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Systems Engineering

Unit 3: Integrated and controlled systems – Area of Study 2: Clean energy technologies

Outcome 2

Discuss the advantages and disadvantages of renewable and non-renewable energy sources, and analyse and evaluate the technology used to harness, generate and store non-renewable and renewable energy.

Examples of learning activities

• Examine and analyse the energy consumption of a device used around the home; for example, fridge, computer or television. Discuss the energy used to manufacture and transport it, or the energy required to run and maintain it.
• Discuss the concept of ‘cradle-to-cradle’ using information from ‘What is cradle to cradle manufacturing?’ on the Green Living Ideas website. Use text and images to demonstrate an understanding of the concept.
• 
  Discuss and evaluate the impact of the ‘cradle-to-cradle’ concept on a complex integrated, controlled system such as electric vehicles.
• Discuss the concept of the ‘cradle-to-cradle’ approach, using the definition from the Sustainability Dictionary as stimulus.
  

  A phrase invented by Walter R. Stahel in the 1970s and popularized by William McDonough and Michael Braungart in their 2002 book of the same name. This framework seeks to create production techniques that are not just efficient but are essentially waste free. In cradle-to-cradle production, all material inputs and outputs are seen either as technical or biological nutrients. Technical nutrients can be recycled or reused with no loss of quality and biological nutrients composted or consumed. By contrast, cradle-to-grave refers to a company taking responsibility for the disposal of goods it has produced, but not necessarily putting products’ constituent components back into service.

• Prepare a five-minute presentation on the environmental and social impacts of renewable and non-renewable energy sources currently used in Australia and globally. The following resources could be used:
  • The Conversation’s article entitled ‘Rapid transition to clean energy will take massive social change’
  • The Australian Academy of Science’s ‘Australia's Renewable Energy Future’ report
  • Doctors for the Environment’s ‘Healthy planet, healthy people…’
  • The Australian Institute’s report ‘Solar energy in Australia: Health and environmental costs and benefits’.
• Conduct research and prepare a report on one renewable energy technology, outlining its development, current state and proposed future developments. The free electronic book ‘Renewable energy sources’ provides an introduction to a range of aspects of electric energy generation using alternative sources. In addition, the ABC Education digital book about ‘Renewable energy’ contains a range of information on renewable energies such as solar, wind and hydro.
• Work in groups to explore one renewable energy and create an A4 infographic using PowerPoint or Canva to present findings.
• Analyse a modern energy system (such as a solar panel array or wind turbine) and gather quantitative data (such as the time of day, power generation and efficiency). Using a particular set of requirements for an imaginary client, provide them with a recommendation about the system/s that would best suit their requirements. This would be related to the data gathered previously.
• Survey family and/or friends to find out their energy usage over a period of time (such as a day or week) and provide feedback to them that will help reduce their energy consumption. Create a survey using Google Forms for entering data and providing feedback.
• Explore the ABC Education clip entitled ‘Energy-efficient house’ and discuss ways in which flowing air, insulation materials, window coverings and window direction affect temperature within a house.
• Watch the ABC Education clip entitled ‘Three Gorges Dam: hydro-electricity as a choice’ and then:
  • discuss why government is investing in hydroelectricity
  • describe the benefits of hydroelectricity
  • identify social and environmental concerns with hydroelectricity
  • list five considerations that you think should be taken into account if a mega-dam was proposed for Australia.
• Create a website (using Wix or other free sites) to demonstrate an understanding of a form of renewable energy generation technology, as well as an understanding of different subsystems and systems involved in the process. For example, the website could be an interactive image of a hydroelectric scheme with the key areas on the image identified to demonstrate an understanding of the technology, as well as the subsystems and systems involved.
• Generate a summary of the main issues about renewable energy using a media article or program about renewable energy sources. Examples of articles include:
  • The Conversation’s ‘Renewable energy is ready to supply all of Australia’s electricity’
  • AGL’s solar ‘The changing face of solar’.
  Discuss arguments for and against the claims made in the article or program, and present information electronically; for example, in a Mind Map or table.
• Work in small groups to identify the issues related to three different types of renewable energy and present findings to the class as a Mind Map. Information can be found on websites including:
  • Department of Education and Training’s FUSE resource package for Origin Energy.
  • Australian Government’s GeoScience’s ‘Other Renewable Energy Resources’.
• Refer to the ABC Education infographic entitled ‘Renewable energies’ to explore the five main types of renewable energy: solar, wind, hydro power, biomass and geothermal. Work in groups to research one renewable energy. Create a class blog using Global 2 and each group presents their research findings in a blog post.
• Watch the ABC Education video clip entitled ‘Developing geothermal energy in Australia’ and discuss the following:
  • What are some of the social, economic and environmental factors that impact the development of renewable energy technology?
  • What are trade-offs between the benefits of geothermal energy and cost and supply issues?
• Use the Department of Education and Training’s FUSE resource ‘Renewable energy’ and explore the digital book to learn about renewable energies such as solar, wind and hydro.
• Discuss the article ‘Collecting and storing energy from wind turbines’ from AzoCleanTech website.
• Discuss the design and unique features of an electric car by watching the ABC Education video clips entitled ‘Future car: green, sleek and electric’ and ‘REV up electric cars’. As a class, discuss the factors that will impact on the popularity of electric cars in the future.
• Draw a diagram of the electric car and show how the batteries store electricity.
• Research and compare the advantages and disadvantages of the use of power by an electric car with that of a solar-paneled car. For example, electricity can be compared with solar power. Present information in a table or a Mind Map.
• Visit the World Solar Challenge website to explore the design of solar cars entering the competition. Compare this design with that of electric cars available in Australia.
• Watch the video clip on the Clean Energy Council website to hear how the main forms of clean energy technologies work.
• Watch the ABC Education video clip entitled ‘Capturing the power of the sea’. Discuss what equipment is required to capture wave energy and how this energy is converted to electrical energy.

 

Detailed example

Cradle-to-cradle concepts in electric vehicle technology

Discuss with students the following:

• Moving around in an environmentally conscious way is more than just not using fossil fuels.
• Car manufacturers are currently investing heavily in the development of electric vehicles (EVs). Despite the fact that the day-to-day running of these vehicles is considered clean, one of the biggest unsolved issues is how to deal with the components at the end of their useful life.

Ask students to use the concept of cradle-to-cradle philosophy to investigate where the current EV technology is heading in terms of environmental sustainability. Guide them to use evidence from resources used in the classroom, research houses, universities and the CSIRO to examine battery technology and the advances being made around recyclability. Ask students to specifically describe the different types battery technology as well as other sources of power that are under development.

Ask students to create a five-minute multimedia presentation showing what they have found out about EV technology and how it can be used to influence the cradle-to-cradle impact of EVs and other environmentally friendly transport options.

Students could also explore current fossil-fuelled vehicles and compare them with the current generation of EVs with respect to usability, range and effectiveness – both in Australia and abroad.