1 energy and environment. a methodological...
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1
ENERGY AND ENVIRONMENT.A METHODOLOGICAL PROPOSAL FOR A NEW CURRICULUM
Michele AnatoneUNIVERSITY OF L’AQUILA – UNIVAQDEPARTMENT OF INDUSTRIAL AND INFORMATION ENGINEERING AND ECONOMICSDIPARTIMENTO DI INGEGNERIA INDUSTRIALE E DELL’INFORMAZIONE E DI ECONOMIADIIIEDEPARTMENTAL COORDINATOR FOR THE INTERNATIONAL RELATIONS AND ERASMUS PROGRAM
CAPACITY BUILDING IN HIGHER EDUCATIONDevelopment of Master Programme in Renewable Energy Sources and Sustainable Environment - RENESSOFIA, BULGARIA, 30-31 MAY 2017
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Who we are2
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Who we are3
The UNIVAQ
Counts presently 23.000 students, 644 teachers-researchers, 504 administrative and technical staff. Afterthe reform the 9 Faculties were transformed in 7Departments which, besides research, provide Bachelor,Master and PhD Programmes in the areas Sciences,Medicine, Engineering, Humanities, Psychology, Economics,Educational Sciences, Sport Sciences, Biotechnologies.Research is developed in the Departments and in 2Excellence Centers of Research (CETEMPS, DEWS), 3interdepartmental Research Centers worldwide known.
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Who I am4
Professor Michele ANATONE
Professor of “Systems for Energy and Environment”. I teach
topics related to ground vehicles traction systems; Power Plants,
Internal Combustion Engines, Pumps and Compressors and
Renewable Energy Sources. My research activities are focused
on modeling and experimentation of the thermo-fluidynamic
processes in Internal Combustion Engines, on alternative
propulsion systems for the sustainable mobility. I’m active in the
development of innovative technologies particularly related to
ground vehicles field such as electrical hybrid systems. Among
my activities related to society, I work for the development of
procedures for local energy planning and for energy
distributed generation mainly from renewable energy
sources.
I’m member of Doctoral Program Board in Mechanical
Engineering. I’m author and co-author of about 70 scientific
journal and conference papers, as well as supervisor of many
doctoral and master thesis.
I’m in charge of the local coordination of Tempus Projects on
sustainable mobility and renewable energy conversion
technologies.
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Who I am5
Michele Anatone, PhD
Systems for Energy and Environment
Department of Industrial and Information Engineering and Economics
University of L’Aquila
Via Gronchi, 18
67100 L’Aquila
ITALY
E-mail: [email protected]
Ph: +39 0862 434360
Mob: +39 328 0085313
Skype: michele.anat1
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DIIIE – General description6
97 Academic staff
32 Administrative and technical staff
9 Courses (Engineering and Economics areas)
3 bachelor (first level)
6 master (second level)
4 Master post degree (1 first level, 3 second level)
PhD Degree (3 years)
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DIIIE – General description7
High school diploma
Master degree (second level)
2 years
Second level post degree master
1 year
Bachelor degree (first level)
3 years
First level post degree master
1 year
PhD
3 years
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DIIIE – Courses description8
Bachelor Degree (3 years)
Industrial Engineering
Branches:
Chemical Engineering
Electrical Engineering
Industrial Electronic Engineering
Management Engineering
Mechanical Engineering
Master Degrees (2 years)
Chemical Engineering
Electrical Engineering
Industrial Electronic Engineering
Management Engineering
Mechanical Engineering
PhD Degree (3 years)
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DIIIE – Courses description
Chemical Engineering9
Biochemical Reaction Engineering
Biomaterials
Chemical Engineering Principles
Chemical Plants
Chemical Processes Analysis and Control
Chemical Reaction Engineering
Chemistry of Surfaces and Interfaces
Corrosion and Materials Protections
Design and Process Analysis of Environmental and Biochemical Processes
Industrial Bioprocesses
Industrial Chemistry
Safety in Process Plant Design
Science and Technology of Materials
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DIIIE – Courses description
Electrical Engineering10
Electric Systems for Mobility
Electrical Automation
Electrical Drives
Electrical Energy Systems
Electrical Machines Design
Electrical Power Systems
Electromagnetic Compatibility
Measurements and Test of Electrical Machines and Systems
Power Electronics
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DIIIE – Courses description
Industrial Electronic Engineering11
Antennas and Microwaves
Digital Electronic Systems
Electromagnetic Design
Electromagnetic Fields
Electron Devices
Electronic Technologies
Microelectronics
Microwave_Electronics
Nanophotonics
Processing_of_Measurement_Data_and_Information
Signal_Integrity
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DIIIE – Courses description
Management Engineering12
