecting the unique socio-economic and cultural nuances of each urban setting. You must design a system that:

Promotes waste reduction and source separation at the community level.
Empowers and integrates the informal waste sector through training and formalisation
Ensures access to safe and efficient waste collection for all, particularly underserved communities.
Leverages sustainable technologies and practices (e.g., composting, biogas) while remaining adaptable to resource constraints.

Optional STOP for questions and activities:

Analysing existing waste management policies
City: [Choose Stockholm or Lagos]
Existing policy: [Specify the specific policy you are analysing]

Adaptability for diverse contexts:

Can this policy be easily adapted to other cities with different socio-economic and cultural contexts?
What are the key challenges and opportunities for adaptation?
What resources and support would be needed for successful adaptation?
What technical knowledge and skills are required to enact the policy? What local industries and partners will be critical to success?

Discussion prompts:

To what extent does the existing policy prioritise environmental sustainability, social equity, and economic feasibility?
What role can communities and diverse stakeholders play in shaping and implementing waste management policies?

Part three:

While implementing your strategy, you encounter enthusiasm from some sectors but also resistance from others, particularly informal waste workers and industries whose livelihoods may be impacted. Balancing immediate socio-economic concerns with long-term environmental benefits becomes crucial.

Optional STOP for questions and activities:

Discussion: Explore the ethical considerations of implementing a sustainable waste management system that might have short-term negative impacts on certain groups. How do you balance long-term benefits with potential immediate drawbacks?
Activity: Investigate real-world examples of cities transitioning to sustainable waste management and the strategies they used to mitigate negative socio-economic impacts.

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Author: Onyekachi Nwafor (CEO, KatexPower).

Topic: Electrification of remote villages.

Tool type: Teaching.

Relevant disciplines: Energy; Electrical; Mechanical; Environmental.

Keywords: Sustainability; Social responsibility; Equality, Rural development; Environmental conservation; AHEP; Renewable energy; Electrification; Higher education; Interdisciplinary; Pedagogy.

Sustainability competency: Anticipatory; Strategic; Integrated problem-solving.

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.

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.

Learning and teaching resources:

SDG 7: Affordable and Clean Energy – Understand the global emphasis on clean energy and its implications
African Development Bank: Off-Grid Revolution
The World Bank : Mini Grids in Africa
International Energy Agency : Energy Access Outlook: from Poverty to Prosperity
James P Dunlop; Photovoltaic systems; ISBN: 978-0826913081; American Technical Publishers. Photovoltaic Systems is a comprehensive guide to the design and installation of several types of residential and commercial PV systems.
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.

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Author: Dr. Jemma L. Rowlandson (University of Bristol).

Topic: Achieving carbon-neutral aviation by 2050.

Tool type: Teaching.

Relevant disciplines: Chemical; Aerospace; Mechanical; Environmental; Energy.

Keywords: Design and innovation; Conflicts of interest; Ethics; Regulatory compliance; Stakeholder engagement; Environmental impact; AHEP; Sustainability; Higher education; Pedagogy; Assessment.

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).

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.
US DoE – College of the Desert and Sunlight Transport – Hydrogen basics are covered in Module 1, 2 and 3.
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.
Lee et al. (2018) The contribution of global aviation to anthropogenic climate forcing for 2000 to 2018: Open manuscript available. This seminal paper examines the contribution of global aviation to anthropogenic climate change.
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 3500 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.

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Author: Dr Irene Josa (UCL)

Topic: Embodied carbon in the built environment.

Type: Teaching.

Relevant disciplines: Civil engineering; Environmental engineering; Construction management.

Keywords: Embodied carbon; Resilient construction practices; Climate change adaptation; Ethics; Teaching or embedding sustainability; AHEP; Higher education; Pedagogy; Environmental impact assessment; Environmental risk; Assessment.

Sustainability competency: Integrated problem-solving; Systems thinking; Critical thinking; Collaboration; Anticipatory.

Related SDGs: SDG 4 (Quality education); SDG 9 (Industry, innovation and infrastructure); SDG 11 (Sustainable cities and communities); SDG 13 (Climate action).

Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Authentic assessment; Cross-disciplinarity.

Educational aim: To foster a deep understanding of the challenges and opportunities in balancing environmental sustainability and profitability/safety in construction projects. To develop critical thinking and decision-making skills in addressing social, economic, and environmental considerations. To encourage students to propose innovative and comprehensive solutions for sustainable urban development.

Educational level: Intermediate.

Learning and teaching notes:

Before engaging with the case study, learners should be familiar with the process of calculating embodied carbon and conducting a cost-benefit analysis. The case study is presented in three parts. In Part one, an ambitious urban revitalisation project is under development, and a project manager needs to find a balance between financial considerations and the urgent need for sustainable, low-embodied carbon construction. In Part two, the project being developed is located in a coastal area prone to climate change-related disasters. The team needs to ensure that the project is durable in the face of disasters and, at the same time, upholds sustainability principles. Lastly, in Part three, stakeholders involved in the two previous projects come together to identify potential synergies.

