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Despite the challenges of pioneering molten salt towers (MST), it remains the leading technology in central receiver power plants today, thanks to cost effective storage integration and high cost reduction potential. The limited controllability in volatile solar conditions can cause significant losses, which are difficult to estimate without comprehensive modeling [1]. This paper presents a Methodology to generate predictions of the dynamic behavior of the receiver system as part of an operating assistance system (OAS). Based on this, it delivers proposals if and when to drain and refill the receiver during a cloudy period in order maximize the net yield and quantifies the amount of net electricity gained by this. After prior analysis with a detailed dynamic two-phase model of the entire receiver system, two different reduced modeling approaches where developed and implemented in the OAS. A tailored decision algorithm utilizes both models to deliver the desired predictions efficiently and with appropriate accuracy.
The integration of high temperature thermal energy storages into existing conventional power plants can help to reduce the CO2 emissions of those plants and lead to lower capital expenditures for building energy storage systems, due to the use of synergy effects [1]. One possibility to implement that, is a molten salt storage system with a powerful power-to-heat unit. This paper presents two possible control concepts for the startup of the charging system of such a facility. The procedures are implemented in a detailed dynamic process model. The performance and safety regarding the film temperatures at heat transmitting surfaces are investigated in the process simulations. To improve the accuracy in predicting the film temperatures, CFD simulations of the electrical heater are carried out and the results are merged with the dynamic model. The results show that both investigated control concepts are safe regarding the temperature limits. The gradient controlled startup performed better than the temperature-controlled startup. Nevertheless, there are several uncertainties that need to be investigated further.
Residential and commercial buildings account for more than one-third of global energy-related greenhouse gas emissions. Integrated multi-energy systems at the district level are a promising way to reduce greenhouse gas emissions by exploiting economies of scale and synergies between energy sources. Planning district energy systems comes with many challenges in an ever-changing environment. Computational modelling established itself as the state-of-the-art method for district energy system planning. Unfortunately, it is still cumbersome to combine standalone models to generate insights that surpass their original purpose. Ideally, planning processes could be solved by using modular tools that easily incorporate the variety of competing and complementing computational models. Our contribution is a vision for a collaborative development and application platform for multi-energy system planning tools at the district level. We present challenges of district energy system planning identified in the literature and evaluate whether this platform can help to overcome these challenges. Further, we propose a toolkit that represents the core technical elements of the platform. Lastly, we discuss community management and its relevance for the success of projects with collaboration and knowledge sharing at their core.
Antibias training is increasingly demanded and practiced in academia and industry to increase employees’ sensitivity to discrimination, racism, and diversity. Under the heading of “Diversity Management,” antibias trainings are mainly offered as one-off workshops intending to raise awareness of unconscious biases, create a diversity-affirming corporate culture, promote awareness of the potential of
diversity, and ultimately enable the reflection of diversity in development processes. However, coming from childhood education, research and scientific articles on the sustainable effectiveness of antibias in adulthood, especially in academia, are very scarce. In order to fill this research gap, the article aims to explore how sustainable the effects of individual antibias trainings on participants’ behavior are. In order to investigate this, participant observation in a qualitative pre–post setting was conducted, analyzing antibias training in an academic context. Two observers actively participated in the training sessions and documented the activities and reflection processes of the participants. Overall, the results question the effectiveness of single antibias trainings and show that a target-group adaptive approach is mandatory owing to the background of the approach in early childhood education. Therefore, antibias work needs to be adapted to the target group’s needs and realities of life. Furthermore, the study reveals that single antibias trainings must be embedded in a holistic diversity management approach to stimulate sustainable reflection processes among the target group. This article is one of the first to scientifically evaluate antibias training effectiveness, especially in engineering sciences and the university context.
In times of social climate protection movements, such as Fridays for Future, the priorities of society, industry and higher education are currently changing. The consideration of sustainability challenges is increasing. In the context of sustainable development, social skills are crucial to achieving the United Nations Sustainable Development Goals (SDGs). In particular, the impact that educational activities have on people, communities and society is therefore coming to the fore. Research has shown that people with high levels of social competence are better able to manage stressful situations, maintain positive relationships and communicate effectively. They are also associated with better academic performance and career success. However, especially in engineering programs, the social pillar is underrepresented compared to the environmental and economic pillars.
In response to these changes, higher education institutions should be more aware of their social impact - from individual forms of teaching to entire modules and degree programs. To specifically determine the potential for improvement and derive resulting change for further development, we present an initial framework for social impact measurement by transferring already established approaches from the business sector to the education sector. To demonstrate the applicability, we measure the key competencies taught in undergraduate engineering programs in Germany.
The aim is to prepare the students for success in the modern world of work and their future contribution to sustainable development. Additionally, the university can include the results in its sustainability report. Our method can be applied to different teaching methods and enables their comparison.
Anti-bias trainings are increasingly demanded and practiced in academia and industry to increase employees’ sensitivity to discrimination, racism, and diversity. Under the heading of “Diversity Management”, anti-bias trainings are mainly offered as one-off workshops intending to raise awareness of unconscious biases, create a diversity-affirming corporate culture, awake awareness of the potential of diversity, and ultimately enable the reflection of diversity in development processes. However, coming from childhood education, research and scientific articles on the sustainable effectiveness of anti-bias in adulthood, especially in academia, are very scarce. In order to fill this research gap, the paper explores how sustainable the effects of individual anti-bias trainings on the behavior of participants are. In order to investigate this, participant observation in a qualitative pre-post setting was conducted, analyzing anti-bias trainings in an academic context. Two observers actively participated in the training sessions and documented the activities and reflection processes of the participants. Overall, the results question the effectiveness of single anti-bias trainings and show that a target-group adaptive approach is mandatory due to the background of the approach in early childhood education. Therefore, it can be concluded that anti-bias work needs to be adapted to the target group’s needs and reality of life. Furthermore, the study reveals that single anti-bias trainings must be embedded in a holistic diversity management approach to stimulate sustainable reflection processes among the target group. This paper is one of the first to scientifically evaluate anti-bias training effectiveness, especially in engineering sciences and the university context.
Sustainability is playing an increasingly important role. Not least due to the definition of the sustainable development goals (SDGs) in the framework of the agenda 2030 by the United Nations (UN) in 2015 (United Nations, n.d.), it has become clear that the cooperation of different actors is needed to achieve the defined 17 goals. Industry, as a global actor, has a special role to play in this. In the course of sustainable production processes and chains, the industry is confronted with the responsibility of reflecting on the consequences of its own trade on an ecological, economic, and also social level and deriving measures that, according to the definition of sustainability (Hauff, 1987), will also enable future generations to satisfy their needs. While the ecological pillar of sustainability is already being addressed by different industrial initiatives (Deloitte, 2021), it is questionable to what extent the economic and, above all, the social pillars of sustainability also play a decisive role. Accordingly, it is questionable to what extent sustainability in its triad of social, ecological, and economic aspects is taken into account holistically at all, and thus to what extent the industry contributes to achieving the 17 goals defined by the UN.
This paper presents a qualitative study that explores these questions. Interviewing 31 representatives from the manufacturing industry in Germany, results indicate a Paradox of Sustainable Production expressed by a theoretical reflection of the need for focusing on people in production processes on the one hand and a lack of addressing the social pillar of sustainability in concepts on the other hand. However, while it is a troublesome finding given the striking need for sustainable development (The-Sustainable-Development-Goals-Report-2022; Kropp 2019; von Hauff 2021; Roy and Singh 2017), the paradox directly lays out a path of resolving it. This is because, given its nature, we can see that we could resolve it via the implementation of strong educational efforts trying to help the respective people of the manufacturing industry to understand the holistic and interdependent character of sustainable development (The-Sustainable-Development-Goals-Report-2022).
Experimental determination of the cross sections of proton capture on radioactive nuclei is extremely difficult. Therefore, it is of substantial interest for the understanding of the production of the p-nuclei. For the first time, a direct measurement of proton-capture cross sections on stored, radioactive ions became possible in an energy range of interest for nuclear astrophysics. The experiment was performed at the Experimental Storage Ring (ESR) at GSI by making use of a sensitive method to measure (p,γ) and (p,n) reactions in inverse kinematics. These reaction channels are of high relevance for the nucleosyn-thesis processes in supernovae, which are among the most violent explosions in the universe and are not yet well understood. The cross section of the ¹¹⁸Te(p,γ) reaction has been measured at energies of 6 MeV/u and 7 MeV/u. The heavy ions interacted with a hydrogen gas jet target. The radiative recombination process of the fully stripped ¹¹⁸Te ions and electrons from the hydrogen target was used as a luminosity monitor. An overview of the experimental method and preliminary results from the ongoing analysis will be presented.
The increasing share of renewable electricity in the grid drives the need for sufficient storage capacity. Especially for seasonal storage, power-to-gas can be a promising approach. Biologically produced methane from hydrogen produced from surplus electricity can be used to substitute natural gas in the existing infrastructure. Current reactor types are not or are poorly optimized for flexible methanation. Therefore, this work proposes a new reactor type with a plug flow reactor (PFR) design. Simulations in COMSOL Multiphysics ® showed promising properties for operation in laminar flow. An experiment was conducted to support the simulation results and to determine the gas fraction of the novel reactor, which was measured to be 29%. Based on these simulations and experimental results, the reactor was constructed as a 14 m long, 50 mm diameter tube with a meandering orientation. Data processing was established, and a step experiment was performed. In addition, a kLa of 1 h−1 was determined. The results revealed that the experimental outcomes of the type of flow and gas fractions are in line with the theoretical simulation. The new design shows promising properties for flexible methanation and will be tested.
The complex questions of today for a world of tomorrow are characterized by their global impact. Solutions must therefore not only be sustainable in the sense of the three pillars of sustainability (economic, environmental, and social) but must also function globally. This goes hand in hand with the need for intercultural acceptance of developed services and products. To achieve this, engineers, as the problem solvers of the future, must be able to work in intercultural teams on appropriate solutions, and be sensitive to intercultural perspectives. To equip the engineers of the future with the so-called future skills, teaching concepts are needed in which students can acquire these methods and competencies in application-oriented formats. The presented course "Applying Design Thinking - Sustainability, Innovation and Interculturality" was developed to teach future skills from the competency areas Digital Key Competencies, Classical Competencies and Transformative Competencies. The CDIO Standard 3.0, in particular the standards 5, 6, 7 and 8, was used as a guideline. The course aims to prepare engineering students from different disciplines and cultures for their future work in an international environment by combining a digital teaching format with an interdisciplinary, transdisciplinary and intercultural setting for solving sustainability challenges. The innovative moment lies in the digital application of design thinking and the inclusion of intercultural as well as trans- and interdisciplinary perspectives in innovation development processes. In this paper, the concept of the course will be presented in detail and the particularities of a digital implementation of design thinking will be addressed. Subsequently, the potentials and challenges will be reflected and practical advice for integrating design thinking in engineering education will be given.