Advanced manufacturing technologies
Analysis of Financial Systems
Automated Manufacturing Systems
Fundamentals of relational Databases
Industrial Quality Management
Management accounting
Manufacturing processes automation, manufacturing cycles optimization, product design for manufacturing
Plant Utility Management
Supply Chain Management
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DIIIE – Courses description
Mechanical Engineering13
Computer Aided Design
Electrical Motors and Drives
General Energy Systems and Applications
Management of Energy Conversion Systems
Mechanical Vibrations
Non Traditional Manufacturing Technologies
Numerical Methods and Models in Engineering
Product Design and Development
Turbomachines and Internal Combustion Engines
Renewable Energy Sources
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The UNIVAQ contribution
The DIIIE Staff (academic)
Enrico Chiappini – Machines
Roberto Cipollone - Systems for Energy and Environment
Luciano Fratocchi – Management Engineering
Carlo Villante - Systems for Energy and Environment
Michele Anatone – Systems for Energy and Environment
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The UNIVAQ contribution
For the design of a new course of study, the Europeanuniversities approach refers to the definition of: Aims andIntended Learning Outcomes (ILOs)
Aims are the broad intentions and orientation of the course orprogramme of study. In other words they express what theprogramme/course offers to the students.
Intended learning outcomes (ILOs) carry a more specificmeaning. They describe what the students should be able todo or demonstrate, in terms of particular knowledge, skillsand attitudes, by the end of the programme/course.
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The UNIVAQ contribution
For a given lecture, the teacher should define ILOs that students need to have
to attend the lecture in an effective way and the ILOs that are added after
completing the lecture.
The ILOs input are part of ILOs output from previous lectures and ILOs output
are part of those of following lectures.
In this way it is possible to built a course of study with an effective
interconnection between the various modules.
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The UNIVAQ contribution
We propose a questionnaire to better link the offered curricula to the needs of
the project goal. This questionnaire aims to conduct an evaluation for the
course Intended Learning Outcomes (ILOs) and the objective is to gather
information about each course prerequisite ILOs from other relevant courses
that are essential to achieve the course proper ILOs, which should reflect
the programs objectives. This, of course, helps to avoid overlap,
redundancy, and lacks of different courses that compose each of the
targeted programs. Therefore, questionnaire findings and data analysis will
help to reflect the demand for skills and competencies that students should
be equipped with.
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The UNIVAQ contribution
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QUESTIONNAIRERespondent Information
A.1 Please indicate which partner your work at:
University of …..
A.2 Please provide your contact details:
Name:…………………...……………………Phone:…………………………..…...……………E-Mail:……………......……………………...………A.3 Please indicate your qualification level:
□ PhD □ Master □ Bachelor □ Diploma
Course Information
B.1 Please provide your course details:
Course Name:…………………………………………Number:………………………………………Credits:……………………….…….…..
B.2 Please write the program name where the course is given:
ProgramName:……………………………….........................................................................
B.3 Please indicate the program level for your course:
□ Engineering (5-Year Program) □ BAC+3 □ BAC+2
B.4 Please indicate the type of course:
□ Theoretical □ Practical □ Theoretical and Practical
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The UNIVAQ contribution
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Course Prerequisites
Please write at least ten essential prerequisite ILOs from other relevant courses that should be mastered by the enrolled students at your
course:
C.1................................................................................................................................................
C.2................................................................................................................................................
C.3................................................................................................................................................
Prerequisite Lacks
Please write what are the common prerequisite ILOs that are needed from other relevant courses but not mastered by the enrolled students at
your course:
D.1................................................................................................................................................
D.2................................................................................................................................................