Learners have the opportunity to:

Assess the ethical dimensions of construction scenarios, particularly the trade-offs between socio-economic constraints and environmentally-friendly practices.
Identify potential conflicts between environmental advocacy and financial considerations, fostering critical thinking in real-world construction project dilemmas.
Gain hands-on experience in researching and calculating the embodied carbon of different construction options, enhancing their understanding of sustainability metrics.
Conduct cost-benefit analyses for various construction methods, providing insights into the financial implications of sustainable practices.
Engage in discussions and debates on challenges in reducing embodied carbon, balancing sustainability with profitability, and convincing stakeholders of long-term benefits.

Teachers have the opportunity to:

Equip students with strategies to navigate tensions between sustainability goals and socio-economic constraints.
Integrate technical content on sustainable construction methods.
Integrate engineering content with business and entrepreneurial leadership, fostering interdisciplinary learning and preparing students for real-world challenges.
Informally evaluate students’ critical thinking and communication skills through discussions, activities, and presentations related to sustainable construction practices.

Supporting resources:

Learning and teaching resources:

Environmental impact assessment:

Hammond, G., et al. (2011). Embodied carbon: the inventory of carbon and energy.
Hauschild, M. Z., et al. (2018). Life cycle assessment.
IStructE (2022). How to calculate embodied carbon (Second edition).

Social impact assessment:

Alomoto, W. et al. (2021). Social impact assessment: a systematic review of literature.
Benoît Norris, C., et al. (2020). Guidelines for social life cycle assessment of products and organizations.
Chevrier, B., et al.(2010). The guidelines for social life cycle assessment of products: just in time!’

Economic impact assessment:

Korpi, E., & Ala‐Risku, T. (2008). Life cycle costing: a review of published case studies.
Mishan, E. J., & Quah, E. (2020). Cost-benefit analysis.
Woodward, D. G. (1997). Life cycle costing—Theory, information acquisition and application.

Systems thinking and holistic analysis approaches (PESTLE, SWOT):

Anderson, V., & Johnson, L. (1997). Systems thinking basics .
Checkland, P. (1999). Systems thinking.
Coman, A., & Ronen, B. (2009). Focused SWOT: diagnosing critical strengths and weaknesses.
Christodoulou, A., & Cullinane, K. (2019). Identifying the main opportunities and challenges from the implementation of a port energy management system: A SWOT/PESTLE analysis. 
Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis–where are we now? A review of academic research from the last decade. 
Perera, R. (2017). The PESTLE analysis.
Rastogi, N. I. T. A. N. K., & Trivedi, M. K. (2016). PESTLE technique–a tool to identify external risks in construction projects.

Real-world cases to explore:

Related to Part one: Hudson Yards (New York City), King Abdullah Economic City (Saudi Arabia), Masdar City (United Arab Emirates).
Related to Part two: Bangladesh Delta Resilience Project, Majuro Atoll Relocation Project, New Orleans Post-Katrina Redevelopment, Kivalina Relocation Project, Vietnamese Red River Delta Resilient Cities Project.
Related to Part three: Amsterdam Circular Centre, Seoul Forest.

Part one:

In the heart of an urban revitalisation project, the company CityScape Builders is embarking on a transformational journey to convert a neglected area into a vibrant urban centre which will be named ReviveRise District. This urban centre will mostly be formed by tall buildings.

Avery, the project manager at CityScape Builders, is under immense pressure to meet tight budget constraints and deadlines. Avery understands the project’s economic implications and the importance of delivering within the stipulated financial limits. However, the conflict arises when Rohan, a renowned environmental advocate and consultant, insists on prioritising sustainable construction practices to reduce the project’s embodied carbon. Rohan envisions a future where construction doesn’t come at the cost of the environment.

On the other side of the situation is Yuki, the CFO of CityScape Builders, who is concerned about the project’s bottom line. Yuki is wary of any actions that could escalate costs and understands that using low-embodied carbon materials often comes with a higher price tag.

In light of this situation, Avery proposes exploring different options of construction methods and materials that could be used in the design of their skyscrapers. Avery needs to do this quickly to avoid any delay, and therefore consider just the most important carbon-emitting aspects of the different options.

Optional STOP for questions and activities

Activity: research and calculate the embodied carbon of three different options that could be used to build one of the buildings at ReviveRise District. Make sure to consider all key aspects involved (e.g., project’s location, possible materials, etc.). Students can be encouraged to challenge the need to build skyscrapers.

Activity: conduct a cost-benefit analysis for the different options. What are the potential financial gains and losses? Students may want to consider the gains and losses from the perspectives of different stakeholders, such as engineers (e.g., construction programme savings) or quantity surveyors/cost consultants (e.g., security of supply material, insurance premiums).

Discussion: what are the key challenges in reducing embodied carbon in a construction project?

Discussion: how can the construction industry minimise activities that cause conflict between profitability and sustainability, and maximise activities that mutually-benefit sustainability and profitability?

Discussion: what are some strategies for convincing stakeholders of the long-term benefits of sustainable practices? In class, this can be done in different ways (e.g., class debate, elevator pitches).

Part two:

CityScape Builders is now embarking on a new challenge, ResilientCoast, a construction project located in a coastal area that is susceptible to climate change-related disasters. This region is economically disadvantaged and lacks the financial resources often found in more developed areas.

