RENEWABLE ENERGY RESOURCES: EDUCATIONAL AND RESEARCH CHALLENGES/SOLUTIONS

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1 RENEWABLE ENERGY RESOURCES: EDUCATIONAL AND RESEARCH CHALLENGES/SOLUTIONS Ahmed Elgafy 1, Muthar Al-Ubaidi 2 Abstract Currently the global energy consumption representing over $13 trillion per year (about 13% of global gross domestic product (GDP); $70 trillion. This leads to an annual energy consumption of 13,000 Mtoe (Mega ton of equivalent oil). Yet, the vast majority of this energy is not efficiently or wisely utilized. Conversely, burning of fossil fuels to produce this huge amount of energy causes negative environmental impacts. As a conclusion, we are facing two tough problems; the first one is how to diminish the rule of fossil fuels for energy production? And the other is how to reduce the negative impacts on the environment when energy is produced and utilized? The answer for these two questions, as proposed by many researchers and politicians, is to switch to clean energy resources such as renewable energies. Yet, there are many educational and research challenges in the field of renewables. In this paper, the educational and research challenges for interpreting renewable energies in different educational levels are introduced. Index Terms Carbon Emissions, Educational, Environment, Renewable Energy. INTRODUCTION Due to rising concerns about oil reduction and climate change; the contribution of renewable energies to world energy supply is expected to increase significantly in the future [1]. Accordingly, the renewables manufacturing is expanding rapidly and numerous innovations and applications are taking place [2]. As a matter of fact, some national governments have put programs in place to support the wider use of renewable energy systems [3]. In fact this would be a part of the solution. Another important part is depending on the individuals who are willing to be involved in this switch to renewables. Consequently, we are in need to retool the individuals career. Among those, are the engineering students who would consider the renewables techniques in their work future career. Among those also, the school teachers who would be able to deliver this message to their students at different education levels; elementary, middle, and high schools. Therefore, there is an urgent need to develop and implement new multidisciplinary courses that prepare engineering students, and school teachers for future renewables challenges to produce sustainable energy generation systems [3, 4]. The education and training of renewable energy specialists is based upon the knowledge usually taught in various disciplines and levels, but it needs specific complementary components. Firstly, a general knowledge that able to create the understanding of the important role which the renewable energy has and will have in the future. Secondly, a strengthened technical knowledge relevant to each technology which would offer the tools for efficient fieldwork under the specific utilization conditions of this technology [5]. On the contrary, renewables education is a relatively new field and previously it formed a minor part of traditional courses. These days it has an identity of its own, with special techniques, standards and requirements which are not normally encountered in other disciplines. Attempts to add one or two units of study on renewables into traditional science and engineering degrees are unlikely to produce graduates with sufficient knowledge or understanding to use renewables effectively. In fact, modern renewables education includes studies of the technologies, sources, systems design, storage, economics, industry structure and policies in an integrated package. This prepares the graduates to design sound systems from amongst the range of options available [6]. By realizing the importance of imparting renewables education at all educational levels; it is quite likely that such attempt should be made simultaneously at several levels [7]. Conversely, it is necessary to ensure consistency and continuity in the inputs provided at different levels to maximize the overall efficiency and effectiveness of the renewables education strategy. Several approaches to renewables education have been introduced in the past decade and these are based on an assessment of the needs of industry and society [3]. Most of these approaches discuss one specific renewable energy source and they do not introduce a comprehensive approach to all of the other sources. Moreover, they neither introduce the storage concept of these renewables nor introduce new technologies; as nanotechnology; that would be involved in the renewables industry to enhance their performance [8]. Also, not all of these courses offer lab sessions, which is an essential task for practicing on renewables. At the University of 1 Ahmed Elgafy, Associate Professor-Educator, Department of Mechanical and Materials Engineering, College of Engineering and Applied Science, University of Cincinnati, Cincinnati, OH, USA, elgafya@uc.edu, Phone: Muthar Al-Ubaidi, President of INTERTECH - International Council for Engineering and Technology Education, Professor, Department of Mechanical and Materials Engineering, College of Engineering and Applied Science, University of Cincinnati, Cincinnati, OH, USA, muthar.al-ubaidi@uc.edu DOI /INTERTECH

2 Cincinnati, Ohio, USA, a series of renewable energy courses have been established and taught at different educational levels to fulfill the University mission towards the students and educational community at Greater Cincinnati. In the present paper, the multidisciplinary courses taught at the University of Cincinnati for renewables are introduced. Research challenges projects in renewables are introduced as well. UNDERGRADUATE LEVEL COURSE 1- Renewable Energy Systems, MECH 5031 Course Description: This is a comprehensive course for renewables with emphases on their sources and applications. In this context, the course covers energy nature, collection, utilization, conversion, transmission and storage for renewables such as solar, wind, geothermal, hydropower, tides, waves, and biomass. The course also examines the environmental consequences of energy conversion including how renewables can reduce air pollution and global climate change. senior engineering students. Pre-requisites: Senior standing. Learning Outcomes: After the completion of the course the students will be able to: - To appreciate the importance of energy and renewable energy to our society. - To understand and analyze energy conversion, utilization and storage for renewable technologies such as solar, wind, geothermal, hydropower, tides and waves, and biomass. - Acquire the knowledge and skills to model and design renewable energy systems. - To solve engineering problems through the application of Heat Transfer, Fluid Mechanics, Thermodynamics and Economic principles. Topics for Exploration include: Introduction to thermofluid sciences. Energy and power in the wind, potential and offshore wind energy, wind turbines, aerodynamics of wind turbines, aerodynamic forces, relative wind velocity, estimating wind speed, and characteristics of a site, storage of wind energy, economics and environmental impact of wind energy. The physics of geothermal resources, the heat source in a sedimentary basins, geothermal waters and mining of geothermal heat. Technologies for geothermal resource exploitation, resources in high-enthalpy steam fields, dry steam power plant, single flash steam power plant, binary cycle power plant, double flash power plant, resources for direct use geothermal energy, ground source heat pumps, and hot dry rock technology. Economics and environmental impact of geothermal energy. Solar thermal energy; the sun, the earth, solar spectrum and radiation, sunearth angles, availability of solar radiation on horizontal and inclined surfaces, and estimation of average solar radiation. Flat-plate collectors: classification, estimation of heat transfer coefficients, optimization of heat losses. Solar water heating systems. Solar photovoltaics, PV systems: brief history of PV. PV in silicon: basic principles, semiconductors and "doping". Load calculations and PV analysis. Wave energy: physical principles of wave energy. Typical sea state, variations in the wave power at any location, wave direction. Wave energy resources and technologies. Fixed devices, floating devices, and tethered devices. Storage, economics, environmental impact of wave energy. Tidal Power: tidal power basic physics. Tidal energy potential, power generation and technical factors. Tidal streams, tidal barrages, and tidal current turbines. Tidal current assessment, storage, economics and environmental factors. Schedule and Classroom Procedure: The course is fourteen weeks in duration and consists of three hours per week for lecture. The students are expected to attend all classes on time. Homework will be collected in weekly basis. A significant part of the final course grade will rest on participation and on actual contributions to class discussions and presentations. Multiple quizzes/exams will be conducted and a final exam will be conducted as well. Group projects: the students will be divided into groups; each group is expected to undertake a research project to explore the state of the art in the chosen renewable source. Assigned problems, projects and quizzes 40% Test-1 (During fifth week) 20% Test-2 (During tenth week) 20% Test-3 (During final exam week) 20% DUAL LEVEL COURSE 2- Fundamentals and Applications of Solar Energy, MECH6094 Course Description: This course provides the students a platform to disseminate the knowledge regarding fundamentals of solar energy and design of solar appliances based thermal modeling. In this context, the students will study and analyze solar thermal energy collection, conversion, utilization and storage for different applications. Furthermore, the concept and design of photovoltaic systems will be introduced as well. The role of nanotechnology in both solar energy harvesting and storage will be presented. graduate and senior engineering students. 8

3 Pre-requisites: Graduate and Senior standings. Learning Outcomes: This course will provide the students a platform to disseminate the knowledge regarding fundamentals of solar energy and design of solar appliances namely: - Fundamentals of solar energy and design of solar appliances - Thermal modeling of solar appliances and its applications - PV systems - Solar energy storage systems. - Basic economics of solar systems Topics for Exploration include: Fundamentals of heat transfer and thermodynamics and their involvement and importance in solar energy. Heat transfer by radiation: emissivity, absorbitivity, Stefan-Boltzmann law, spectral intensity, emissive power, relation to irradiation and radiosity, blackbody radiation; Plank distribution and band emission. Solar thermal energy: the sun, the earth, solar spectrum and radiation, sun-earth angles, availability of solar radiation on horizontal and inclined surfaces, and estimation of average solar radiation. Flat-plate collectors: classification, estimation of heat transfer coefficients, optimization of heat losses. Evacuated solar collectors: evacuated-tube cover collector, and thermal analysis. Heat collection in storage tank: analysis of heat exchanger, heat collection with stratified and well mixed tanks. Air solar heaters. Solar ponds and applications. Solar thermal energy storage: in sensible and latent heat modes. Solar energy storage in phase change materials. Role of nanotechnology: in harvesting and storing of solar thermal energy. Economics, potential and environmental impact of using solar thermal energy. Photovoltaic cells and photovoltaic conversion systems. Photovoltaic system sizing and design. Photovoltaic applications. Solar energy storage. Role of nanotechnology in solar energy. Schedule and Classroom Procedure: The course is fourteen weeks in duration and consists of three hours per week for lecture. The students are expected to attend all classes on time. Homework will be collected in weekly basis. A significant part of the final course grade will rest on participation and on actual contributions to class discussions and presentations. Multiple quizzes/exams will be conducted and a final exam will be conducted as well. Team projects: the students will be divided into teams. The team leaders will be selected from the graduate students. Three projects will be assigned; optimization of flat plate collectors, designing of a PV system for an average home in Ohio, designing of a solar water heating system for an average home in Ohio. Participation in class, homework, and quizzes 20% Team Projects 30% Test-1 (During seventh week) 25% Test-2 (During final exam week) 25% GRADUATE LEVEL COURSE 3- Engineering Energy Systems, ENGR7020C Course Description: This graduate level curriculum is designated for STEM school teachers as a guide to renewable energies. This is a multidisciplinary course in energy systems, which includes: energy crisis, a brief intro to thermo-fluid/heat transfer basics, forms of energy, energy conversion, energy storage, solar energy, wind energy, geothermal energy, biomass, alternate fuels, and integration between different energy systems. STEM school teachers. Learning Outcomes: At the time of completion of this course; students will - Complete analytical research projects that investigate and predict the impact of using different energy recourses to assist solving the energy crisis. In this context the students will develop analytically projects for the solar collector efficiency, the design of a PV System, the wind turbine performance, and the design of thermal energy storage system. - Use different numerical approaches and graphs to define the role of key parameters that affect the performance of examined energy systems. - Communicate scientific information to an audience of their peers. - Introduce the fundamentals of renewable energies in different educational school levels, elementary, middle, and high schools. Topics and in class activities include: Energy crisis, intro to thermo-fluid sciences, forms of energy, energy conversion, energy storage; and Introduction to the Big Idea Project and different analytical approaches to solve the energy crisis. are main concepts of alternate energy recourses, solar, wind, geothermal, and hydropower. Unites and units conversion. Solar thermal collectors, using the computer lab to create a simulation model to enhance the solar collector performance Solar Photovoltaics, PV: basic principles, semiconductors and "doping", the p-n junction, monocrystalline silicon cells. Photovoltaic system sizing and design. Using the computer lab to design for a PV system for a home. Analyzing the results and making essential graphs. Wind Energy: energy and power in the wind. Potential and offshore wind energy. Wind turbines types; horizontal axis wind turbines and vertical axis wind turbines. Using the computer lab to analyze the wind turbine performance. Analyzing the results and making essential graphs. Energy Storage: different 9

4 energy storage mediums and techniques. Using the computer lab to create a model for energy storage system. Analyzing the results and making essential graphs. Integration between different energy recourses/systems. Participation, in class activities, and homework 30% Team Projects-1 15% Team Projects-2 15% Team Projects-3 15% In my class room activities 25% 4- Outcomes from a Senior Design Project MET 5091 Project Title: Solar Thermal Energy Storage System Based on Nanomaterials Students: Matthew George and Patrick Mihalik Supervisor: Ahmed Elgafy, PhD Abstract: The design of the new generation of solar energy storage systems has grown in importance with the urgent need to harvest and store solar energy. In this entry, the design and fabrication of an advanced solar energy storage system based nanomaterials is introduced. A phase change material infiltrated by carbon nanofibers was used as the solar energy storage medium. The design and fabrication of the nanomaterial, storage medium enclosure, heat exchanger, and pumping and plumbing systems were performed. A flat plate solar collector was selected to provide solar energy to the storage system. The new system was tested demonstrating excessive capacity to store solar energy. Experimental: The layout of the system is shown in Fig. 1. It consists mainly of a solar panel, a heat exchanger; which contains the storage medium; a pump, a radiator, a flow meter and two three way valve. Fig. 1 System Layout Operation: During the day time, heated water from solar panel heats the storage medium through the heat exchanger. The storage medium, nanomaterial, contains the heat to be used in different purposes. When there is no longer any solar energy available, cooled water is pumped through the heat exchanger. The cooled water will be heated from the stored heat in the storage medium and then be used directly as hot water. The heated water travels to a radiator to heat a space. During peak demand periods (where the energy cost is maximum) the system would work to reduce energy cost. Basic Idea: Storage medium is the key for solar storage system. Paraffin waxes are used as PCMs for thermal storage applications because of their desirable characteristics. However, waxes exhibit some inherent limitations, such as low thermal conductivity. Their lower thermal conductivities reduce the heat exchange rate during melting and solidification cycles and therefore the overall power of the phase change regenerator decreases. Innovation: Infiltrating paraffin waxes by carbon nanofibers increases their thermal conductivities significantly, up to 40% more [9]. Project Results: A PCM infiltrated by carbon nanofibers was used as the solar energy storage medium. The design and fabrication of the nanomaterial, storage medium enclosure, heat exchanger, and pumping and plumbing systems were performed. A flat-plate solar collector was selected to provide the solar energy to storage system. The design of different components in the system was based on an 11 kg mass of the used nanomaterial to store an amount of heat up to 3.5 MJ. The new system was tested demonstrating excessive capacity to store solar energy of 5.7 MJ. CONCLUSION The contribution of renewables to world energy supply is increasing significantly. It is necessary to retool individuals career to be able to diminish the energy crisis. As an essential step to prepare undergraduates and graduates students for further educational levels in the renewables; comprehensive renewable energy courses should be introduced and taught at the undergraduate and graduate educational level. In this context, three comprehensive courses and a senior design project for renewable energy systems are introduced at different educational levels. The main goal of these courses is to motivate the students to be involved in the field of renewable energies and to consider it in their future career. The main outcomes of these courses include: to be able to understand and analyze energy conversion, utilization and storage for renewable technologies such as solar, wind, geothermal, hydropower, tides and waves. To acquire the knowledge and skills to model and design renewable energy systems. To include the nanotechnology in future application in renewable energies. REFERENCES [1] Elgafy A., (2013), "Renewable energy resources: multidisciplinary approaches to undergraduate engineering education", Encyclopedia of Energy Engineering and Technology, 2013, DOI: /E-EEE , Taylor & Francis. 10

5 [2] Iniyan S., Sumathy K. An optimal renewable energy model for various end-uses. Energy 2000, 25, [3] Jennings, P. New Directions in renewable energy education. Renewable Energy 2009, 34, [4] Jennings, P.; Lund, C. Renewable energy education for sustainable development. Renewable Energy 2001, 22, [5] Benchikh, O. Global renewable energy education and training program. Desalination 2001, 141, [6] O Mara, K.; Jennings P. Innovative renewable energy education using the world wide web. Renewable Energy 2001, 22, [7] Garg H., Kandpal T. Renewable Energy Education; Omega Scientific Publishers: New Delhi, India, [8] Elgafy, A.; Lafdi, K. Thermal energy storage in nanocomposites, Proceedings of INTERTECH'2010, Ilhéus, Brazil, March [9] Mihalik P., George M. and - Elgafy A., "Solar energy storage system based nanomaterials ", Encyclopedia of Energy Engineering and Technology, 2nd Ed; Taylor and Francis: New York, 2014; Vol. 3,

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