D.3................................................................................................................................................
Specific Knowledge
Please write what could be the specific knowledge needed for the enrolled students at your course, such as software, tools, equipments, skills,
etc.
E.1...............................................................................................................................................
E.2...............................................................................................................................................
E.3...............................................................................................................................................
Course ILOs
Please write at least ten essential ILOs that should be mastered by the enrolled students at your course:
F.1...............................................................................................................................................
F.2...............................................................................................................................................
F.3...............................................................................................................................................
F.10.............................................................................................................................................
General Comments
Base on your experience, please write the general comments that help to improve students skills enrolled at your course:
G.1..............................................................................................................................................
G.2..............................................................................................................................................
G.3..............................................................................................................................................
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Your needs20
More profound study and do analyses of study programs in energy and environment
Development of New MSc program with 12 complete courses with all necessary teaching materials, handouts, presentations, excersises, and teaching tools
6 laboratories cotaining all lab hardware/software including 10 computers, lab facilities, books, etc.
6 courses with all teaching and presentation materials for industry professionals and specialists of public institutions.
45 staff of ISEI, MIRSOLAR, CPNAR are retrained annually ISEI, MIRSOLR, CPNAR are satisfied with the retraining courses' quality. 60 graduation projects and 30 MSc thesis works from 60 enrolled students.Academic staff of ASU, GulSU, KarSU, UrSU, TARI, TTPU are satisfied with their gained new skills from trainings.
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Your needs – Primary Energy
production ktoe 2014 (source IEA)21
Production
COAL CRUDE OIL NATURAL GAS HYDRO BIOFUEL & WASTE
COAL 1577
CRUDE OIL 2975
NATURAL GAS 50271
HYDRO 1017
BIOFUEL & WASTE 4
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Your needs – Energy Import Export
ktoe 2014 (source IEA)22
COAL 0
CRUDE OIL 11
NATURAL GAS 0
HYDRO 0
BIOFUEL & WASTE 0
COAL 14
CRUDE OIL 0
NATURAL GAS 11969
HYDRO 0
BIOFUEL & WASTE 0
Import Export
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Your needs – Final Consumptions ktoe
2014 (source IEA)23
Final Energy Consumption
INDUSTRY TRANSPORT RESIDENTIAL & COMMERCIAL
INDUSTRY 6981
TRANSPORT 2628
RESIDENTIAL & COMMERCIAL 19602
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Our proposal24
The limit to the growth
From the growth to the sustainable development
The RES
The Sun
The Wind
The Biomass
The Hydropower
The Geothermal
Integration of technologies
The Life Cycle Assessment (LCA) procedure
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25
THE LIMIT TO GROWTH
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The limit to growth26
WORLD ENERGY NEEDS (HISTORY)
.
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The limit to growth27
WORLD ENERGY FLOWS (2016)
.
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The limit to growth28
OIL
80 cm
1 day = 65000km
350000 km
ANNUAL CONSUMPTION
2010
3943,3 Mtep
DAILY CONSUMPTION
2010
80∙106 bbl/d
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The limit to growth29
NATURAL GAS
ANNUAL CONSUMPTION
2010
DAILY CONSUMPTION
2010
2828,3 Mtep 9,3∙109 m3/d
10
km
1 km1 km
Troposphere
altitude
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The limit to growth30
COAL
ANNUAL CONSUMPTION
2010
DAILY CONSUMPTION
2010
3496,1 Mtep 1,3∙107 t/d
3 Pyramids of Cheops
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The limit to growth31
POLLUTING EMISSIONS
Primary (directly emitted)
Secondary (formed from the primary)
CO, HC, NOx , SOx , PM