Micha, the resilience project manager at CityScape Builders, is tasked with ensuring the project’s durability in the face of disasters and the impacts of climate change. Micha’s primary concern is to create a resilient structure that can withstand extreme weather events but is equally dedicated to sustainability goals. To navigate this complex situation, Micha seeks guidance from Dr. Ravi, a climate scientist with expertise in coastal resiliency. Dr. Ravi is committed to finding innovative and sustainable solutions that simultaneously address the climate change impacts and reduce embodied carbon in construction.

In this scenario, Bao, the local community leader, also plays a crucial role. Bao advocates for jobs and economic development in the area, even though Bao is acutely aware of the inherent safety risks. Bao, too, understands that balancing these conflicting interests is a substantial challenge.

In this situation, Micha wonders how to construct safely in a vulnerable location while maintaining sustainability goals.

Optional STOP for questions and activities

Activity: investigate sustainable construction practices that enhance resilience. Create a list of methods and materials designed to withstand climate challenges,and evaluate their effectiveness to date.

Discussion: how can the construction industry minimise activities that cause conflict between safety and sustainability, and maximise activities that mutually-benefit sustainability and safety?

Discussion: what are the ethical considerations when constructing in areas prone to natural disasters and resource scarcity?

Discussion: what are some innovative solutions to promote safety and sustainability in construction projects in challenging environments, and what is their effectiveness in this situation?

Part three:

Robin and Samir are two independent sustainability consultants that are supporting the projects in ReviveRise District and ResilientCoast respectively. They are concerned that sustainability is just being assessed by embodied carbon and cost sustainability, and they believe that sustainability is a much broader concept than just those two indicators. Robin is the independent environmental consultant working with ReviveRise District officials and is responsible for assessing the broader environmental impacts of the construction project. Robin’s analysis spans beyond embodied carbon, considering local job creation, transportation effects, pollution, biodiversity, and other aspects of the project.

Samir, on the other hand, is a municipal board member of ResilientCoast. Samir’s role involves advocating for the local community while striving to ensure that sustainability efforts do not compromise the safety and resilience of the area. Samir’s responsibilities are more comprehensive than just economic considerations; they encompass the entire well-being of the community in the face of climate change.

Robin and Samir recognise the need for cross-city collaboration and information sharing, and they want to collaborate to ensure that the sustainability efforts of both projects do not create unintended burdens for their communities. They acknowledge that a comprehensive approach is necessary for analysing broader impacts, and to ensure both the success of the construction projects and the greater good of both communities. They believe in working collectively to find solutions that are not only sustainable but also beneficial to all stakeholders involved.

Optional STOP for questions and activities

Activity: work in pairs or small groups to analyse the holistic impacts of a construction project in their local area. Consider environmental, social, and economic factors and propose potential solutions. This can be supported by PESTLE and SWOT analysis, systems diagrams, or similar techniques.

Activity: envision a scenario where two cities, like in the case study, collaborate on a large construction project. Outline the key challenges, benefits, and potential strategies for success.

Discussion: how can different stakeholders work together to mitigate unintended burdens in construction projects?

Discussion: what are some effective strategies for cross-city collaboration on sustainability initiatives?

Discussion: how can construction projects contribute positively to their local communities while addressing environmental concerns?

The above questions and activities call for the involvement of cross-disciplinary teams, requiring expertise not only in engineering but also in planning, policy, and related fields. Ideally, in the classroom setting, students with diverse knowledge across these disciplines can be grouped together to enhance collaboration and address the tasks proposed. In cases where forming such groups is not feasible, the educator can assign specific roles such as engineer, planner, policymaker, etc., to individual students, ensuring a balanced representation of skills and perspectives.

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Author: Dr. Natalie Wint (UCL).

Topic: Responsibility for micro- and nano-plastics in the environment and human bodies. 

Engineering disciplines: Chemical Engineering; Environmental Engineering; Materials Engineering; Mechanical Engineering.

Ethical issues: Corporate social responsibility; Power; Safety; Respect for the Environment.

Professional situations: Whistleblowing; Company growth; Communication; Public health and safety.

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 involves a young engineering student on an industrial placement year at a firm that manufactures cosmetics. The student has been working hard to impress the company as they are aware that this may lead to them being offered a job upon graduation. They are involved in a big project that focuses on alternative, more environmentally friendly cosmetic chemistries. When they notice a potential problem with the new formulation, they must balance their commitment towards environmental sustainability with their desire to work for the company upon graduation.

This dilemma can be addressed from a micro-ethics point of view by analysing personal ethics, intrinsic motivations and moral values. It can also be analysed from a macro-ethics point of view, by considering corporate responsibility and intergenerational justice. The dilemma can also be framed to emphasise global responsibility and environmental justice whereby the engineers consider the implications of their decisions on global communities and future generations.

This case study addresses two of the themes from the Accreditation of Higher 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 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:  

determine if an engineering situation has ethical dimensions and identify what these are;
identify where tensions might arise as an engineer versus a business;
debate possible solutions to an ethical dilemma.

Teachers have the opportunity to:   

highlight professional codes of ethics and their relevance to engineering situations; 
address approaches that resolve interpersonal and/or professional conflict;  
integrate technical content on materials design and chemistry;
informally evaluate students’ critical thinking and communication skills.

Learning and teaching resources: 

Professional organisations:

Engineering Council: Statement of Ethical Principles

EU agencies:

Microplastics – ECHA (europa.eu)

Industry publications:

Microplastics in cosmetics

EU law:

The Precautionary Principle

Dilemma – Part one:

Microplastics are solid plastic particles composed of mixtures of polymers and functional additives; they also contain residual impurities. Microplastics generally fall into two groups: those that are unintentionally formed as a result of the wear and tear of larger pieces of plastic, and those that are deliberately manufactured and added to products for specific purposes (primary microplastics). Microplastics are intentionally added to a range of products including cosmetics, in which they act as abrasives and can control the thickness, appearance, and stability of a product.

Legislation pertaining to the use of microplastics varies worldwide and several loopholes in the regulations have been identified. Whilst many multinational companies have fought the introduction of such regulations, other stakeholders have urged for the use of the precautionary principle, suggesting that all synthetic polymers should be regulated in order to prevent significant damage to both the environment and human health.

Recently, several changes to the regulation of microplastics have been proposed within Europe. One that affects the cosmetics industry particularly concerns the intentional addition of microplastics to cosmetics. Manufacturers, especially those who export their products, have therefore been working to change their products.

Optional STOP for questions and activities: 

1. Discussion: Professional values – What ethical principles and codes of conduct are applicable to the use of microplastics? Should these change or be applied differently when the microplastics are used in products that may be swallowed or absorbed through the eyes or skin?

2. Activity: Research some of the current legislation in place surrounding the use of microplastics. Focus on the strengths and limitations of such legislation.

3. Activity: Technical integration – Research the potential health and environmental concerns surrounding microplastics. Investigate alternative materials and/or technological solutions to the microplastic ‘problem’.

4. Discussion: Familiarise yourself with the precautionary principle. What are the advantages and disadvantages of applying the precautionary principle in this situation?

Dilemma – Part two:

Alex is a young engineering student on an industrial placement year at a firm that manufactures cosmetics. The company has been commended for their sustainable approach and Alex is really excited to have been offered a role that involves work aligned with their passion. They are working hard to impress the company as they are aware that this may lead to them being offered a job upon graduation.

Alex is involved in a big project that focuses on alternative, more environmentally friendly cosmetic chemistries. Whilst working in the formulation laboratory, they notice that some of the old filler material has been left near the preparation area. The container is not securely fastened, and residue is visible in the surrounding area. The filler contains microplastics and has recently been taken out of products. However, it is still in stock so that it could be used for comparative testing, during which the performance of traditional, microplastic containing formulations are compared to newly developed formulations. It is unusual for the old filler material to be used outside of the testing laboratory and Alex becomes concerned about the possibility that the microplastics have been added to a batch of the new product that had been made the previous day. They raise the issue to their supervisor, asking whether the new batch should be quarantined.

“We wouldn’t ever hold such a large, lucrative order based on an uncertainty like that,” the supervisor replies, claiming that even if there was contamination it wasn’t intentional and would therefore not be covered by the legislation. “Besides, most of our products go to countries where the rules are different.”

Alex mentions the health and environmental issues associated with microplastics, and the reputation the company has with customers for being ethical and sustainable. They suggest that they bring the issue up with the waste and environmental team who have expertise in this area.

Their supervisor replies: “Everyone knows that the real issue is the microplastics that are formed from disintegration of larger plastics. Bringing up this issue is only going to raise questions about your competence.”

Optional STOP for questions and activities:

1. Discussion: Personal values – What competing personal values or motivations might trigger an internal conflict for Alex?

2. Activity: Research intergenerational justice and environmental justice. How do they relate to this case?

3. Activity: Identify all potential stakeholders and their values, motivations, and responsibilities.

4. Discussion: Consider both the legislation in place and the RAEng/Engineering Council Ethical Principles. What should Alex do according to each of these? Is the answer the same for both? If not, which set of guidance is more important?

5. Discussion: How do you think the issue of microplastics should be controlled?

6. Activity: Alex and their boss are focused on primary microplastics. Consider the lifecycle of bulk plastics and the various stakeholders involved. Who should be responsible for the microplastics generated during the disintegration of plastic products?

7. Discussion: What options for action does Alex have available to them? What are the advantages and disadvantages of each approach? What would you do if you were Alex?

8. Activity: Technical integration related to calculations or experiments on microplastics.

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Author: Dr Irene Josa (University College London). The author would like to acknowledge Colin Church (IOM3) who provided valuable feedback during the development of this case.

Topic: Materials sourcing and circularity.

Engineering disciplines: Materials engineering; Manufacturing; Environmental engineering; Construction.

Ethical issues: Respect for the environment; Risk.

Professional situations: Conflicts of interest; Public health and safety; Legal implications; Whistleblowing; Power; Corporate social responsibility.

Educational level: Intermediate.

Educational aim: Gaining ethical knowledge. Knowing the sets of rules, theories, concepts, frameworks, and statements of duty, rights, or obligations that inform ethical attitudes, behaviours, and practices.

