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THE UNIVERSITY OF ULSTER
FACULTY OF ENGINEERING
SCHOOL OF THE BUILT ENVIRONMENT
POSTGRADUATE CERTIFICATE IN
HYDROGEN SAFETY ENGINEERING
VALIDATION DOCUMENT
22 December 2006
© THE UNIVERSITY OF ULSTER
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THE COURSE Postgraduate Certificate in Hydrogen
Safety Engineering DURATION 1 year PT (e-Learning) LOCATION Jordanstown, FireSERT and Campus One MODE Part time (e-Learning) SPONSORING Engineering FACULTY HEAD OF SCHOOL Prof. A.S. Adair RESPONSIBLE CHAIRMAN COURSE/SUBJECT Prof. V.V. Molkov PLANNING COMMITTEE FACULTY APPROVAL OF DOCUMENT ___________________ _____________ Prof. R.J. Millar Date Dean’s Signature Dean Faculty of Engineering UNIVERSITY APPROVAL OF DOCUMENT ___________________ _____________ Prof. R. Welch Date Dean Faculty of Arts Chairman of Evaluation Panel This document © University of Ulster [2006] This document is protected by copyright. No part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without written permission from the University of Ulster. The course programme described in this document is subject to continuing development. Changes may be made in accordance with procedures approved by the Senate, University of Ulster.
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TABLE OF CONTENTS UNIVERSITY EVALUATION PANEL ................................................................... 6 COURSE PLANNING TEAM AND ADVISERS .................................................... 7
UNIVERSITY MEMBERS ................................................................................. 7 EXTERNAL ADVISER...................................................................................... 7
SECTION A: INTRODUCTION......................................................................... 8 A1 Rationale..................................................................................................... 8 A2 Origins of the course and evidence of demand........................................... 9 A3 Relationship with other courses in the School/Faculty/subject.................. 11
SECTION B: THE COURSE .............................................................................. 12 B1 PROGRAMME SPECIFICATION.............................................................. 12
B1.1 Award institution/body........................................................................ 12 B1.2 Teaching institution ............................................................................ 12 B1.3 Location ............................................................................................. 12 B1.5 Final award ........................................................................................ 12 B1.6 Mode of attendance ........................................................................... 12 B1.7 Specialisms........................................................................................ 12 B1.8 Course/UCAS code............................................................................ 12 B1.9 Last updated ...................................................................................... 12 B1.10 EDUCATIONAL AIMS OF THE COURSE ....................................... 12 B1.11 MAIN LEARNING OUTCOMES....................................................... 13
B1.11K KNOWLEDGE AND UNDERSTANDING ................................. 13 B1.11I INTELLECTUAL QUALITIES..................................................... 13 B1.11P PROFESSIONAL/PRACTICAL SKILLS ................................... 14 B1.11T TRANSFERABLE/KEY SKILLS................................................ 14
B1.12 STRUCTURE AND REQUIREMENTS FOR THE AWARD ............. 15 B1.13 SUPPORT FOR STUDENTS AND THEIR LEARNING ................... 15 B1.14 CRITERIA FOR ADMISSION .......................................................... 16 B1.15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD
OF TEACHING AND LEARNING..................................................... 17 B1.16 REGULATION OF STANDARDS..................................................... 17 B1.17 INDICATORS OF QUALITY RELATING TO TEACHING AND
LEARNING....................................................................................... 17 B2 A commentary on the following matters, related to University and Faculty
policies and strategies .............................................................................. 19 B2.1 Academic progression and internal coherence and opportunities for
student choice .................................................................................. 19 B2.2 Transfer to and from the course and opportunities for progression to
further study ..................................................................................... 19 B2.3 Relations with professional/statutory/regulatory bodies .................... 19 B2.4 Teaching, learning and assessment strategies ................................. 20 B2.5 Standards.......................................................................................... 22 B2.6 Employability..................................................................................... 22
B2.6.1 Graduate Qualities..................................................................... 22 B2.6.2 Widening Participation............................................................... 22 B2.6.4 Personal Development Planning ............................................... 23
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B2.6.5 Entrepreneurship Training ......................................................... 23 B2.6.6 Career Opportunities, Development and Progression ............... 23
B3 Course Regulations................................................................................... 24 1 TITLE: Postgraduate Certificate in Hydrogen Safety Engineering........... 242 MODE OF ATTENDANCE ...................................................................... 24 3 DURATION ............................................................................................. 25 4 LOCATION.............................................................................................. 25 5 FACULTY................................................................................................ 25 6 ADMISSION REQUIREMENTS .............................................................. 25 7 EXEMPTIONS......................................................................................... 25 8 ATTENDANCE REQUIREMENTS .......................................................... 26 9 RULES GOVERNING STUDENT CHOICE............................................. 26 10 EXAMINATION AND ASSESSMENT.................................................... 26 11 SUBMISSION OF COURSEWORK ...................................................... 27 12 PROGRESS......................................................................................... 27 14 CONSEQUENCES OF FAILURE.......................................................... 28 15 CLASSIFICATION OF FINAL RESULT................................................. 28 16 ILLNESS AND OTHER EXTENUATING CIRCUMSTANCES............... 28 17 REVISIONS TO REGULATIONS .......................................................... 29 18 TABLE................................................................................................... 29
B4 Course structure diagram.......................................................................... 29 B5 Module Descriptions.................................................................................. 32
B5.1 Module Principles of Hydrogen Safety ............................................... 32 B5.2 Module Applied Hydrogen Safety ...................................................... 44
SECTION C: COURSE or SUBJECT MANAGEMENT ...................................... 55 C1 Equality of Opportunity and Admissions Policy and Special Educational
Needs and Disability Order ....................................................................... 55 C2 Course or subject management, including, as applicable, arrangements
for placement and study in other institutions............................................. 55 C2.1 COURSE COMMITTEE..................................................................... 56 C2.2 COURSE ADVISORY TEAM............................................................. 57 C2.3 COURSE DIRECTOR........................................................................ 57 C2.4 MODULE COORDINATORS ............................................................. 59 C2.5 STAFF/STUDENT CONSULTATIVE COMMITTEE........................... 61 C2.5 UNIVERSITY'S APL POLICY ............................................................ 61
C3 Student support and guidance .................................................................. 61 C4 Arrangements for quality assurance and enhancement ............................ 62
SECTION D: RESOURCES ............................................................................... 64 D1 Resources available to the course/subject (physical): accommodation,
library, laboratory and computing, in addition to general resources.......... 64 D2 Resources (staff)....................................................................................... 64
D2.1 Brief curricula vitae with particular reference to more recent activities, and indicating how the teaching and research areas represented are of relevance to the course ................................................................ 66
CURRICULUM VITAE PROF. V.V. MOLKOV.......................................66 CURRICULUM VITAE DR. A.E. DAHOE..............................................68
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CURRICULUM VITAE DR. D.V. MAKAROV.........................................70 D2.2 Information on the use of part-time lecturers, postgraduate teaching
assistants and demonstrators. Information on staff development..... 72
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UNIVERSITY EVALUATION PANEL Prof. R. Welch Dean, Faculty of Arts, University of Ulster, United Kingdom
(Chair) Mrs D. Fraser Senior Lecturer, School of Art and Design, University of
Ulster, United Kingdom Prof. K. O'Neill Professor of Enterprise and Small Business Development,
School of Marketing, Entrepreneurship, and Strategy; University of Ulster, United Kingdom
Prof. D. Bradley, FRS School of Mechanical Engineering, University of Leeds, United Kingdom
Prof. H.J. Pasman Department of Multiscale Physics, Delft University of Technology, The Netherlands
Dr. G. Newsholme Process Safety Corporate Topic Group, The Health and Safety Executive, United Kingdom
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COURSE PLANNING TEAM AND ADVISERS UNIVERSITY MEMBERS
Prof. A.S. Adair Head of School, School of the Built Environment, University of Ulster Dr. F. Ali Lecturer, School of the Built Environment, University of Ulster Dr. K. Boyce Lecturer, School of the Built Environment, University of Ulster Dr. A.E. Dahoe Lecturer in Hydrogen Safety, School of the Built Environment,
University of Ulster (Course Team) Mr T.J. Fitzsimons Librarian Mr P.F. Gray Subject Director for Teaching and Learning, School of the Built
Environment, University of Ulster (Faculty Validation Panel) Mr T. Goward Academic staff, School of the Built Environment, University of Ulster Dr. N. Hewitt Senior lecturer, School of the Built Environment, University of Ulster Dr. D.A. Irvine Lecturer, School of Electrical and Mechanical Engineering, University
of Ulster Dr. D.V. Makarov Lecturer, School of the Built Environment, University of Ulster (Course
Team) Dr. A.J. Masson Senior Lecturer in Learning Technologies, Institute Of Lifelong
Learning, University of Ulster Prof. R.J. Millar Dean, Faculty of Engineering, University of Ulster (Chair of the
Faculty Validation Panel) Prof. V.V. Molkov Professor of Fire Safety Science, School of the Built Environment,
University of Ulster (Course Team) Mr. R.P. Morley Manager Hydrogen Safety Programme, School of the Built
Environment, University of Ulster (Course Team) Mr P.J. Sweeney Associate Head of School, School of Computing & Mathematics,
University of Ulster (Faculty Validation Panel) Dr. J. Uhomoibhi Lecturer, Faculty E-Learning Co-ordinator, University of Ulster Dr. J.A.C. Webb Senior lecturer, School of Electrical and Mechanical Engineering,
University of Ulster (Faculty Validation Panel)
EXTERNAL ADVISER Dr. T. Jordan Institut für Kern- und Energietechnik, Forschungszentrum Karlsruhe,
Germany Prof. J. Wen Faculty of Engineering, Kingston University, United Kingdom (external
examiner)
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SECTION A: INTRODUCTION
A1 Rationale The aim of this course is to provide a vocational Postgraduate Certificate for specialists who are working or would like to specialise in Hydrogen Safety Engineering. Hydrogen Safety Engineering is a novel area of vital importance to the onset and further development of the hydrogen economy. It concerns the study of phenomena connected to the safety of hydrogen e.g. unscheduled releases (permeation, subsonic and supersonic jet releases, cryogenic spills, etc.), accidental combustion (premixed combustion, partially-premixed and diffusion combustion, ignition and autoignition, jet fires, deflagration, detonation, thermal loads, pressure and shock waves, etc.), material compatibility (embrittlement, hydrogen attack), etc., to ensure the safety of hydrogen in a variety of practical applications. This involves the development and application of mitigation technologies, accident prevention methodologies, standards and legal requirements, etc., in the processes of the hydrogen economy e.g. production, storage, transportation, utilisation, development of infrastructures, etc. In addition to providing the student with a systematic understanding of the scientific/technological principles and techniques involved in hydrogen safety, this programme aims at developing the skill and expertise to apply this knowledge to the provision of safety in a wide range of hydrogen applications. The programme is intended for students who pursue careers, and for professionals already working in industry (process industry, energy industry, civil works, aerospace industry, automotive industry, etc.), transport and distribution, fire and rescue brigades, insurance, teaching institutions, research institutions, legislative bodies, etc., involved in a variety of activities: consulting, manufacture, design, teaching, research, operation, construction, legislation, etc. This Postgraduate Certificate course in Hydrogen Safety Engineering offered by the University of Ulster is unique in the UK and on a worldwide scale, and gives graduates the opportunity to specialise in a new field. The programme comprises of two 30 CATS point modules, namely, one on 'Principles of Hydrogen Safety' and one on 'Applied Hydrogen Safety'. The topical content of the modules is derived from the International Curriculum on Hydrogen Safety Engineering (http://www.hysafe.org/index.php?ID=68), the development of which is led by the University of Ulster within the European Network of Excellence HySafe (www.hysafe.org) and aided by 47 internationally recognised experts. The University of Ulster is an outstanding regional university with a national and international reputation for quality. Its mission is to provide teaching of the highest quality, to encourage learning that will meet the personal and occupational needs of society, and to contribute to wealth creation and economic prosperity through teaching, research and technology transfer. The programme is in line with this mission and is taught by staff members of the Institute for Fire Safety Engineering Research and Technology (FireSERT), which is internationally recognised for its research and teaching programmes. With the core teaching staff actively involved in hydrogen safety
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research e.g. the European Network of Excellence HySafe 'Safety of Hydrogen as an Energy Carrier' and other hydrogen related projects totalling 1.7M Euro, the latest knowledge in the field is available for dissemination. Within the EC-funded European Network of Excellence HySafe, the University of Ulster leads the establishment of an e-Academy of Hydrogen Safety and the development of an International Curriculum on Hydrogen Safety Engineering (http://www.hysafe.org/index.php?ID=68). The University of Ulster is also organising a series of annual European Summer Schools on Hydrogen Safety (the first was held from 15-24 August 2006 in Belfast) where at least 12 leading specialists in hydrogen safety deliver keynote lectures to an audience of 60 EC-funded researchers and self-funded trainees. The teaching materials developed for, and presented at the European Summer School on Hydrogen Safety are included into the modules ‘Principles of Hydrogen Safety’ and ‘Applied Hydrogen Safety’ to ensure quality and timeliness of the programme. This Summer School is funded by the European Commission until 2010 under the project HyCourse, contract no. MSCF-CT-2005-029822, with an EC contribution of €620,449.61. When introducing hydrogen technologies into society, it is vital to address public perception of the safety of hydrogen appropriately. Addressing hydrogen safety inappropriately can lead to opposition to the technology and costly delays, and enforced changes to proposed initiatives regarding the introduction of hydrogen as an energy carrier. Consumers will interact directly with these technologies in everyday life, and with an element, hydrogen, about which they generally know and understand little. Therefore commercialisation will not develop until it has been demonstrated to the wider public that the safety risks associated with hydrogen can be reliably managed. Most of these risks involve fire and explosion hazards which is an area where the University of Ulster has acquired considerable expertise, and has developed collaborative links with a substantial number of research institutions, educational institutions, governmental bodies, fire and rescue brigades, industrial organisations, and insurance companies. These special qualities of the University of Ulster are the best guarantee for the uniqueness of the programme in the market for education on hydrogen safety.
A2 Origins of the course and evidence of demand There is a growing need for specialists in hydrogen safety engineering. According to the Strategic Research Agenda [1], which acts as a guide for defining a comprehensive research programme that will mobilise stakeholders and ensure that European competences are at the forefront of science and technology worldwide, education will continue to play a pivotal role in spreading hydrogen applications to the broader public until 2050. In the short term outlook from 2005 to 2015, training and education efforts are needed to build the necessary human resources to lead research and to allow a steady stream of trained scientists, engineers and technicians to develop the area. The Workgroup on Cross Cutting Issues [2], dealing primarily with non-technical barriers to the successful implementation of the deployment strategy for hydrogen and fuel cells in Europe, indicates that educational and training efforts are needed during this period to avoid any dissonances that might hinder the building of consumer and non-technical executive confidence. The Workgroup [2] has estimated that during the Framework
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Programme 7 period (2007–2013), the educated staff needed may amount to 500 new graduates from postgraduate studies on an annual basis in all of Europe. A preliminary study has revealed that of these 500 new graduates on an annual basis, about 100 professionals are needed with a post graduate degree dedicated to hydrogen safety [3]. This demand for education in hydrogen safety was assessed by sending a questionnaire to 600 companies and institutions in a database of organisations working in the hydrogen industry (this database was developed, and is being maintained, by the University of Ulster in cooperation with HySafe-partners). There were 28 respondents and an analysis of their replies indicates that 119 potential trainees would be interested in hydrogen safety education on an annual basis. This implies that a projected market of 5000 companies and institutions would yield 1000 trainees on an annual basis. Further analysis of the replies indicates that the relative interest in the various modes of hydrogen safety education is as follows: postgraduate certificate (PGC): 10.7%, postgraduate diploma (PGD): 1.5%, Master of Science (MSc): 29.3%, short course (SC): 42.2%, and continuing professional development (CPD): 16.3%. It was also attempted to resolve the employment pattern, and hence the skill-set sought by employers. Within these 28 companies and institutions the employment pattern appears to be: 1.3% in design, 13.0% in manufacture, 0.9% in legislation, 0.4% in maintenance, 1.1% in installation, 19.0% in research and 19.0% in teaching (these percentages do not sum up to 100% because of the limited set defining the pattern). From the 130 applicants for the First European Summer School on Hydrogen Safety (Belfast, 15-24 August 2006), 45 have expressed an interest in the PGC Hydrogen Safety Engineering at the University of Ulster. From 59 selected trainees who attended the First European Summer School on Hydrogen Safety, 29 have reconfirmed or expressed an interest in the PGC HSE on their completed feedback forms or directly to the organisers. Although these target numbers are modest because of the limited population (59 selected trainees), enrolment could easily ramp up due to the scalable nature of e-learning delivery.
PROPOSED STUDENT ENROLMENTS
Year of Course
Year of First
Intake 2007
Year of Second Intake 2008
Year of Third Intake 2009
Year of Fourth Intake 2010
Year of Fifth
Intake 2011
Year of Sixth Intake 2012
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
15 [60]1
[29]2
25 [60]
30 [60]
40
45
50
1The number [60] refers to the trainees attending the European Summer School on Hydrogen Safety. The European Summer School on Hydrogen Safety is held in the month of August of years 2006-2009. The on-line PGC HSE course is arranged through Campus One and students will register for it with the
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University of Ulster. Trainees who have attended the Summer School are invited to register with the on-line PGC course on Hydrogen Safety Engineering at UU. 2The number [29] refers to a subset of the trainees who attended the European Summer School on Hydrogen Safety and who reconfirmed or expressed their interest to register for this course. References: [1] Strategic research agenda. The European hydrogen and fuel cell technology
platform. Implementation panel, 2005. [2] Wancura H, Mayo B, Reijalt M, Mertens JJ, Maio P, Claassen P. Draft
Implementation Report WG5 Cross Cutting Issues (XCI). The European hydrogen and fuel cell technology platform, Implementation panel, 2006.
[3] Dahoe A.E. and Molkov V.V. On the development of an international curriculum on hydrogen safety engineering and its implementation into educational programmes. Sixteenth World Hydrogen Energy Conference, Lyon, France, 13-16 June, 2006.
A3 Relationship with other courses in the School/Faculty/subject
(a) Within the University of Ulster. This course provides a pathway for students who have graduated from the BSc Hons and Non-Hons in engineering disciplines (mechanical engineering, civil engineering, building services engineering, environmental engineering) at the University of Ulster to specialise in Hydrogen Safety Engineering, and makes it possible for them to enrol for the PGD/MSc in Fire Safety Engineering, and, the PGD/MSc in Hydrogen Safety Engineering to be developed after the establishment of this PGC-course. It may also increase the enrolment on the PgD/MSc Renewable Energy And Energy Management (on-line course).
(b) Elsewhere in Northern Ireland.
None.
(c) Impact of enrolment on other courses The PGC in Hydrogen Safety Engineering course will increase the enrolment for the existing MSc course in Fire Safety Engineering.
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SECTION B: THE COURSE
B1 PROGRAMME SPECIFICATION B1.1 Award institution/body University of Ulster B1.2 Teaching institution University of Ulster B1.3 Location Distance Learning B1.4 Accredited by N/A B1.5 Final award Postgraduate Certificate in Hydrogen Safety
Engineering B1.6 Mode of attendance Part-time B1.7 Specialisms N/A B1.8 Course/UCAS code C514PJ B1.9 Last updated Academic year 2006/07 B1.10 EDUCATIONAL AIMS OF THE COURSE The aims of the programme are: • to provide the student with a systematic understanding of knowledge on hydrogen
safety, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront in this field (academic, professional practice).
• to provide the student with a systematic understanding of the regulatory framework connected to hydrogen safety, and a critical awareness of standards and good practices for the provision of safety in hydrogen applications.
• to provide the student with a systematic understanding of techniques applicable to hydrogen safety so that he/she may undertake his/her own research or advanced scholarship.
• develop in the student a capability for independent learning to expand his/her knowledge in specialist areas of hydrogen safety and understand how the boundaries of knowledge in this field are advanced through research.
• to provide the student with a conceptual understanding so that he/she will be able to: (i) evaluate critically current research and advanced scholarship in hydrogen safety; and (ii) evaluate methodologies and paradigms, develop critiques of them and, where appropriate, to propose new hypotheses.
• to enable the student to critically evaluate and use research information to create innovative solutions to hydrogen safety problems.
• to develop in the student the quality of originality in the application of knowledge on hydrogen safety, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in specialist areas of hydrogen safety.
• develop in the student the ability to deal with complex hydrogen safety issues both systematically and creatively, and make sound judgements in the absence of
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complete data.
B1.11 MAIN LEARNING OUTCOMES The course provides opportunities for the student to achieve and demonstrate the following learning. A successful student will be able to show that he/she can: B1.11K KNOWLEDGE AND UNDERSTANDING K1 systematically understand fundamental physical and chemical processes
connected to hydrogen safety, and the inter-relationship between the key thermo-physical parameters and processes involved during complex hydrogen safety problems.
K2 systematically understand paradigms, frameworks and theories related to current issues involving hydrogen safety.
K3 systematically understand methodologies, approaches and techniques for the provision of hydrogen safety.
K4 systematically understand of the legal and regulatory issues, and standards that apply to the use of hydrogen and hydrogen technologies, based upon a well-informed, critical and conceptually sophisticated understanding of hydrogen properties and fundamental phenomena that underlie processes relevant to hydrogen safety.
Teaching and Learning Methods: subject related qualities are acquired mainly through on-line lectures, directed reading, on-line MPEGs and WebCT-based resources. On-line self-assessment and evaluation tools are also used to engage the student with the subject matter. Assessment Methods: testing of the knowledge base is by coursework assignments.
B1.11I INTELLECTUAL QUALITIES I1 critically evaluate evidence drawn from existing research and scholarship on
hydrogen safety issues. I2 integrate theoretical and practical knowledge on hydrogen safety and solve
complex hydrogen safety problems. I3 evaluate methodologies and paradigms, develop critiques of them, and, where
appropriate, to propose new hypotheses. I4 provide reasoned and rigorous analyses of complex problems and show
originality in the provision of hydrogen safety.
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Teaching and Learning Methods: intellectual qualities are developed through on-line lectures and directed reading. On-line discussion groups and contact with teaching staff are also used to develop intellectual qualities. Assessment Methods: assessment is by coursework assignments.
B1.11P PROFESSIONAL/PRACTICAL SKILLS P1 source, critically review and use research material for the provision of hydrogen
safety. P2 formulate the underlying mathematical model of a practical hydrogen safety
problem, solve analytically or computationally, and critically interpret the results within the constraints of practicality.
P3 formulate appropriate solutions to hydrogen safety problems by assessing options arising from an array of considerations and techniques.
P4 display mastery in analysing and solving hydrogen safety problems using a multidisciplinary approach, applying professional judgements to balance costs, benefits, social and environmental impact.
Teaching and Learning Methods: professional and practical skills are developed through on-line lectures and directed reading. On-line discussion groups and contact with teaching staff are also used to develop professional skills. Assessment Methods: assessment is by coursework assignments.
B1.11T TRANSFERABLE/KEY SKILLS T1 communicate results of research to peers and engage in critical dialogue. T2 deal with complex issues systematically and creatively. T3 solve complex problems showing self-direction and imagination. T4 manage his/her own learning with a high degree of independence and take
responsibility to expand his/her knowledge in specialist areas of hydrogen safety and understand how the boundaries of knowledge are advanced through research.
T5 transfer the skills and knowledge on hydrogen safety to new situations and environments in this or other fields.
Teaching and Learning Methods: transferable and key skills are developed throughout the course by on-line lectures. Assessment Methods: assessment is by coursework assignments.
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B1.11 PROGRAMME LEARNING OUTCOME MAP MODULES OUTCOMES TITLES LEVEL CODE K1 K2 K3 K4 I1 I2 I3 I4 P1 P2 P3 P4 T1 T2 T3 T4 T5Principles of Hydrogen Safety1
M TBD x x x x x x x x x x x x x x x x
Applied Hydrogen Safety1
M TBD x x x x x x x x x x x x x x x x x
Note: 1No condonement. B1.12 STRUCTURE AND REQUIREMENTS FOR THE AWARD The PGC in Hydrogen Safety Engineering will be awarded after completion of two compulsory M credit level modules, 30 credit points each, i.e. 'Principles of Hydrogen Safety' and 'Applied Hydrogen Safety', with academic progression from the first module to the second one. These two consecutive modules are internally coherent and the duration of each module is one semester. Normally, students enrol onto the course in semester 1, starting with the module 'Principles of Hydrogen Safety', and proceed with the second module, 'Applied Hydrogen Safety', in the second semester of the academic year. Module Title Credit
Level Credit Points
Module Status [compulsory/optional]
Awards
Principles of Hydrogen Safety1
M 30 compulsory
Applied Hydrogen Safety1
M 30 compulsory
Postgraduate Certificate in Hydrogen Safety Engineering
Note: 1No condonement. It should be noted that during the first enrolment of students onto the course (i.e. in January 2007), there is a misalignment between the course duration and the academic year. To compensate this phase-shift, the first module, 'Principles of Hydrogen Safety', will be taught in the second semester of academic year 2006/2007, and both modules will be taught in the first semester of academic year 2007/2008. More specifically, students from the first intake will progress with second module, 'Applied Hydrogen Safety', (i.e. in September 2007), and at the same time, there will be a second intake of new students who will study the first module ' Principles of Hydrogen Safety '. From academic year 2007/2008 onwards, there will be one annual intake, in September (see course structure diagram in Section B4). B1.13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: • Induction into the virtual learning environment and WebCT;
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• Clear information on the University and its policies and expectations of their programme of study, the relationship between achievement and assessment, academic progress and accumulation of credit;
• Students will be encouraged to use UU Personal Development System; • An Adviser of Studies will be assigned to each student; • Opportunity to address general Course concerns through the staff/students
consultations; • Student e-mail accounts and full access to the virtual learning environment; • The University has protocols for assessment of students with special needs; • Students will be supported in development contacts with Careers Development
Centre, Student Support Department, International Office and Students’ Union. B1.14 CRITERIA FOR ADMISSION
Applicants must:
(a) have gained
(i) an Honours or non-Honours degree in a cognate discipline from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council or from an institution of another country which is recognised as being of an equivalent standard; or
(ii) an equivalent standard in a Graduate Certificate or Graduate
Diploma in a cognate discipline or an approved alternative qualification;
and
(b) provide evidence of competence in written or spoken English and in
mathematics (GCSE grade C or equivalent);
or as an alternative to (a) (i) or (a) (ii) and/or (b): (c) In exceptional circumstances, where an individual has substantial and
significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme.
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B1.15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING
The Course Committee will ensure that the external benchmarks standards set by the Quality Assurance Agency for Higher Education (QAA) Framework for Higher Education Qualifications (FHEQ), and internal benchmarks set by the University’s current Qualifications and Credit Framework are maintained by annual subject/course monitoring and module monitoring. Modules are updated according to the latest developments in hydrogen safety, particularly by extractions from the teaching materials prepared by leading world experts for the European Summer School on Hydrogen Safety (Belfast, 2006-2009). External examiner reports, student questionnaires and staff/student consultation will be taken into account in evaluating and improving quality. Professional, Statutory or Regulatory Body (PSRB) endorsement or accreditation will also be sought. These include the Commission of the European Communities, the European Institute for Hydrogen Safety, Department of Energy (USA), New Energy and Industrial Technology Development Organization (Japan), International Partnership for Hydrogen Energy (IPHE), International Energy Association (IEA), the Combustion Institute, Health and Safety Executive (UK), Institution of Fire Engineers (UK), etc. PSRB-reports will serve as a basis for continuous quality improvement. B1.16 REGULATION OF STANDARDS a) Assessment rules
• The performance of candidates shall be assessed by the Board of Examiners in accordance with the Regulations Governing Examinations in Programmes of Study.
• Candidates shall be assessed in the modules for which they have enrolled in each year of study. At the discretion of the Board of Examiners candidates may be required to attend a viva voce examination (by teleconferencing, Skype, etc.).
• Within each module candidates shall be assessed by two coursework assignments (each contributing 50% towards the overall module result) in accordance with the table in paragraph 18 of Section B3.
• The pass mark shall be 50% in each assessment element and in the module overall.
b) External examiners There is one external examiner. An expert appointed from outside the University will contribute to the assurance of the standards of the award, the fair treatment of students, and become involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. B1.17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING
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The programme is taught by staff members of the Institute for Fire Safety Engineering Research and Technology (FireSERT), which is internationally recognised for its research and teaching programmes. This teaching staff is actively involved in hydrogen safety research e.g. the European Network of Excellence HySafe 'Safety of Hydrogen as an Energy Carrier' and other hydrogen related activities. Within the EC-funded European Network of Excellence HySafe, these UU staff members lead the development of an International Curriculum on Hydrogen Safety Engineering, as well as the establishment of an e-Academy of Hydrogen Safety. External funding for the teaching and learning activities by the teaching staff of Hydrogen Safety Team of UU (EU funded projects HySafe and HyCourse) are a strong indicator of quality. Teaching staff on this course are members of Unit of Assessment 33 Built Environment, who achieved a Grade 5 in the 2001 Research Assessment Exercise.
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B2 A commentary on the following matters, related to University and Faculty policies and strategies
B2.1 Academic progression and internal coherence and opportunities for student
choice This one year distance learning course leads to a Postgraduate Certificate Award in Hydrogen Safety Engineering. It consists of two 30 CATS point modules, namely, one on 'Principles of Hydrogen Safety' and one on 'Applied Hydrogen Safety'. Each module is taught over a period of one semester. The semester timetabling is: 'Principles of Hydrogen Safety' in the first semester of the academic year and 'Applied Hydrogen Safety' in the second semester. Students enrol onto the course in the beginning of the first semester of the academic year (see Section B4 for further details on enrolment in academic year 2006/2007). B2.2 Transfer to and from the course and opportunities for progression to further study Candidates with a PGC in Hydrogen Safety Engineering will be eligible to embark on MSc-studies in Hydrogen Safety Engineering (to be developed after the establishment of this PGC-course), and the existing MSc-course in Fire Safety Engineering at the University of Ulster. B2.3 Relations with professional/statutory/regulatory bodies Professional, Statutory or Regulatory Body (PSRB) endorsement or accreditation will be also be sought by the Course Team. These include the Commission of the European Communities, Department of Energy (USA), New Energy and Industrial Technology Development Organization (Japan), International Partnership for Hydrogen Energy (IPHE), International Energy Association (IEA), the Combustion Institute, Health and Safety Executive (UK), Institution of Fire Engineers, etc. The following organisations, especially from industry, are already looking forward to the establishment of this course: • HySafe Partners and organisations involved in the development of the
International Curriculum on Hydrogen Safety Engineering: Institut fur Kern- und Energietechnik, Forschungszentrum Karlsruhe (Germany), Air Liquide (France), Federal Institute for Materials Research and Testing (Germany), Building Research Establishment (UK), Commissariat a l'Energie Atomique (France), Det Norske Veritas (Norway), Fraunhofer-Gesellschaft zur Foerderung der Angewandten Forschung (Germany), Forschungszentrum Juelich (Germany), GexCon (Norway), Health and Safety Executive (UK), Institut National de l'Environnement Industriel et des Risques (France), The European Commission's Joint Research Center (The Netherlands), National Center for Scientific Research Demokritos (Greece), Norsk Hydro (Norway), Risoe National Laboratory (Denmark), Netherlands Organisation for
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Applied Scientific Research (The Netherlands), University of Calgary (Canada), University of Pisa (Italy), Universidad Politecnica de Madrid (Spain), University of Ulster (UK), Volvo Technology Corporation (Sweden), Warsaw University of Technology (Poland), Dalhousie University (Canada), Telemark University (Norway), University of Leeds (UK), Akzo-Nobel Safety Services (The Netherlands), University of Cambridge (UK), Delft University of Technology (The Netherlands), FM Global (USA), Kurchatov Institute (Russia), McGill University (Canada), University of Central Lancashire (UK), All-Russian Scientific Research Institute for Fire Protection (Russia), National University of Ireland (Ireland), Tchouvelev & Associates (Canada), NRIFD (Japan), University of California, San Diego (USA), etc.
• Related professional bodies and international organisations: The Commission of the European Communities, Department of Environment (USA), New Energy and Industrial Technology Development Organization (Japan), International Partnership for Hydrogen Energy (IPHE), International Energy Association (IEA), Institution of Fire Engineers, the Combustion Institute, Health and Safety executive (UK).
Experts who aid the development of the International Curriculum on Hydrogen Safety Engineering, and who contribute teaching materials to the European Summer School on Hydrogen Safety, are employees/members of the aforementioned PSRB's. B2.4 Teaching, learning and assessment strategies The modules on Principles of Hydrogen Safety (30 CATS points) and Applied Hydrogen Safety (30 CATS points) will be fully on-line. The course will be delivered in the e-learning mode during a period of 1 year, delivering one module per semester. Both modules will have a tutor who will coordinate the module delivery and take responsibility for the assessment of the module. The two on-line modules will address all learning outcomes under Section B1. The first module concentrates on available knowledge on underlying phenomena related to hydrogen safety and the second semester module on how to apply this knowledge and related skills to practical problems. WebCT will be the on-line learning environment employed to deliver this course. It’s teaching and learning methods may, where applicable, include:
• Communications Tools (on-line discussion forums, mail tools, chat rooms, and a Whiteboard).
• Self-assessment Tools (student self-evaluation and on-line quizzes at the end of each lecture in the module).
• Research Tools (external references and search facilities). • Navigation Tools (page annotation, session resumption, searchable image archive,
linked searchable glossary, indexing). • Course Management (learning goals, grading tool, study guides, students homepage,
calendar). Asynchronous modes of communication will be utilised throughout each semester.
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Students of the on-line PCG-course in Hydrogen Safety Engineering at UU who attend the European Summer School on Hydrogen Safety, benefit additionally from face-to-face teaching on appropriate topics. E-learning is considered to be the most appropriate mode for the delivery of teaching in this course because:
• it enables the rapid dissemination of the latest knowledge on hydrogen safety, which is continuously updated following recommendations by experts working at the forefront of the subject, and who also aid the development of the International Curriculum on Hydrogen Safety Engineering (http://www.hysafe.org/index.php?ID=68).
• it does not confine trainees to a specific campus location so that employees are given maximal opportunity to acquire new skills and competencies while continuing in full-time employment, and to maintain family and domestic commitments.
• e-learning makes it possible for experts working at the fore front of hydrogen safety to deliver teaching on the state-of-the-art in the field, while continuing their research of scientific endeavour.
WebCT is the on-line learning environment because this is the policy of the University of Ulster. Within each module, the learning outcomes will be assessed by two coursework assignments, each consisting of three questions (33⅓ marks each). Coursework assignments have been chosen for assessment because they are considered to be the most appropriate instruments to measure the students achievements in the learning outcomes. The questions consist of a combination of problems to be solved, tests of factual knowledge, and short essays. The contribution to the final mark is as follows in each module: the first coursework 50% and the second coursework 50%. The minimum percentage which must be obtained in each assessment element (coursework) is 50%. Authentication related to the question of whether or not the person doing the assessment assignment is really the same as the person receiving the module credits is an issue for which distance learning has been widely criticised. Another issue of concern is whether or not the student has done a coursework assignment by himself/herself or whether parts or all of the coursework assignment was copied from someone else. For authentication purposes, the teaching staff will become familiar with the students over the semester through the Communication Tools of the Virtual Learning Environment, and telephone interviews will be held with students when there is a concern. For example, teaching staff may contact a student by telephone to ask further clarification about answers submitted previously. Submitted coursework will be cross-examined against that of fellow students. To reduce the possibility of coursework plagiarism to a minimum, there will be no repetition of previous coursework elements for a period of three years. However, where repetition can not be avoided for didactical an pedagogical reasons, such coursework elements shall be modified in such a manner that answers to previous coursework cannot be copied and submitted. These
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modifications are such that students can still benefit from previous coursework assignments to develop their problem-solving skills. The Institute Lifelong Learning shall be consulted on methods of authentication, when and how to apply these methods, and for appropriate tools to compare different coursework submissions. Students will be asked to provide the course committee with information about hydrogen safety problems encountered in their work environment and this information will be used to design coursework assignments. When there is a substantial degree of variation in the problems brought to the attention of the course committee, coursework assignments will be designed to consist of four questions/problems of which the student may choose three. On-line Communication Tools and Self-assessment Tools are intended to stimulate engagement with the subject matter. B2.5 Standards The Postgraduate Certificate Award in Hydrogen Safety Engineering meets the criteria defined by the descriptor for qualification at Masters (M) level in the QAA Framework for Higher Education Qualifications. External Examiner’s confirmation that the programme provides appropriate standards and opportunities for learning outcomes to be achieved, and are comparable with those at other institutions, will be sought. B2.6 Employability B2.6.1 Graduate Qualities
The learning outcomes are consistent with the University’s Mission Statement, the ‘Vision and Strategy 2000-2010’, the University’s Qualifications and Credit Framework, Graduate Qualities, and the School’s Mission Statement and the aims of each programme.
External Examiner's confirmation that the programme provides appropriate standards and opportunities for learning outcomes to be achieved, and are comparable with those at other institutions.
B2.6.2 Widening Participation Widening participation is achieved by delivering the course in the distance learning mode because it facilitates the inclusion of underrepresented groups in Higher Education (students in full-time employment, people with family and domestic commitments). This is in line with the University's Widening Participation Strategy in Higher Education. B2.6.3 Work-based learning
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Most students of this course are already employed by organisations working in hydrogen (process industry, energy industry, civil works, aerospace industry, automotive industry, transport and distribution, fire and rescue brigades, insurance, teaching institutions, research institutions, legislative bodies, etc.). The topical content of the modules 'Principles of Hydrogen Safety' and 'Applied Hydrogen Safety' is such that the course assists students with work-based learning while being both in employment and on the course. B2.6.4 Personal Development Planning It is evident from Section B5, that Hydrogen Safety Engineering consists of a large number of sophisticated topics. At the same time, people working in this area have to concentrate their efforts to specialise in a subset of these topics. To maximise their potential during their studies, all students will be assisted by the teaching staff in developing a Personal Development Plan for the duration of the course. This, to ensure that the professionals skills (i.e. P1,P2,… in Section B1.11P) match the skill-set sought by employers in topics relevant to the student's employment. Wherever appropriate, the UU Personal Development System shall be deployed to assist with the foregoing. B2.6.5 Entrepreneurship Training The University aims to embed a culture of entrepreneurship and innovation in every student and throughout every programme. The nurturing of entrepreneurial activity and private investment in hydrogen-related business, including hydrogen safety, is in its infancy because the establishment of a self-sustaining hydrogen economy and related consumer perspectives are anticipated in the period 2015-2020, and a mature hydrogen economy is anticipated by 2050. Until that time, because of the transitional nature of the hydrogen economy, there will be radical innovation (product innovations, high rates of product change, changes in the use patterns of consumers) as well as incremental innovation (process innovations, constrained product change). Wherever possible, a culture of entrepreneurship and innovation will be embedded in every student by indicating the connection between topics taught on this course and (i) societal needs expressed in the marketplace, (ii) pathways to value creation (unique competitive capability, structural competitive lead), and (iii) returns of innovation that exceed the cost of resources employed. In addition to the foregoing HySafe partners DNV, GexCon, TNO, Norsk Hydro, and others, will be asked to disclose consultancy cases involving the provision of hydrogen safety for industry, governments, insurers, fire and rescue brigades, etc. so that these may be exposed (preferably without alteration) to the student to illustrate societal needs and consumer demands. B2.6.6 Career Opportunities, Development and Progression
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Graduates with a PGC in Hydrogen Safety Engineering will have potential employment at various industrial corporations, governmental bodies, research organisations, and educational institutions such as: Institut fur Kern- und Energietechnik, Forschungszentrum Karlsruhe (Germany), Air Liquide (France), Federal Institute for Materials Research and Testing (Germany), Building Research Establishment (UK), Commissariat a l'Energie Atomique (France), Det Norske Veritas (Norway), Fraunhofer-Gesellschaft zur Foerderung der Angewandten Forschung (Germany), Forschungszentrum Juelich (Germany), GexCon (Norway), Health and Safety Executive (UK), Institut National de l'Environnement Industriel et des Risques (France), The European Commission's Joint Research Center (The Netherlands), National Center for Scientific Research Demokritos (Greece), Norsk Hydro (Norway), Risoe National Laboratory (Denmark), Netherlands Organisation for Applied Scientific Research (The Netherlands), University of Calgary (Canada), University of Pisa (Italy), Universidad Politecnica de Madrid (Spain), University of Ulster (UK), Warsaw University of Technology (Poland), Volvo Technology (Sweden), Dalhousie University (Canada), The European Commission's Joint Research Center (The Netherlands), Telemark University (Norway), University of Leeds (UK), Akzo-Nobel Safety Services (The Netherlands), Delft University of Technology (The Netherlands), FM Global (USA), Tchouvelev & Associates (Canada), Shell, BP and numerous small and medium sized enterprises operating on the emerging hydrogen market. A more extensive list of organisations working in the hydrogen, containing more than 2000 entries, and projected to grow to more than 5000 in by the year 2009, is maintained by the University of Ulster and HySafe partners.
Candidates with a PGC in Hydrogen Safety Engineering will be eligible to embark on MSc-studies in Hydrogen Safety Engineering (to be developed after the establishment of this PGC-course), subsequent Summer Schools, and the existing MSc-course in Fire Safety Engineering at the University of Ulster.
Students will be advised to consult the Careers Service for counselling and guidance on career perspectives and possibilities for further study.
B3 Course Regulations The course regulations in this section are those for a Postgraduate Certificate at the University of Ulster. 1 TITLE Postgraduate Certificate in Hydrogen Safety Engineering 2 MODE OF ATTENDANCE Part-time
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3 DURATION 2 semesters 4 LOCATION Distance Learning
5 FACULTY Faculty of Engineering
6 ADMISSION REQUIREMENTS
Applicants must:
(a) have gained
(i) an Honours or non-Honours degree in a cognate discipline from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council or from an institution of another country which is recognised as being of an equivalent standard; or
(ii) an equivalent standard in a Graduate Certificate or Graduate
Diploma in a cognate discipline or an approved alternative qualification;
and
(b) provide evidence of competence in written or spoken English and in
mathematics (GCSE grade C or equivalent);
or as an alternative to (a) (i) or (a) (ii) and/or (b): (c) In exceptional circumstances, where an individual has substantial and
significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme.
7 EXEMPTIONS
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7.1 Studies pursued and examinations passed in respect of other qualifications awarded by the University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of the programme provided that they shall register as students of the University for modules amounting to at least the final 50% of the credit value of the award at the highest level (students may be exempted from the module Principles of Hydrogen Safety and register for the module Applied Hydrogen Safety; this amounts to an exemption of half of the credit value).
8 ATTENDANCE REQUIREMENTS
8.1 Students are expected to access regularly all on-line lectures classes associated with the programme.
8.2 A student who has not logged into the on-line learning environment for more
than two weeks through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of significantly more than two weeks, and is caused by illness which may affect their studies, the student shall provide appropriate medical certification in accordance with the General Regulations for Students.
8.3 Students who do not access on-line lecture material without good cause for a
substantial proportion of each Semester may be required to discontinue studies, in accordance with the General Regulations for Students.
9 RULES GOVERNING STUDENT CHOICE
9.1 Modules are offered as indicated in the table at Section 18. Revisions may be made in accordance with the University’s quality assurance procedures. Module availability may vary.
10 EXAMINATION AND ASSESSMENT
10.1 The performance of candidates shall be assessed by the Board of Examiners in accordance with the Regulations Governing Examinations in Programmes of Study.
10.2 Candidates shall be assessed in the modules for which they have enrolled in
each year of study. At the discretion of the Board of Examiners candidates may be required to attend a viva voce examination (by teleconferencing, Skype).
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10.3 Within each module candidates shall be assessed by two coursework assignments (each contributing 50% towards the overall module result) in accordance with the attached table.
10.4 The pass mark shall be 50% in each assessment element and in the module
overall. 11 SUBMISSION OF COURSEWORK
11.1 Coursework shall be submitted by the dates specified by the Course Committee.
In each module, the first coursework assignment shall be issued to students
in the beginning of the semester and has to be submitted to Module Coordinator no later that a week after the middle of the semester.
In each module, the second coursework assignment shall be issued to
students in the first week of the second half of the semester and has to be submitted to Module Coordinator no later that in the last week of the semester.
11.2 Students may seek prior consent from the Course Committee to submit
coursework after the official deadline; such requests must be accompanied by a satisfactory explanation, and in the case of illness by a medical certificate. This application shall be made to the Course Director.
11.3 Coursework submitted without consent after the deadline shall not normally
be accepted. 12 PROGRESS
12.1 Progress from Semester 1 to Semester 2 is automatic.
13 CONDONEMENT
13.1 Failure in assessment elements of modules or in modules overall as specified below and in the table (section 18) shall not be condoned.
This course consists of two modules, each contributing 50% towards the overall result, with the first being prerequisite to the second. Since failure in any of the modules amounts to more than one quarter of the total credit value of all modules contsituting the course, the possibility of condonement is ruled out.
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14 CONSEQUENCES OF FAILURE
14.1 Candidates who fail to satisfy the Board of Examiners in assessment may be permitted at the discretion of the Board to re-present themselves as specified in 14.2 for one or more repeats of coursework or other assessment requirements as shall be prescribed by the Board. Such candidates may be exempted at the discretion of the Board from the normal attendance requirements. Where candidates are required to repeat coursework the original mark in the failed coursework component shall be replaced by a mark of 50% or the repeat mark whichever is the lower for the purpose of calculating the module result.
14.2 In each year, the consequences of failure shall normally be as follows:
Failure in module(s) with an overall value up to and including 60 credit points.
Repeat once only of specified examination(s) and/or coursework in the failed module(s) (examinations August).
15 CLASSIFICATION OF FINAL RESULT
15.1 All modules contribute to the total result. The table at section 18 indicates the contribution of each module to the final award. The weighting of each module’s contribution to the overall mark shall be determined by its credit value.
15.2 The following shall be the minimum percentages acceptable in determining
the overall gradings of candidates.
Pass with Distinction 70% Pass 50%
The Board of Examiners shall recommend the award of a Pass with Distinction to a candidate who achieves an overall mark of at least 70%, provided that a module mark of at least 70% has been achieved in modules amounting to 30 credit points.
15.3 Candidates admitted with advance standing shall be assessed in accordance
with these programmes regulations using the evidence from the accredited prior learning.
16 ILLNESS AND OTHER EXTENUATING CIRCUMSTANCES
16.1 The Board of Examiners may in the case of candidates who are prevented
by illness or other sufficient cause from taking or completing the whole or part of the assessment or whose results are substantially affected by illness or other sufficient cause:
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(a) permit the candidate to complete, take, or repeat the coursework at an
approved subsequent date or
(b) deem the candidate to have passed and recommend the award of an Aegrotat Postgraduate Certificate.
16.2 Before an Aegrotat award is recommended a candidate must have indicated
that he or she is willing to accept the award. 17 REVISIONS TO REGULATIONS These regulations may be revised during the student’s period of registration in
accordance with the procedures approved by Senate. 18 TABLE
Assessment Methods
Yea
r
Sem
este
r*
Leve
l
Mod
ule
Title
Cod
e
Cre
dit
Val
ue
Sta
tus
Com
puls
ory
(c)
Opt
iona
l (o)
Con
dona
ble
(Y/N
)
% E
xam
inat
ion
% C
ours
ewor
k
Contribution to the overall mark of the Final Award
1
1 M Principles of Hydrogen Safety
TBD 30 c N 0 100 50%
1
2 M Applied Hydrogen Safety
TBD 30 c N 0 100 50%
Note: *In the academic year 2006/2007, the first module will be taught in the second semester. During the academic year 2007-2008 onwards, both modules will be taught in the first semester. From the second semester of the academic year 2007/2008 onwards, one module shall be taught per semester (see Section B4 for further details).
B4 Course structure diagram The course is studied at a rate of 30 CATS points per semester. The course structure diagram depicts the sequence of modules in this one year course. The course starts in January 2007, in the second semester of academic year 2006/2007 with the first module, ‘Principles of Hydrogen Safety’. From September 2007, that is in the first semester of academic year 2007/2008, both modules are taught simultaneously: the first module is taught to the second intake of students, and the module ‘Applied Hydrogen Safety’ is taught to students from the first intake who have successfully passed the first module. This, to align the course duration with that of the academic year and to overcome the phase-shift of one semester. From the second semester of academic year 2007/2008 onwards, one module of the course is taught per semester, that is module ‘Applied Hydrogen Safety’ in the second semester of academic year
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2007/2008, module ‘Principles of Hydrogen Safety’ in the first semester of academic year 2008/2009, module ‘Applied Hydrogen Safety’ in the second semester of academic year 2008/2009, module ‘Principles of Hydrogen Safety’ in the first semester of academic year 2009/2010, …and so on. POSTGRADUATE CERTIFICATE IN HYDROGEN SAFETY ENGINEERING PART-TIME (e-Learning) All modules are new YEAR 1 Semester 1 Principles of Hydrogen Safety
Level M CATS30
Semester 2 Applied Hydrogen Safety Level M CATS30
Total Modules - 2 Level M - 2, 30 CATS PointsCATS Points - 60
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COURSE STRUCTURE DIAGRAM
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B5 Module Descriptions B5.1 Module Principles of Hydrogen Safety MODULE TITLE Principles of Hydrogen Safety MODULE CODE TBD DATE OF REVISION: Academic Session 2006/07 MODULE LEVEL M CREDIT POINTS 30 SEMESTER 1 LOCATION: Campus One E LEARNING: Fully online MODULE STATUS WITHIN COURSE Compulsory PREREQUISITE(S) None COREQUISITE(S) None MODULE COORDINATOR: Dr. A.E. Dahoe TEACHING STAFF RESPONSIBLE FOR MODULE DELIVERY: Dr. A.E. Dahoe, Dr. D.V. Makarov, Prof. V.V. Molkov HOURS: 300 hours Contact Time Supporting Student Learning On-line learning 48 hours On-line discussion groups 12 hours Directed reading 80 hours Assignment preparation 20 hours Independent Study Time 140 hoursTotal Student Effort 300 hours ACADEMIC SUBJECT: MEC
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RATIONALE: This is an interdisciplinary module that combines a variety of disciplines to expose the origin and phenomenology of hydrogen safety problems. The module seeks to develop in students the knowledge, insight and ability to integrate fundamental knowledge and engineering approaches to the provision of hydrogen safety in various application areas.
AIMS: This module seeks to: • provide the student with a systematic understanding of knowledge on hydrogen
safety, and a critical awareness of current problems and/or new insights in safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, much of which is at, or informed by, the forefront in this field (academic, professional practice).
• provide the student with a systematic understanding of techniques applicable to hydrogen safety so that he/she may undertake his/her own research or advanced scholarship in safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
• develop in the student a capability for independent learning to expand his/her knowledge in specialist areas of hydrogen safety involving in safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, and to understand how the boundaries of knowledge in this field are advanced through research.
• provide the student with a conceptual understanding so that he/she will be able to: (i) evaluate critically current research and advanced scholarship in hydrogen safety; (ii) evaluate methodologies and paradigms concerning safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, develop critiques of them and, where appropriate, to propose new hypotheses.
• enable the student to critically evaluate and use research information to create innovative solutions to hydrogen safety problems involving safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool
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boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
• develop in the student the quality of originality in the application of knowledge on hydrogen safety, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in specialist areas of hydrogen safety involving safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
• develop in the student the ability to deal with complex hydrogen safety issues involving safety related hydrogen properties, hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, both systematically and creatively, and make sound judgements in the absence of complete data.
LEARNING OUTCOMES: A successful student will be able to show that he/she can: KNOWLEDGE AND UNDERSTANDING K1 systematically understand fundamental physical and chemical processes
connected to hydrogen safety, and the inter-relationship between the key thermo-physical parameters (density, diffusivity, adiabatic flame temperature, minimum spark ignition energy, flammability limits, flammability range of hydrogen and air, laminar burning velocity, etc.) and processes (hydrogen thermochemistry, turbulence, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, etc.) involved during complex hydrogen safety problems (permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation).
K2 systematically understand paradigms, frameworks and theories related to current issues involving hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
K3 systematically understand methodologies, approaches and techniques (analytical, correlations, numerical) for the provision of hydrogen safety involving
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hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
INTELLECTUAL QUALITIES I1 critically evaluate evidence drawn from existing research and scholarship on
hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
I2 integrate theoretical and practical knowledge on hydrogen safety and solve complex hydrogen safety problems involving hydrogen thermochemistry, turbulence, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
I3 evaluate methodologies and paradigms concerning hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, develop critiques of them, and, where appropriate, to propose new hypotheses.
I4 provide reasoned and rigorous analyses of complex problems involving hydrogen thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, and deflagration to detonation transition, and show originality in the provision of hydrogen safety (accident prevention, mitigation, protection).
PROFESSIONAL/PRACTICAL SKILLS P1 source, critically review and use research material concerning hydrogen
thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation and deflagration to detonation transition, for the provision of hydrogen safety (prevention, mitigation, protection).
P2 formulate the underlying mathematical model of a practical hydrogen safety problem involving hydrogen thermochemistry, jet releases, pool boiling,
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dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation, solve analytically or computationally, and critically interpret the results within the constraints of practicality.
P3 formulate appropriate solutions to hydrogen safety problems (prevention, mitigation, protection) involving hydrogen thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation by assessing options arising from an array of considerations and techniques.
P4 display mastery in analysing and solving hydrogen safety problems involving hydrogen thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, thermal effects, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation using a multidisciplinary approach, applying professional judgements to balance costs, benefits, social and environmental impact.
TRANSFERABLE/KEY SKILLS T1 communicate results of research on involving hydrogen thermochemistry,
turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, detonation, deflagration to detonation transition, and mitigation to peers and engage in critical dialogue.
T2 deal with complex issues involving hydrogen thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation systematically and creatively.
T3 solve complex problems involving hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation deflagration to detonation transition, and mitigation showing self-direction and imagination.
T4 manage his/her own learning with a high degree of independence and take responsibility to expand his/her knowledge in specialist areas of hydrogen safety and understand how the boundaries of knowledge are advanced through research on hydrogen thermochemistry, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation.
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T5 transfer the skills and knowledge on hydrogen safety, paticularly on hydrogen thermochemistry, turbulence modelling, jet releases, pool boiling, dispersion, premixed combustion, non-premixed combustion, flame-turbulence interaction, permeation leaks, high pressure releases, cryogenic spills, hydrogen fires, deflagration, detonation, deflagration to detonation transition, and mitigation to new situations and environments in this or other fields.
CONTENT: Environmental, Societal and Safety Aspects of the Hydrogen Economy Economical and ecological issues. Global energy consumption. Energy security: conservation, improved oil recovery, heavy oil and oil sands, gas-to-liquids (GTL), liquid fueis from coal, liquid fueis from oil shale, liquid fuels from biomass, fuel switching to electricity, other fuel switching, hydrogen. Environmental impact. The hydrogen economy: timing of the hydrogen transition. Hydrogen as an energy carrier. Where will hydrogen come from? Hydrogen production and end-use. Hydrogen storage, distribution and infrastructure. Hydrogen safety and regulatory issues: safety issues, public acceptance and safety, regulatory issues. Approval process: the example of hydrogen road vehicles, the case of hydrogen refuelling stations. Introduction to modern safety philosophy: the modern risk-based approach to the management and regulation of safety; an introduction to the important components of risk, i.e. hazards, likelihood, consequence and hazardous event; how an understanding of these provides a basis for reducing risk and increasing safety. A brief overview of a modern structured approach to managing the risk from hydrogen. The chain: potential, trigger of cause-consequences, exposed vulnerable elements and the design actions for safety both technical and organisational in inherent safety, prevention, containment etc. An introduction to risk assessment and the goal-setting basis of modern legislation. Hydrogen Properties Atomic structure and safety related consequences. Safety related physical properties. The states of matter of hydrogen: gas, liquid, solid and other states of matter; phase transitions and the phase diagram of a pure substance; comparison between the phase-diagram of hydrogen and that of other substances. Boiling point and melting point of hydrogen: second lowest boiling and melting point of all substances, consequences for storage and transportation, Hazards arising from the low boiling point. Equations of state and the non-ideal pressure-temperature-volume behaviour of hydrogen. Density of hydrogen. Buoyancy of gaseous and liquid hydrogen. Correlations for the density of hydrogen. Properties connected to fire and explosion hazards. Phenomenology of fires, deflagrations and detonations. Health hazard properties. Hydrogen Thermochemistry The combustion reaction of hydrogen in air. Chain branching and the crossover temperature. The elementary steps and rate parameters of the detailed mechanism. Falloff and chaperon efficiencies. Characteristics of the detailed mechanism of hydrogen oxidation and the three limits in the flammability diagram.
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Introduction to CFD Simulations of Hydrogen Accidents Numerical simulation and hydrogen safety. The governing equations for the conservation of mass, momentum, energy and species. The equations of change for inert turbulent flows: turbulent fluctuations; isotropic turbulence, homogeneous turbulence and non- homogeneous turbulence; Reynolds decomposition, Favre decomposition and the closure problem for inert turbulent flows; the Boussinesq hypothesis (the Prandtl mixing length model, the k-epsilon model); Reynolds stress models. The equations of change for turbulent reacting flows. The closure problem in turbulent reacting flows: closure models for the turbulent stresses and turbulent fluxes of species and energy, closure models for the mean reaction rate and the mean heat release rate, the closure problem arising from the reaction rate, a classical closure model for the mean reaction rate and the mean heat release rate. Large Eddy Simulation: mass weighted Favre averaging and the filtered balance equations for reacting flows, closure of the subgrid turbulent stresses, closure of the subgrid turbulent species and energy fluxes, modelling of the filtered chemical reaction and the filtered heat release rate, reaction rate expression based on filtered quantities, reaction progress variable. Application of Large Eddy Simulation in hydrogen safety: confined hydrogen deflagrations, unconfined hydrogen deflagrations. Hydrogen Releases and Mixing Molecular and turbulent mixing. Jet releases. Sonic and supersonic jet releases. Joule-Thompson inversion. Governing equations for jets. Laminar jets, plane and round jets, impinging jets. Turbulent jets: transition to turbulence, morphology of jet establishment. Scaling parameters for under-expanded supersonic jets. Buoyant jet in stably stratified surroundings: formation of a buoyant ceiling layer in an enclosure; steady state plume, puff and starting plume; plume formation distance and concentration profiles. Ventilation effects on the buoyant plume in an enclosure. Examples of CFD calculations for hydrogen dispersion in simple and complex enclosures: hydrogen releases in rectangular enclosures representative of residential garages; estimation of the hydrogen concentration during accidents in nuclear power plants (hydrogen generation and release during the Three Mile Island accident; simulation of the three dimensional behavior of a hydrogen-steam mixture within a subdivided containment volume following hydrogen generation during a severe accident in nuclear power plants). Boil off phenomenon. Cryogenic hydrogen spills: cryogenic spills and pool spreading; boiling modes, pool boiling, crisis of boiling, the Leidenfrost phenomenon, forced convection boiling , sub-cooled boiling, saturated boiling. Effect of boundary layer in atmosphere on dynamics of hydrogen cloud formation. Overview of experimental data and modelling of gaseous and liquefied hydrogen releases. Premixed Combustion of Hydrogen-Air Mixtures Laminar premixed flames: phenomenology, structure of the reaction zone, laminar burning velocity and laminar flame thickness. Stabilisation of laminar premixed flames on burners. Flash-back, blow-off and flame quenching. Effect of equivalence ratio, diluent concentration, pressure and temperature on the laminar burning velocity. Cellular flame structure and flame wrinkling. Effect of flame stretch and flame curvature
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on the laminar burning velocity. Turbulence generated by flame front itself. Turbulent premixed flames: phenomenology, turbulent flame brush, turbulent burning velocity and turbulent flame thickness. Turbulence scales and the interaction between turbulence and flames. The Borghi-diagram and interpretation of combustion regimes. The closure problem in turbulent premixed combustion. Flamelet models and flame surface density models. Flame extinction by turbulence. Diffusion and Partially Premixed Combustion of Hydrogen in Air Laminar diffusion flames: passive scalars, mixture fraction, flame structure in the mixture fraction space, state relationships, the Burke-Schumann flame structure, Laminar jet flames in a uniform flow field and flame length. Turbulent diffusion flames: relationship between flame height and fuel flow rate, stable lifted flames and blow-out phenomenon, dependence of flame length and shape on jet direction, correlation between flame length and rate of heat release. Partially premixed combustion: triple flames, combustion of an inhomogeneous mixture in a closed vessel and pressure build up. Prediction of jet fire parameters: temperature, visibility, flame length and flame shape, radiation. Pool fire characteristics. Fireball characteristics. Case studies and analysis of experimental data on thermal effects of hydrogen fires. Thermal effects on people and construction elements: tolerance limits, fire resistance rating. Damage criteria for buildings, vehicles and people. Safety distances for hydrogen fires. Deflagrations and their mitigation Phenomenology of deflagration. Explosion severity parameters: relationship between explosion severity parameters and flame propagation parameters, pressure and temperature dependence of explosion severity parameters, effect of obstacles on flame propagation, flame acceleration and pressure build up . Confined deflagrations: dynamics of flame front propagation, flame induced flow, flame instabilities and flame wrinkling, prediction of pressure build-up in closed space, the Mache effect. Unconfined large-scale deflagration dynamics: mechanisms of flame propagation acceleration and the role of instabilities, positive and negative phases of pressure dynamics, pressure wave decay in the atmosphere. Overview of hydrogen deflagration mitigation techniques : pressure containment, deflagration venting, suppressant barriers, suppressant injections, fast-acting valves, flame front diverters, inherently safe design, inertisation, deflagration flame arresters, quenching diameter, dependence of the quenching diameter on pressure and application in deflagration flame arresters, quenching on the wall. Detonations Phenomenology of detonation. The Hugoniot curve: the Hugoniot relations, the Rankine-Hugoniot relation, the Rankine-Hugoniot diagram, the Rayleigh-line relation, the Chapman-Jouget points, the Chapman-Jouget detonation wave velocity. The detonation wave structure: the Zeldovich-von Neumann-Doring theory of detonation (one- dimensional wave structure), three-dimensional detonation wave structure. Detonation limits: confined and unconfined detonation limits, comparison between different fuels, effect of a problem scale. Detonation cell size: dependence on composition, temperature and pressure, comparison between hydrogen and
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hydrocarbon fuels, relationship between detonation initiation energy and detonation cell size, comparison between hydrogen, other fuels, and explosives, critical tube diameter for the onset of detonation. Deflagration to detonation transition (DDT): phenomenology of flame acceleration and DDT; effect of chemical composition, pressure, temperature, geometry, and physical size of the system. Autoignition delay times for hydrogen-air mixtures. Possible measures for reducing the potential of detonation wave generation: inhibition of flames, venting in the early stages of an explosion, quenching of the flame-shock complex, detonation flame arresters.
TEACHING & LEARNING METHODS: WebCT will be the on-line learning environment employed to deliver this course. It’s teaching & learning methods may, where applicable, include: ● Online lectures. ● Communications Tools (on-line discussion forums, mail tools, chat rooms, and a
Whiteboard). ● Self-assessment Tools (student self-evaluation & timed on-line quizzes). ● Research Tools (external references & search facilities). ● Navigation Tools (page annotation, session resumption, searchable image
archive, linked searchable glossary, indexing). ● Course Management (learning goals, grading tool, study guides, students
homepage, calendar). Asynchronous modes of communication will be utilised throughout each semester.
ASSESSMENT Two courseworks: Each coursework comprises of three questions (33⅓ marks each), each with sub-questions. Questions may include short essays, tests of factual knowledge, and opportunities for group work. The assessment will be integrated into the working environment of students where possible. The first coursework will measure the student’s achievements in module learning outcomes K1, K2, K3, I1, I2, I3, I4, P1, P2, P3, P4, T1, T2, T3, T4, T5, in the following topics (and related subtopics): safety aspects of hydrogen economy, safety related hydrogen properties, hydrogen thermochemistry, subsonic releases, high pressure releases, hydrogen non-reacting jets, cryogenic spills, boil off phenomenon, experimental data and CFD analysis of hydrogen releases, mixing and dispersion.
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The second coursework will measure the student’s achievements in module learning outcomes K1, K2, K3, I1, I2, I3, I4, P1, P2, P3, P4, T1, T2, T3, T4, T5, in the following topics (and related subtopics): premixed combustion, flame-turbulence interaction, non-premixed combustion, hydrogen fires, prediction of hydrogen jet fire parameters, thermal effects, safety distances, deflagration, detonation, deflagration to detonation transition, and their mitigation. Online self-assessment quizzes: Each lecture is concluded by an online self-assessment quiz. Learning outcomes are assessed as follows: KNOWLEDGE AND UNDERSTANDING OF SUBJECT Assessment is by coursework assignments. INTELLECTUAL QUALITIES Assessment is by coursework assignments. PROFESSIONAL/PRACTICAL SKILLS Assessment is by coursework assignments. TRANSFERABLE/KEY SKILLS Assessment is by coursework assignments.
READING LIST REQUIRED READING Distance learning module on Principles of Hydrogen Safety and with relevant references. Teaching materials of the European Summer School on Hydrogen Safety (HyCourse, 2006-2009) The Biennial Report on Hydrogen Safety (online:www.hysafe.org). Health and Safety Executive. Risk management: frequently asked questions. United Kingdom (online: http://www.hse.gov.uk/risk/faq.htm). Health and Safety Executive. Five steps to risk assessment. Leaflet to help you assess health and safety risks in the workplace, June 2006. (online: http://www.hse.gov.uk/publications/indg163.pdf).
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Office of Hazardous Materials Safety. Risk Management Definitions. U.S. Department of Transportation, Pipeline and Hazardous Materials Safety Administration, Washington, DC (online: http://hazmat.dot.gov/riskmgmt/risk_def.htm). RECOMMENDED READING Atkins P.W. and de Paula J. Physical Chemistry. Oxford University Press, Oxford, eighth edition, 2006. Breitung W., Chan C.K., Dorofeev S.B., Eder A., Gelfand B.E., Heitsch M., Klein R., Malliakos A., Shepherd J.E., Studer E., and Thibault P. Flame acceleration and deflagration to detonation transition in nuclear safety. State-of-the-art report by a group of experts, OECD Nuclear Energy Agency, August 2000. Drysdale D. An Introduction to Fire Dynamics. John Wiley & Sons, Chichester, 1999. Health and Safety Executive. Reducing risk, protecting people. HSE Books, 2001. (online: http://www.hse.gov.uk/risk/theory/r2p2.pdf). Griffiths J.F. and Barnard J.A. Flame and Combustion. Chapman & Hall, London, third edition, 1995. Kreith F. and Bohn M.S. Principles of heat transfer. Brooks/Cole Publishers, Pacific Grove, CA, sixth edition, 2001. Kuo K.K. Principles of Combustion. John Wiley & Sons, New York, second edition, 2005. Lee J.H.S. and Berman M. Hydrogen combustion and its application to nuclear reactor safety. In G.A. Greene, J.P. Hartnett, T.F. Irvine Jr., and Y.I. Cho, editors, Heat Transfer in Nuclear Reactor Safety, volume 29 of Advances in Heat Transfer, chapter 2, pages 59-123. Academic Press, New York, 1997. Lewis B. and von Elbe G. Combustion, Flames and Explosions of Gases. Academic Press, third edition, 1987. NASA. Safety standard for hydrogen and hydrogen systems. guidelines for hydrogen system design, materials selection, operations, storage, and transportation. NSS 1740.16, NASA, Washington, 1997. International Conference on Hydrogen Safety, Papers of the biannual conference (2005, 2007, 2009,…). Poinsot T. and Veynante D. Theoretical and numerical combustion. Edwards, Philadelphia, 2001.
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Pope S.B. Turbulent flows. Cambridge University Press, Cambridge, United Kingdom, 2000. Quintiere J.G. Fundamentals Of Fire Phenomena. John Wiley & Sons, Chichester, 2006. Smith J.M., Ness H.C. Van, and Abbott M.M. Introduction to Chemical Engineering Thermodynamics. McGraw-Hill, New York, sixth edition, 2001. Warnatz J., Maas U., and Dibble R.W. Combustion: Physical and Chemical Fundamentals, Modeling and Simulation, Experiments, Pollutant Formation. Springer, New York, third edition, 2005. SUMMARY DESCRIPTION Hydrogen safety engineering is important for development of the hydrogen economy. This module combines a variety of disciplines (thermodynamics, heat and mass transfer, fluid dynamics, solid mechanics, combustion) to expose the principles of hydrogen safety engineering in a self-contained manner. The knowledge and insight of the student into these principles are developed by the study of this module, and sophisticated engineering approaches to the provision of hydrogen safety are briefly introduced.
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B5.2 Module Applied Hydrogen Safety MODULE TITLE Applied Hydrogen Safety MODULE CODE TBD DATE OF REVISION: Academic Session 2006/07 MODULE LEVEL M CREDIT POINTS 30 SEMESTER 2 LOCATION: Campus One E LEARNING: Fully online MODULE STATUS WITHIN COURSE Compulsory PREREQUISITE(S) Module Principles of Hydrogen Safety COREQUISITE(S) None MODULE COORDINATOR: Dr. A.E. Dahoe TEACHING STAFF RESPONSIBLE FOR MODULE DELIVERY: Dr. A.E. Dahoe, Dr. D.V. Makarov, Prof. V.V. Molkov HOURS: 300 hours Contact Time Supporting Student Learning On-line learning 48 hours On-line discussion groups 12 hours Directed reading 80 hours Assignment preparation 20 hours Independent Study Time 140 hours Total Student Effort 300 hours ACADEMIC SUBJECT: MEC
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RATIONALE: This module seeks to develop further knowledge in hydrogen safety science, engineering, the regulatory framework, and skills in applying relevant engineering approaches to accident prevention and mitigation in practical situations involving the production, storage, transportation and utilisation of hydrogen.
AIMS: This module seeks to: • provide the student with a systematic understanding of knowledge on hydrogen
safety, and a critical awareness of current problems and/or new insights in ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, much of which is at, or informed by, the forefront in this field (academic, professional practice).
• provide the student with a systematic understanding of the regulatory framework connected to hydrogen safety, and a critical awareness of standards and good practices for the provision of safety in hydrogen applications.
• provide the student with a systematic understanding of techniques applicable to hydrogen safety so that he/she may undertake his/her own research or advanced scholarship in ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
• develop in the student a capability for independent learning to expand his/her knowledge in specialist areas of hydrogen safety involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, and to understand how the boundaries of knowledge in this field are advanced through research.
• to provide the student with a conceptual understanding so that he/she will be able to: (i) evaluate critically current research and advanced scholarship in hydrogen safety; (ii) evaluate methodologies and paradigms concerning ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, develop critiques of them and, where appropriate, to propose new hypotheses.
• enable the student to critically evaluate and use research information to create innovative solutions to hydrogen safety problems involving ignition mechanisms,
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handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
• develop in the student the quality of originality in the application of knowledge on hydrogen safety, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in specialist areas of hydrogen safety involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
• develop in the student the ability to deal with complex hydrogen safety issues involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment both systematically and creatively, and make sound judgements in the absence of complete data.
LEARNING OUTCOMES: A successful student will be able to show that he/she can: KNOWLEDGE AND UNDERSTANDING K1 systematically understand fundamental physical and chemical processes
connected to hydrogen safety and the inter-relationship between the key thermo-physical parameters and processes (ignition mechanisms, pressure effects from hydrogen deflagrations and detonations, blast waves, hydrogen mechanisms of embrittlement, mechanisms of hydrogen attack) involved during complex hydrogen safety problems (blast effects, handling hydrogen releases, structural response, fragmentation effects, missile effects, safety distances, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, mitigation and risk assessment).
K2 systematically understand paradigms, frameworks and theories related to current issues involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
K3 systematically understand methodologies, approaches and techniques (analytical, correlations, numerical) for the provision of hydrogen safety involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response,
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fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
K4 systematically understand of the legal and regulatory issues (ATEX), and standards that apply to the use of hydrogen and hydrogen technologies, based upon a well-informed, critical and conceptually sophisticated understanding of hydrogen properties and fundamental phenomena (dispersion, ignition, combustion, explosion, blast waves) that underlie processes relevant to hydrogen safety.
INTELLECTUAL QUALITIES I1 critically evaluate evidence drawn from existing research and scholarship on
ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
I2 integrate theoretical and practical knowledge on hydrogen safety and solve complex hydrogen safety problems involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
I3 evaluate methodologies and paradigms concerning ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, develop critiques of them, and, where appropriate, to propose new hypotheses.
I4 provide reasoned and rigorous analyses of complex problems involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, and risk assessment, and show originality in the provision of hydrogen safety (accident prevention, mitigation, protection).
PROFESSIONAL/PRACTICAL SKILLS P1 source, critically review and use research material on ignition mechanisms,
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handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
P2 formulate the underlying mathematical model of a practical hydrogen safety problem involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
P3 formulate appropriate solutions to hydrogen safety problems involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, by assessing options arising from an array of considerations and techniques.
P4 display mastery in analysing and solving hydrogen safety problems involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, using a multidisciplinary approach, applying professional judgements to balance costs, benefits, social and environmental impact.
TRANSFERABLE/KEY SKILLS T1 communicate results of research on ignition mechanisms, handling hydrogen
releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, to peers and engage in critical dialogue.
T2 deal with complex issues involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, systematically and creatively.
T3 solve complex problems involving ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, showing self-direction and imagination.
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T4 manage his/her own learning with a high degree of independence and take responsibility to expand his/her knowledge in specialist areas of hydrogen safety and understand how the boundaries of knowledge are advanced through research on ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment.
T5 transfer the skills and knowledge, particularly on hydrogen safety, particularly on ignition mechanisms, handling hydrogen releases, pressure effects from hydrogen deflagrations and detonations, blast effects, structural response, fragmentation effects, missile effects, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, safety distances, mitigation and risk assessment, to new situations and environments in this or other fields.
CONTENT: Hydrogen Safety and the Regulatory Framework An introduction to the meaning of codes, standards, guidance and regulations. An overview of the key European safety legislation that applies to hydrogen. A detailed examination of the structured approach to safety demanded by the ATEX Directives. Explanation and examples of how codes, standards and guidance may be used to manage risk and comply with the law. Handling Hydrogen Releases Peculiarities of handling different types of releases: permeability, leaks and subsonic releases, high-momentum releases, cryogenic hydrogen spills, 'explosive' evaporation, catastrophic failures, boil off. Hydrogen detection and hydrogen sensors. Hydrogen removal: ventilation, thermal recombiners, passive autocatalytic recombiners. Preventive ignition of unscheduled releases: glow plug igniters, spark igniters, catalytic igniters. Prevention of Hydrogen IgnitionOverview of hydrogen ignition mechanisms and relevant preventing techniques: electrical circuits, static electricity, hot surface, open fire, shock waves, (hot) gas jet, explosives, exothermic reaction, pyrophoric substances, lightning, etc. Autoignition and safety in hydrogen powered vehicles. Standard IEC 60079-10 'Electrical apparatus for explosive gas atmospheres - Part 10: Classification of hazardous areas'. Pressure Effects of Hydrogen Explosions Blast wave properties: ideal blast wave structure, the use of the Sachs variables, atmospheric and ground effects. Prediction of blast effects from hydrogen explosions: overpressures generated by unconfined hydrogen deflagrations with different velocities and acceleration of flame front propagation in open atmosphere. Blast parameters from unconfined gaseous detonations. Blast effects of confined and unconfined explosions.
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Experimental results on hydrogen explosion pressures above 'standard' detonation pressure. Shortcomings of the TNT-equivalence concept for the estimation of pressure effects of gaseous explosions. Multi-energy method for the estimation of pressure effects of gaseous explosions. Blast effects from bursting spheres. Physical explosions. Pressure vessel failure for flash-evaporating liquids. Evaluation of safety distances related to unconfined hydrogen explosions. Venting of deflagration: multi-peak structure of pressure transients and underlying physical phenomena, turbulence generated by venting process, coherent deflagrations in a system enclosure-atmosphere and the role of external explosions, the Le Chatelier-Brown principle analogue for vented deflagrations, onset of detonation during the venting of hydrogen-air mixtures. Correlations for calculation of venting area for hydrogen-air explosions in enclosures. Structural Response, Fragmentation and Missile Effects Structural response to explosion loadings: amplification factors for sinusoidal and blast loadings, P-I diagrams for ideal blast sources and nonideal explosions, energy solutions, dimensionless P-I diagrams. Structural response times for plates. Damage criteria for buildings, vehicles and people. Fragmentation and missile effects: primary and secondary fragments; drag-type and lifting-type fragments; impact effects; trajectories and impact conditions. Compatibility of Metallic Materials with Hydrogen An overview of reported accidents and incidents caused by hydrogen embrittlement. Internal and external hydrogen embrittlement. States of hydrogen in steels: hydrogen in metallic solution, hydrogen in combined state. Gaseous hydrogen embrittlement: steel deterioration due to hydrogen in metallic solution, mechanism due to transport by dislocations, effect of temperature. Hydrogen attack: steel deterioration due to hydrogen in combined state, mechanism of formation of micro-cavities in the steel, effect of diffusional transport, effect of temperature. Influence of hydrogen pressure on crack growth rate. Test methods to investigate hydrogen embrittlement and hydrogen attack. