| Subject name (in Hungarian, in English) | LCA of energy systems | |||
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LCA of energy systems
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| Neptun code | BMEGEENNKLC | |||
| Type | study unit with contact hours | |||
| Course types and number of hours (weekly / semester) | course type: | lecture (theory) | exercise | laboratory excercise |
| number of hours (weekly): | 1 | 0 | 2 | |
| nature (connected / stand-alone): | - | - | individual | |
| Type of assessments (quality evaluation) | mid-term grade | |||
| ECTS | 3 | |||
| Subject coordinator | name: | Kovács Viktória Barbara | ||
| post: | adjunct | |||
| contact: | kovacs@energia.bme.hu | |||
| Host organization | Department of Energy Engineering | |||
| http://www.energia.bme.hu/ | ||||
| Course homepage | ftp://ftp.energia.bme.hu/pub/Energetika_kornyezeti_hatasai_BMEGEENNEKH/ | |||
| Course language | hungarian, english | |||
| Primary curriculum type | mandatory | |||
| Direct prerequisites | Strong prerequisite | none | ||
| Weak prerequisite | ||||
| Parallel prerequisite | ||||
| Milestone prerequisite | at least obtained 0 ECTS | |||
| Excluding condition | none | |||
Aim
The course aims to study the environmental impact of energy production systems. Students learn the basic concepts, standards, most commonly used types and areas of application of life cycle assessment (LCA). In their semester project assignment, students determine the environmental impact of an energy system of their choice using life cycle assessment methodology. Within the framework of their project task, they learn to use the software required for modern life cycle analysis (e.g. openLCA, GaBi, EASETECH).
Learning outcomes
Competences that can be acquired by completing the course
Knowledge
The student is aware of the principles and importance of a life cycle approach. Knows the basic concepts of life cycle assessment (LCA), the most commonly used types and standards. Has comprehensive knowledge of life cycle assessment methodology. The student is informed about the environmental quantities typical of energy production and user (production) facilities. Knows the databases, models and software that can be used during life cycle assessment. Understands the dangers of shifting impacts between different environmental impact categories. The student is aware of the basic environmental mechanisms of different environmental impact categories. Understands the application areas of life cycle assessment and the specifics of each area for LCA. The student is informed about the range, types, and availability of primary and secondary data that can be used in a life cycle assessment. Understands the process of critically reviewing the results of life cycle assessment and the methods of assessing data quality.
Ability
Describes real technology systems with life cycle models. The student is able to assess environmental impacts in multiple ways. The student can identify complex environmental problems, explore, formulate and (using learned practical application) the theoretical and practical background needed to analyze them. The student solves complex, computationally intensive tasks using IT skills. The student can express his or her thoughts orally and in writing. Interprets the results of a life cycle assessment (LCA). Creates the conceptual life cycle model using the appropriate target software. Selects secondary data sources and databases for the life cycle model. Defines the life cycle boundaries of energy systems. Use the life cycle assessment results in the application areas that meet the set goals.
Attitude
The student constantly monitors his or her work, results and conclusions. The student expands his or her knowledge of energy management and sustainability through continuous learning. Open to the use of information technology tools. The student seeks to learn about and routinely use environmental tools needed to solve energy management problems. The student develops the ability to provide accurate and error-free problem solving, engineering precision and accuracy. The student applies energy efficiency, sustainability and environmental awareness in solving life cycle assessment tasks. The student monitors changes in legislation. The student publishes his or her results under professional rules. The student publishes his or her opinions and views without offending others.
Independence and responsibility
Collaborates with the instructor and fellow students to expand knowledge. Accepts well-founded professional and other critical remarks. In some situations, as part of a team, the student works with his or her fellow students to solve tasks. Based on his knowledge and analysis, the student makes a responsible, well-founded decision. The student feels responsible for energy, the problems of energy management and the sustainable use of the environment, and present and future generations. The student is committed to the principles and methods of systematic thinking and problem solving.
Teaching methodology
During the teaching of the subject, the lecture and the laboratory practice are separated in terms of content and methodology. The lectures basically introduce students to the information defined by the knowledge competence elements using the technique of frontal education. Lectures include pre-published slide shows so students can add their own notes to the lecture. The lectures and the main (online) available written study materials complement each other and are insufficient to achieve adequate preparation. Independent laboratory practical sessions with a different theme from the lectures and the method of the mirrored classroom promote the application and skill-level acquisition of knowledge. During the laboratory internships, the knowledge previously acquired at home, independently, is solved partly jointly and partly individually with the help of the laboratory internship supervisor. The project task to be prepared in groups of 2-3 people also includes a presentation (life cycle model).
Support materials
Textbook
No book or note with an ISBN number is available for the subject at the time of filling in the form, its earliest publication date is 2020.
Lecture notes
Dr. Tóthné Dr. Szita Klára, Life cycle analysis life cycle assessment, ME note, 2008
Online material
Validity of the course description
| Start of validity: | 2019. September 1. |
| End of validity: | 2027. July 15. |
General rules
Learning outcomes are assessed based on two mid-year has written performance measures (one partial and one summative academic performance assessment). Summarizing academic performance evaluation: a complex, written way of evaluating the competence-type competence elements of the subject and knowledge in a closed examination, the dissertation asks for the necessary lexical knowledge during the performance evaluation. The available working time is 30 minutes. Partial performance evaluation (project task): a complex way of evaluating the knowledge, ability, attitude, and independence and responsibility type competence elements of the subject, which is the individual homework.