Learning and teaching notes:

This case involves an engineer responsible for verifying the source of recycled construction material to ensure it is not contaminated. The case is presented in three parts. Part one focuses on the environmental, professional, and social contexts and may be used in isolation to allow students to explore both micro-ethical and macro-ethical concerns. Parts two and three bring in a dilemma about public information and communication and allows students to consider their positions and potential responses. The case allows teachers the option to stop at multiple points for questions and / or activities as desired.

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.

Learners have the opportunity to:

identify legal, professional, and ethical rules and guidance;
investigate technical and environmental components of circularity;
consider professional roles and associated responsibilities;
practice preparing for a public interview.

Teachers have the opportunity to:

introduce or provide practice in Life Cycle Assessment;
highlight relevant ethical codes and quality standards;
address approaches to professional and/or interpersonal conflict;
informally evaluate critical thinking and analysis.

Learning and teaching resources:

NGOs:

Towards a circular economy: Business rationale for an accelerated transition

Government site:

Business:

Life cycle-based sustainability standards and guidelines

Journal articles:

UNEP, 2020, Guidelines for Social Life Cycle Assessment of Products and Organizations 2020

Professional organisations:

Dilemma – Part one:

Charlie is a junior environmental engineer who started working at Circle Mat after graduating. Circle Mat is a construction products company that takes pride in using recycled materials from waste in their products, such as mortars and concretes. In fact, Circle Mat was recently nominated by the National Sustainability Association in the prize for the most innovative and sustainable production chains.

Charlie’s role is to ensure that the quality standards of the recycled waste used in the products are met. She is sent a report every two weeks from the factories receiving the waste and she checks the properties of this waste. While she is also supposed to visit all the factories once a month, her direct supervisor, Sam, advised her to visit only those factories where data shows that there are problems with the quality. While it is Charlie’s responsibility to verify the quality and to create the factory visit plan, she trusts her line manager as to how best approach her work.

Among all the factories with which they are working, the factory in Barretton has always had the highest quality standards, and since it is very far from where Charlie is based, she has postponed for months her visit to that factory.

Optional STOP for questions and activities:

1. Discussion: Charlie is responsible for checking the quality from the data she receives, but what about the quality/reliability of the data? Where does her responsibility begin and end? What ethical guidance, codes, or frameworks can help her decide?

2. Activity: Research the issue of asbestos, including current science, potential risks, and legal implications.

3. Discussion: Macroethical context – What is circularity, and how does it relate to climate goals or environmental practice?

Dilemma: Part two:

After several months, she finally goes to the town where the factory is located. Before getting to the factory, she stops for a coffee at the town’s café. There, she enquires of the waiter about the impacts of the factory on the town. The waiter expresses his satisfaction and explains that since Circle Mat started operations there, the town has become much more prosperous.

When Charlie reaches the factory, she notices a pile of waste that, she assumes, is the one that is being used as recycled aggregate in concrete. Having a closer look, she sees that it is waste from demolition of a building, with some insulation walls, concrete slabs and old pipes. At that moment, the head of the factory arrives and kindly shows Charlie around.

At the end of the visit, Charlie asks about the pile, and the head says that it is indeed demolition waste from an old industrial building. By the description, Charlie remembers that there are some buildings in the region that still contain asbestos, so asks whether the demolition material could potentially have asbestos. To Charlie’s surprise, the head reacts aggressively and says that the visit is over.

Optional STOP for questions and activities:

1. Activity: Use an environmental and social Life Cycle Assessment tool to assess the environmental and social impacts that the decision that Charlie makes might have.

2. Discussion: Map possible courses of action regarding the approach that Charlie could adopt when the factory head tries to shut down the visit. Discuss which is the best approach and why. Some starting questions would be: What should Charlie do? What feels wrong about this situation?

3. Discussion: if she reports her suspicions to her manager, what data or evidence can she present? Should she say anything at all at this point?

Dilemma – Part three:

In the end, Charlie decides not to mention anything, and after writing her report she leaves Barretton. A few days later, Circle Mat is announced to be the winner of the prize by the National Sustainability Association. Circle Mat organises a celebration event to be carried out in Barretton. During the event, Charlie discovers that Circle Mat’s CEO is a relative of the mayor of Barretton.

She is not sure if there really is asbestos in the waste, and also she does not know if other factories might be behaving in the same way. Nonetheless, other junior engineers are responsible for the other factories, so she doesn’t have access to the information.

Some days after the event, she receives a call from a journalist who says that they have discovered that the company is using waste from buildings that contain asbestos. The journalist is preparing an article to uncover the secret and wants to interview her. They ensure that, if she wants, her identity will be kept anonymous. They also mention that, if she refuses to participate, they will collect information from other sources in the company.

Optional STOP for questions and activities:

1. Activity: Technical integration related to measuring contaminants in waste products used for construction materials.

2. Discussion: What ethical issues can be identified in this scenario? Check how ethical principles of the construction sector inform the ethical issues that may be present, and the solutions that might be possible.

3. Discussion: What interpersonal and workplace dynamics might affect the approach taken to resolve this situation?

4. Discussion: Would you and could you take the interview with the journalist? Should Charlie? Why or why not?

5. Activity: In the case of deciding to take the interview, prepare the notes you would take to the interview.

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Case Enhancement: Choosing to install a smart meter

Activity: Technical integration – Practical investigation of electrical energy.

Author: Mr Neil Rogers (Independent Scholar).

Overview:

This enhancement is for an activity found in the Dilemma Part two, Point 1 section of the case: “Technical integration – Undertake an electrical engineering technical activity related to smart meters and the data that they collect.”

This activity involves practical tasks requiring the learner to measure parameters to enable electrical energy to be calculated in two different scenarios and then relate this to domestic energy consumption. This activity will give technical context to this case study as well as partly address two AHEP themes:

AHEP: SM1m – A comprehensive knowledge and understanding of scientific principles and methodology necessary to underpin their education in their engineering discipline, and an understanding and know-how of the scientific principles of related disciplines, to enable appreciation of the scientific and engineering context, and to support their understanding of relevant historical, current and future developments and technologies.
AHEP: EA1m – Understanding of engineering principles and the ability to apply them to undertake critical analysis of key engineering processes.

This activity is in three parts. To fully grasp the concept of electrical energy and truly contextualise what could be a remote and abstract concept to the learner, it is expected that all three parts should be completed (even though slight modifications to the equipment list are acceptable).

Learners are required to have basic (level 2) science knowledge as well as familiarity with the Multimeters and Power Supplies of the institution.

Learners have the opportunity to:

solve given technical tasks relating to the operation of electronic circuits (AHEP: SM1m);
assess the performance of a given electronic circuit (AHEP: EA1m).

Teachers have the opportunity to:

introduce concepts related to electrical circuit theory;
develop learners’ practical abilities and confidence in the use of electronic equipment;
develop learners’ mathematical skills in a practical context.

Suggested pre-reading:

To prepare for these practical activities, teachers may want to explain, or assign students to pre-read articles relating to electrical circuit theory with respect to:

Voltage and Current Power
Energy

Learning and teaching resources:

Bench Power Supply Unit (PSU) & multimeters;
High intensity LEDs and incandescent lamps (and associated data-sheets);
Energy monitor/plug in Power Meter (240V) and stopwatch;
Access to a kettle, fan heater and dishwasher or washing machine.

Activity: Practical investigation of electrical energy:

Task A: Comparing the energy consumed by incandescent bulbs with LEDs.

1. Power in a circuit.

By connecting the bulbs and LEDs in turn to the PSU with a meter in series:

a. Compare the wattage of the two devices.

b. On interpretation of their data sheets compare their luminous intensities.

c. Equate the quantity of each device to achieve a similar luminous intensity of approximately 600 Lumens (a typical household bulb equivalent).

d. now equate the wattages required to achieve this luminous intensity for the two devices.

2. Energy = Power x Time.

The units used by the energy providers are kWh:

a. Assuming the devices are on for 6 hours/day and 365 days/year, calculate the energy consumption in kWh for the two devices.

b. Now calculate the comparative annual cost assuming 1 kWh = 27p ! (update rate).

3. Wider implications.

a. Are there any cost-benefit considerations not covered?

b. How might your findings affect consumer behaviour in ways that could either negatively or positively impact sustainability?

c. Are there any ethical factors to be considered when choosing LED lightbulbs? For instance, you might investigate minerals and materials used for manufacturing and processing and how they are extracted, or end-of-life disposal issues, or fairness of costs (both relating to production and use).

Task B: Using a plug-in power meter.

1. Connect the power meter to a dishwasher or washing machine and run a short 15/30 minute cycle and record the energy used in kWh.

2. Connect the power meter to a ½ filled kettle and turn on, noting the instantaneous power (in watts) and the time taken. Then calculate the energy used and compare to the power meter.

3. Connect the power meter to the fan heater and measure the instantaneous power. Now calculate the daily energy consumption in kWh for a fan heater on for 6 hours/day.

4. Appreciation of consumption of electrical energy over a 24 hour period (in kWh) is key. What are the dangers in reading instantaneous energy readings from a smart meter?

Task C: Calculation of typical domestic electrical energy consumption.

1. Using the list of items in Appendix A, calculate the typical electrical energy usage/day for a typical household.

2. Now compare the electrical energy costs per day and per year for these three suppliers, considering how suppliers source their energy (i.e. renewable vs fossil fuels vs nuclear etc).

	Standing charge cost / day	Cost per kWh	Cost / day	Cost / year
A)	48p	28p
B)	45p	31p
C)	51p	27p

3. Does it matter that data is collected every 30 minutes by your energy supplier? What implications might changing the collection times have?

4. With reference to Sam growing marijuana in the case, how do you think this will show up in his energy bill?

Appendix A: Household electrical devices power consumption:

Typical power consumption of electrical devices on standby (in Watts).

Wi-Fi router	10
TV & set top box	20
Radios & alarms	10
Dishwasher	5
Washing machine	5
Cooker & heat-ring controls	10
Gaming devices	10
Laptops x2	10

Typical consumption of electrical devices when active (in Watts) and assuming Gas central heating.

TV & set top box (assume 5 hours / day)	120
Dishwasher (assume 2 cycles / week)	Use calculated
Washing machine (assume 2 cycles / week)	Use calculated
Cooking (oven, microwave etc 1 hour / day)	1000
Gaming devices (1 hour / day)	100
Laptop ( 1 hour / day)	70
Kettle (3 times / day)	Use calculated
Heating water pump (2 hours / day)	150
Electric shower (8 mins / day)	8000

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Theme: Collaborating with industry for teaching and learning, Graduate employability and recruitment

Author: James Ford (University College London)

Keywords: Civil Engineering Design, Timber Design, Industry, Collaboration

Abstract: A project, developed jointly by UCL and engineers from ARUP, allowed students to work on redesigning the fire damaged roof of the Notre Dame Cathedral. Industry expertise complemented academic experience in civil engineering design to create a topical, relevant and creative project for students. The project combined technical learning in timber design with broader considerations such as costs, health and safety, buildability and environmental impacts. Final presentations being made to engineering teams at ARUP offices also developed wider professional skills.

Background

Following the 2019 fire in the Notre Dame Cathedral, Civil Engineering Students at University College London (UCL) were tasked with designing a replacement. The project was delivered, in collaboration with engineers from ARUP, within a Design module in Year 2 of the programme. The project was run as a design competition with teams competing against one another. The project built on learning and design project experience built up during years 1 and 2 of the course.

The collaboration with ARUP is a long-standing partnership. UCL academics and ARUP engineers have worked on several design projects for students across all years of the Civil Engineering Programme.

The Brief

Instead of designing a direct replacement for the roof the client wanted to create a modern, eye-catching roof extension which houses a tourist space that overlooks the city. The roof had to be constructed on the existing piers so loading limits were provided. The brief recognised the climate emergency and a key criterion for evaluation was the sustainability aspects of the overall scheme. For this reason, it also stipulated that the primary roof and extension structure be, as far as practicable, made of engineered timber.

Figure 1. Image from the project brief indicating the potential building envelopes for the roof design

Given the location all entries had to produce schemes that were quick to build, cause minimal disruption to the local population, not negatively impact on tourism and, most importantly, be safe to construct.

Requirements

Teams (of 6) were required to propose a minimum of 2 initial concept designs with an appraisal of each and recommendation for 1 design to be taken forward.

The chosen design was developed to include:

Full structural design; Calculations to Eurocodes, load path diagrams, member sizing, connection design, explanation of structural choices.
Buildability (cost breakdown, site logistics, consideration of context)
Health and Safety risks, impacts on design and control measures
Construction sequence
Sustainability summary inc. embodied carbon calculations

Teams had to provide a 10xA3 page report, a set of structural calculations, 2xA3 drawings and a 10-minute presentation.

Figure 2. Connection detail drawing by group 9

Delivery

Course material was delivered over 4 sessions with a final session for presentations:

Session 1: Project introduction and scheme designing

Session 2: Timber design

Session 3: Construction and constructability

Session 4: Fire Engineering and sustainability

Session 5: Student Presentations

Sessions were co-designed and delivered by a UCL academic and engineers from ARUP. The sessions involved a mixture of elements incl. taught, tutorial and workshop time. ARUP engineers also created an optional evening workshop at their (nearby) office were groups or individuals could meet with a practicing engineer for some advice on their design.

These sessions built on learning from previous modules and projects.

Learning / Skills Development

The project aimed to develop skills and learning in the following areas:

Technical skills relating to structural design using timber, embodied energy calculations, drawing and H&S risk assessment.
Design skills relating to consideration of the site, its context and the need, creativity and assessing ideas, consideration and overlapping of numerous disciplines, design iteration and improvement.
Professional skills in relation to communicating with clients, producing reports to a professional standard, presenting a project, working in teams, organising resources, etc.

Visiting the ARUP office and working with practicing engineers also enhanced student understanding of professional practice and standards.

Benefits of Collaborating

The biggest benefit to the collaboration was the reinforcement of design approaches and principles, already taught by academics, by practicing engineers. This adds further legitimacy to the approaches in the minds of the students and is evidenced through the application of these principles in student outputs.

Figure 3. Development of design concepts by group 12

The increased range in technical expertise that such a collaboration brings provides obvious benefit and the increased resource means more staff / student interaction time (there were workshops where it was possible to have one staff member working with every group at the same time).

Working with an aspirational partner (i.e. somewhere the students want to work as graduates) provides extra motivation to improve designs, to communicate them professionally and impress the team. Working and presenting in the offices of ARUP also helped to develop an understanding of professional behaviour.

Reflections and Feedback

Reflections and feedback from all staff involved was that the work produced was of a high quality. It was pleasing to see the level of creativity that the students applied in their designs. Feedback from students gathered through end of module review forms suggested that this was due to the level of support available which allowed them to develop more complex and creative designs fully.

Wider feedback from students in the module review was very positive about the project. They could see that it built on previous experiences from the course and enjoyed that the project was challenging and relevant to the real world. They also valued the experiences of working in a practicing design office and working with practicing engineers from ARUP. Several students posted positively about the project on their LinkedIn profiles, possibly suggesting a link between the project and employability in the minds of the students.

Figure 4. Winning design summary diagram by group 12

Authors: Professor Raffaella Ocone OBE FREng FRSE (Heriot-Watt University); Professor Thomas Lennerfors (Uppsala University); Professor Sarah Hitt SFHEA (NMITE); Isobel Grimley (Engineering Professors’ Council).

Topic: Soil carbon sequestration and Solar geoengineering.

Engineering disciplines: Chemical engineering; Energy and Environmental engineering.

Ethical issues: Respect for the environment; Social responsibility; Risk.

Professional situations: Public health and safety, Communication.

Educational level: Beginner.

Educational aim: To develop ethical awareness. Ethical awareness is when an individual determines that a single situation has moral implications and can be considered from an ethical point of view.

Learning and teaching notes:

This case involves a dilemma that most engineering students will have to face at least once in their careers: which job offer to accept. This study allows students to consider how personal values affect professional decisions. The ethical aspect of this dilemma comes from weighing competing moral goods –that is, evaluating what might be the better choice between two ethically acceptable options. In addition, the case offers students an introduction to ethical principles underpinning EU environmental law, and a chance to debate ethical aspects surrounding emerging technologies. Finally, the case invites consideration of the injustices inherent in proposed solutions to climate change.

This case study addresses two AHEP 4 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:

identify underlying values of professional situations;
investigate ethical, technical, and policy implications of emerging technologies;
practise developing, defending, and delivering arguments;
debate the potential options of an ethical decision.

Teachers have the opportunity to:

introduce concepts related to the precautionary principle and environmental justice;
informally evaluate students’ critical thinking and communication skills.

Learning and teaching resources:

Summary:

Olivia is a first-generation university student who grew up on a farm in rural Wales and was often frustrated by living in such a remote environment. When she received excellent A levels in maths and sciences, she took a place on a chemical engineering course in London.

Olivia became passionate about sustainability and thrived during her placements with companies that were working on innovative climate solutions. One of the most formative events for her was COP26 in Glasgow. Here, she attended debates and negotiations that contributed to new global agreements limiting global warming to 1.5°C. Following this experience, Olivia has been looking for jobs that would allow her to work on the front line combating climate change.

Dilemma – Part one:

Olivia has received two job offers. One is a very well-paid position at CarGro, a small firm not far from her family farm. This company works on chemical analysis for soil carbon storage – the ability of soil’s organic matter to sequester carbon-rich compounds and therefore offset atmospheric CO2.

The other offer is for an entry-level position at EnSol, a company developing the feasibility of stratospheric aerosol injection. This technology aims to mimic the effect that volcanic eruptions have on the atmosphere when they eject particles into the stratosphere that reflect sunlight and subsequently cool the planet. EnSol is a start-up located in Bristol that has connections with other European companies working on complementary technologies.

While considering these two offers, Olivia recalls an ethics lesson she had in an engineering design class. This lesson examined the ethical implications of projects that engineers choose to work on. The example used was of a biomedical engineer who had to decide whether to work on cancer cures or cancer prevention, and which was more ethically impactful. Olivia knows that both CarGro and EnSol have the potential to mitigate climate change, but she wonders if one might be better than the other. In addition, she has her own goals and motivations to consider: does she really want to work near her parents again, no matter how well-paid that job is?

Optional STOP for questions and activities:

1. Discussion: Personal values – what personal values will Olivia have to weigh in order to decide which job offer to accept?

2. Activity: research the climate mitigation potential of soil carbon sequestration (SCS) and stratospheric aerosol injection (SAI).

3. Discussion: Professional values – based on the research, which company is doing the work that Olivia might feel is most ethically impactful? Make an argument for both companies.

4. Discussion: Wider impact – what impact does the work of these two companies have? Consider this on local, regional, and global scales. Who benefits from their work, and who does not?

5. Discussion: Technical integration – undertake a technical activity in the areas of chemical engineering, energy and / or environmental engineering related to the climate mitigation potential of SCS and SAI.

Dilemma – Part two:

To help her with the decision, Olivia talks with three of her former professors. The first is Professor Carrera, whom Olivia accompanied to COP26. Professor Carrera specialises in technology policy, and tells Olivia about the precautionary principle, a core component of EU environmental law. This principle is designed to help governments make decisions when outcomes are uncertain.

The second is Professor Adams, Olivia’s favourite chemical engineering professor, who got her excited about emerging technologies in the area of climate change mitigation. Professor Adams emphasises the opportunity at EnSol provides, to be working on cutting-edge research and development – “the sort of technology that might make you rich, as well!”

Finally, Olivia speaks to Professor Liu, an expert in engineering ethics. Professor Liu’s latest book on social responsibility in engineering argues that many climate change mitigation technologies are inequitable because they unfairly benefit rich countries and have the potential to be risky and burdensome to poorer ones.

Based on these conversations, Olivia decides to ask the hiring managers at CarGro and EnSol some follow-up questions. Knowing she was about to make these phone calls, both her mother and her best friend Owen (who has already secured a job in Bristol) have messaged her with contradictory advice. What does Olivia ask on the calls to CarGro and EnSol to help her make a decision? Ultimately, which job should Olivia take?

Optional STOP for questions and activities:

1. Activity and discussion: research the precautionary principle – what have been the potentially positive and negative aspects of its effect on EU policy decisions related to the environment?

2. Activity: identify the risks and benefits of SCS and SAI for different communities.

3. Activity: map the arguments of the three professors. Whose perspective might be the most persuasive to Olivia and why?

4. Activity: rehearse and role play phone calls with both companies.

5. Activity: debate which position Olivia should take.

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