O3 , aldehydes, ketones, …
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The limit to growth32
GREEN HOUSE GASES (GHG)
A fossil fuel is mainly composed of Carbon and Hydrogen
CnHm + (n+m/4) O2 + … → n CO2 + m/2 H2O + …
CH4
C10Hxx
C45Hxx
~ Gas
~ Oil
~ Coal
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The limit to growth33
GREEN HOUSE GASES AND ENERGY CONVERSION
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The limit to growth34
WHAT ABOUT GHG EMISSIONS
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The limit to growth35
WHAT ABOUT GHG EMISSIONS
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The limit to growth36
WHAT ABOUT GHG EMISSIONS
Atmospheric CO2 concentration
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The limit to growth37
WHAT ABOUT GHG EMISSIONS
Nature presents the “bill”
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The limit to growth38
ALL THIS IS UNSUSTAINABLE
FROM THE GROWTH TO THE
SUSTAINABLE DEVELOPMENT
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The sustainable development39
THE UN ROLE
Since the early 90s the UN makes its voice heard on the subject of greenhouse effect, through the
IPCC and the International Conference on Climate Change COP-UNFCCC
«1»: Rio 92 «3»: Kyoto 97 «21»: Paris 15
They are fixed in a legally binding reductions in emissions of the main greenhouse gases (CO2, CH4,
N20, HFC, PFC, SF6). The countries members of Annex I are committed to an average reduction, in the
five-year period 2008-12, by 5.2% compared to 1990 (Italy 6.5%)
«15»: Copenhagen 09
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The sustainable development40
IEA – ENERGY TECHNOLOGY PERSPECTIVES 2016
2005: CO2 Emission 28 Gton, Concentration 380 ppm, Tm 15 °C
ACT Scenario
Emission 28 Gton
Concentration 480 ppm
Tm 16.5 °C
Blue Scenario
Emission 14 Gton
Concentration 450 ppm
Tm 16 °C
BAU Scenario
Emission 57 Gton
Concentration 500 ppm
Tm 17 °C
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
Anno
0
10
20
30
40
50
60
CO
2e
q,
Gto
n
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
Anno
0
10
20
30
40
50
60
CO
2e
q,
Gto
n
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
Anno
0
10
20
30
40
50
60
CO
2e
q,
Gto
n
1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050
Anno
0
10
20
30
40
50
60
CO
2e
q,
Gto
n
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The sustainable development41
IEA – ENERGY TECHNOLOGY PERSPECTIVES 2016
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The sustainable development42
RENEWABLE ENERGY SOURCES CANNOT BE
“THE SOLUTION”
BUT THEY CAN GIVE AN EFFECTIVE CONTRIBUTION
TO THE SOLUTION
RES - SOME PRELIMINARY OBSERVATIONS
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The sustainable development43
THE CHARACTER OF RENEWABILITY COMES FROM
A COMPARISON BETWEEN TWO TIME SCALES:
THE TIME THAT THE NATURE REQUIRES TO RENEW THE SOURCE
THE TIME PERIOD AT WHICH THE SOURCE IS USED
FOSSIL FUELS ARE NOR RENEWABLE BECAUSE THE NATURE
TOOK MILLIONS OF YEAR TO PRODUCE OIL, GAS AND
COAL
RES - SOME PRELIMINARY OBSERVATIONS
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The RES44
SOME PRELIMINARY OBSERVATIONS
THE LIMITS OF THE RES
• Low Energy density
• Discontinuity in the offer
• Needs of different technologies
• Territorial dispersion
• Lack of motivation and strong interests
• Low economic value
• They are not suited to the current structure of the
transmission networks
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The RES45
SOME PRELIMINARY OBSERVATIONS
THE ADVANTAGES OF THE RES
• Shared ownership of sources
• New function of the territory and the new economies
• Allow a bottom up approach that requires sharing and
participation
• Reason soft than hard economy fossil
• Invent another economic sector that is the Green
Economy
• Sources quantitatively unlimited
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The RES46
SOME PRELIMINARY OBSERVATIONS
THE LIMITS OF THE RES - LOW ENERGY DENSITY
A 3 MW PLANT
INTERNAL COMBUSTION ENGINE
Length: 9 m
Width: 2.5 m
Height: 3 m
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The RES47
SOME PRELIMINARY OBSERVATIONS
THE LIMITS OF THE RES - LOW ENERGY DENSITY
A 3 MW PLANT
WIND TURBINE
Rotor diameter: 90 m
Shaft height: 100m
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The RES48
SOME PRELIMINARY OBSERVATIONS
THE LIMITS OF THE RES - LOW ENERGY DENSITY
A 3 MW PLANT
PHOTOVOLTAIC PLANT
Area: 40 000 m2
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The RES49
SOME PRELIMINARY OBSERVATIONS
THE LIMITS OF THE RES - LOW ENERGY DENSITY
HIGH COSTS
NEED FOR CONTRIBUTIONS AND INCENTIVES
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Integration of Technologies50
DISTRIBUTED GENERATIONMichele Anatone, Valentina Panone
A Model for the Optimal Management of a CCHP Plant, Journal: Energy Procedia, Vol. 4, No. 2,
Pages 399–411, December 2015.
Michele Anatone, Valentina Panone
A comprehensive model for the optimal design and management of Distributed Generation
systems, 4th International Conference on Renewable Energy Research and Applications
(ICRERA), Palermo (Italy), November 22-25, 2015. Journal: to be published in IEEE XPlore,
2015.
Michele Anatone, Valentina Panone
Optimization of integrated CCHP and solar plants following a multi-objective approach. An
application to the household sector Journal: International Journal of Renewable Energy
Research (IJRER),Vol.4, No. 2, 2014
Michele Anatone, Valentina Panone
The contribution of PV and Thermal Solar Plants in CCHP systems for the reduction of costs
and GHG emissions in the residential sector, 3rd International Conference on Renewable
Energy Research and Applications (ICRERA), Milwaukee (USA), October 19-22, 2014. Journal:
IEEE XPlore, Pages 435-441, 2014.
Michele Anatone, Valentina Panone
Integration of CCHP and solar plants for household applications. A multiobjective optimization
model, 2nd International Conference on Renewable Energy Research and Applications
(ICRERA), Madrid (Spain), October 20-23, 2013. Journal: IEEE XPlore, Pages 499-504, 2013.
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Integration of Technologies51
Thermal Solar Collectors
Internal Combustion Engine
THERMAL ENERGY STORAGE
Absorption Heat Pump
Photovoltaic
Solar Collectors
51
EE STORAGE
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Integration of Technologies52
THE MATHEMATICAL MODEL
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Integration of Technologies53
THE MATHEMATICAL MODEL – ENERGY BALANCE
dt
)t(dTcm
)t(P)t(P
P)t(P)t(P)t(P
)t(P)t(PPP
TESTES
ld,lt
AHP,ltd,htU,DHWU,heat
SCint,ltICE,htICE,lt
– Electric
– Cooling
– Thermal
Low temperature
roomTESTESTESl TtTAKtP )()(
0)t(P/)t(P)t(P)t(PP
0)t(P/)t(P)t(P)t(P)t(PP
EES,eCAC,eU,ePV,eICE,e
EES,eCAC,eU,epur,ePV,eICE,e
if
0)t(P/)t(P)t(P)t(PP
0)t(P/)t(P)t(P)t(P)t(PP
EES,eCAC,eU,ePV,eICE,e
EES,eCAC,eU,es,ePV,eICE,e
if
0)t(PP
0)t(P)t(PP
U,cAHP,c
U,cCAC,cAHP,c
if
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Integration of Technologies54
THE MATHEMATICAL MODEL – OBJECTIVE FUNCTION
x1=Pe,ICE
x2=PAHP
x3=ASC
x4=APV
x5=AEES
xi(h) = ICE set points
Costs
y = 0 - 1
Min. of
emissions
Min. of
costs
iCOiCiOb xFy1xFyxF2
aoI C)CC(C
i1v
v
I )i(I*l1
l1lC
i
M&Ogpur,epur0 )t,i(kk)t(Vk)t(EC
dedexeEECs,esa RR)t(Rk)t(EC
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Integration of Technologies55
THE MATHEMATICAL MODEL – ALGORITHM
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Integration of Technologies56
THE MATHEMATICAL MODEL – ASSUMPTIONS
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Integration of Technologies57
THE MATHEMATICAL
MODEL – USER
- Residentialredevelopment
- Buildings: 18, 2 levels, Apartments: 360, 50 m2
- Connected throughDHN
- Energy needs:0
200
400
600
800
1000
1200
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Po
we
r [k
W]
Time [h]
Heating Cooling
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Integration of Technologies58
THE MATHEMATICAL MODEL – SOME RESULTS
CO2-goal (y=0):
max reduction= 68 % (NO EES)
77 % (Li EES)
74 % (Pb EES)
costs reduction= 34% (NO EES)
27 % (Li EES)
38 % (Pb EES)
COSTS-goal (y=1):
max reduction= 63 % (NO EES)
64 % (Li EES)
64 % (Pb EES)
costs reduction= 33% (NO EES)
27 % (Li EES)
38 % (Pb EES)
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Integration of Technologies59
THE MATHEMATICAL MODEL – ENERGY BALANCE
INTEGRATION
Wide reductions of costs and emissions;
Enhancement of the solar energy
Functional to the set objectives
The deep integration among components could conduct
to an actual global convenience
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The RES60
SOME PRELIMINARY OBSERVATIONS
AGAINST THE USUAL BELIEFS, RES ARE NOT
CARBON FREE!
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The RES61
CO
2
FOSSL
CO
2
RES
BIOMASS
GEOTHERMICWIND
SOLARHYDRAULIC
NUCLEAR
HYDROCARBONS
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The RES62
AN INTELLECTUALLY HONEST APPROACH
outEinE
out
in
E
E
Energy
conversion
process
lE
in out lE E E
Energy Balance
Energy inputs
1in kin pot chE E ,E ,E ,Q
Energy outputs
out elE W ,E
Energy losses
2l dE L Q
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The RES63
AN INTELLECTUALLY HONEST APPROACH
elEfuelE
el
fuel
E
E
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The RES64
AN INTELLECTUALLY HONEST APPROACH
elEfuelE
transp_fuelE
el
fuel transp _fuel
E
E E
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The RES65
AN INTELLECTUALLY HONEST APPROACH
elEfuelE
transp_fuelE
prod _ fuelE
el
fuel transp _fuel prod _ fuel
E
E E E
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The RES66
AN INTELLECTUALLY HONEST APPROACH
elEfuelE
transp_fuelE
prod _ fuelE
transp_oilE
el
fuel transp _fuel prod _ fuel transp _oil
E
E E E E
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The LCA67
THE LIFE CYCLE ASSESSMENT (LCA)
PROCEDURE
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The LCA68
Each energy intervention is
always characterized, in
addition to benefits (energy
saving, renewable energy, ...), of
chains of production
transformations (from raw
material to the placement at the
end of life) that make energy
consumption and environmental
impacts large-scale space-time
which must be subtracted the
benefits directly produced
during the use of technology.
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The LCA69
Follow step by step the path of raw materials from their
"extraction" until their return to Earth
Life Cycle Assessment - LCA
From the cradle to the grave
... In order to avoid that a single operation can be made more
efficient or more environmentally-friendly at the expense of
other, simply moving the commitment of resources or factors of
pollution elsewhere
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The LCA70
EXAMPLE: THE LCA OF A WIND TURBINE
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The LCA71
THE CONCEPT
Examples:
books, furniture, art etc.
Examples:
cars, television, airco etc.
Examples:
Ni-Cd batteries, household
chemicals, fireworks etc.
LCA
CFP
ISO
14040ISO
14044
ISO
14067
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The LCA72
FROM LCA TO THE CARBON FOOTPRINT
The carbon footprint is a measure of the exclusive total amount of carbon
dioxide emissions that is directly and indirectly caused by an activity or is
accumulated over the life stages of a product
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The LCA73
CARBON FOOTPRINT – FOSSIL FUELS
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The LCA74
CARBON FOOTPRINT – FINAL USE
0 200 400 600 800 1000 1200
Biopower
Photovoltaic
CSP
Geothermal Energy
Hydropower
Ocean Energy
Wind Energy
Nuclear Energy
Natural Gas
Shale Gas
Oil
Coal
CFP Emissions [g CO2eq/kWh]
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The LCA75
CARBON FOOTPRINT – FINAL USE – HEAT AND TRANSPORT
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Conclusion76
THE ENERGY AND ENVIRONMENT PARADIGM
IS SIMPLE TO UNDERSTAND
BUT HARD TO APPLY
ENERGY ENVIRONMENT&OR
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Conclusion77