Assessment methods
Detailed description of mid-term assessments
| Mid-term assessment No. 1 | ||
| Type: | diagnostic assessment | |
| Number: | 1 | |
| Purpose, description: | Checking knowledge-type competencies in writing (level assessment) is necessary to complete the subject successfully. The evaluation will take place in electronic form at the lecture, with a maximum duration of 30 minutes and 30 points. The summative assessment can be improved/replaced during the replacement period. ------------------------------------------------- -----------------. | |
| Mid-term assessment No. 2 | ||
| Type: | formative assessment, project-based, complex | |
| Number: | 1 | |
| Purpose, description: | The basic aim of the partial performance assessment is to examine the existence of application skills and learning outcomes belonging to the attitude, autonomy and responsibility competence group. The way to do this is to create a life cycle model in 2-3 groups and then present the results to the laboratory practice group. The topic of the tasks is chosen individually, but it is also possible to choose from a predefined list. The chosen topics must be finalized by the third week of education. The requirements and evaluation principles of the prepared model are included in terms of reference. The students can get up to 70 points with this task. | |
Detailed description of assessments performed during the examination period
The subject does not include assessment during the examination period.
The weight of mid-term assessments in signing or in final grading
| ID | Proportion |
|---|---|
| Mid-term assessment No. 1 | 30 % |
| Mid-term assessment No. 2 | 70 % |
The weight of partial exams in grade
There is no exam belongs to the subject.
Determination of the grade
| Grade | ECTS | The grade expressed in percents |
|---|---|---|
| very good (5) | Excellent [A] | above 90 % |
| very good (5) | Very Good [B] | 85 % - 90 % |
| good (4) | Good [C] | 72 % - 85 % |
| satisfactory (3) | Satisfactory [D] | 65 % - 72 % |
| sufficient (2) | Pass [E] | 50 % - 65 % |
| insufficient (1) | Fail [F] | below 50 % |
The lower limit specified for each grade already belongs to that grade.
Attendance and participation requirements
The lack of the value means that there is no attendance requirement.
At least 70% of laboratory practices (rounded down) must be actively attended.
Special rules for improving, retaken and replacement
The special rules for improving, retaken and replacement shall be interpreted and applied in conjunction with the general rules of the CoS (TVSZ).
| Can the submitted and accepted partial performance assessments be resubmitted until the end of the replacement period in order to achieve better results? | ||
| yes | ||
| Taking into account the previous result in case of improvement, retaken-improvement: | ||
| out of multiple results, the best one is to be taken into account | ||
| The way of retaking or improving a partial assessment for the first time: | ||
| partial assesment(s) in this group can be improved or repeated once up to the end of the repeat period | ||
| Completion of unfinished laboratory exercises: | ||
| missed laboratory practices may be redeemed by alternative partial assessment by the end of the retake period | ||
| Repetition of laboratory exercises that performed incorrectly (eg.: mistake in documentation) | ||
| incorrectly performed laboratory practice (e.g. Incomplete/incorrect report) can be corrected upon improved re-submission | ||
Study work required to complete the course
| Activity | hours / semester |
|---|---|
| participation in contact classes | 42 |
| preparation for laboratory practices | 14 |
| elaboration of a partial assessment task | 30 |
| altogether | 86 |
Validity of subject requirements
| Start of validity: | 2019. September 1. |
| End of validity: | 2027. July 15. |
Primary course
The primary (main) course of the subject in which it is advertised and to which the competencies are related:
Common on all MSc programmes
Link to the purpose and (special) compensations of the Regulation KKK
This course aims to improve the following competencies defined in the Regulation KKK:
Knowledge
- Student has the knowledge of the general and specific characteristics, boundaries and main developments of the field, its links with related disciplines.
- Student has the detailed knowledge of the context, theories and terminology of the field.
- Student has the knowledge of the specific research methods (knowledge acquisition and problem solving), abstraction techniques and ways of working out the practical implications of theoretical issues in the field.
Ability
- Student identifies specific professional problems using a multifaceted, interdisciplinary approach, and explores and formulates the detailed theoretical and practical background needed to solve them.
- Student prepares independent summaries and analyses in a scientific format on specific topics in the field of student's specialisation.
- Student applies theories and related terminology in an innovative way to solve problems.
Attitude
- Student takes decisions in new, complex and strategic decision-making situations and in unexpected situations, taking full account of legal and ethical standards.
- Student embraces the principle of continuous professional socialisation and personal learning for the common good.
- Student conveys the summary and detailed problems of student's profession in an authentic way.
Independence and responsibility
- Student takes responsibility for the environmental and social impact of new, complex decision-making situations.
- Student demonstrates a high degree of autonomy in thinking through and developing broad and specific professional issues on the basis of given resources.
- Student is involved in research and development projects, mobilises student's theoretical and practical knowledge and skills in a project team in an autonomous way, in cooperation with the other members of the team, in order to achieve the objective.
Prerequisites for completing the course
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Knowledge type competencies
(a set of prior knowledge, the existence of which is not obligatory, but greatly facilitates the successful completion of the subject) |
none |
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Ability type competencies
(a set of prior abilities and skills, the existence of which is not obligatory, but greatly contributes to the successful completion of the subject) |
none |