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For a wide acceptance of E-Mobility, a well-developed charging infrastructure is needed. Conductive charging stations, which are today’s state of the art, are of limited suitability for urbanised areas, since they cause a significant diversification in townscape. Furthermore, they might be destroyed by vandalism. Besides for those urbanistic reasons, inductive charging stations are a much more comfortable alternative, especially in urbanised areas. The usage of conductive charging stations requires more or less bulky charging cables. The handling of those standardised charging cables, especially during poor weather conditions, might cause inconvenience, such as dirty clothing etc. Wireless charging does not require visible and vandalism vulnerable charge sticks. No wired connection between charging station and vehicle is needed, which enable the placement below the surface of parking spaces or other points of interest. Inductive charging seems to be the optimal alternative for E-Mobility, as a high power transfer can be realised with a manageable technical and financial effort. For a well-accepted and working public charging infrastructure in urbanised areas it is essential that the infrastructure fits the vehicles’ needs. Hence, a well-adjusted standardisation of the charging infrastructure is essential. This is carried out by several IEC (International Electrotechnical Commission) and national standardisation committees. To ensure an optimised technical solution for future’s inductive charging infrastructures, several field tests had been carried out and are planned in near future.
Twee Kanten van één Medaille
(2020)
Epilepsy
(2010)
There is a broad international discussion about rethinking engineering education in order to educate engineers to cope with future challenges, and particularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this social embeddedness, design thinking has been proposed as an essential complement to engineering precisely for this purpose. This chapter describes the requirements for integrating the design thinking approach in engineering education. We exemplify the requirements and challenges by presenting our approach based on our course experiences at RWTH Aachen University. The chapter first describes the development of our approach of integrating design thinking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course “Expanding Engineering Limits: Culture, Diversity, and Gender” at RWTH Aachen University. We describe the necessity to theoretically embed the method in social and cultural context, giving students the opportunity to reflect on cultural, national, or individual “engineering limits,” and to be able to overcome them using design thinking as a next step for collaborative project work. The paper will suggest that the successful implementation of design thinking as a method in engineering education needs to be framed and contextualized within Science and Technology Studies (STS).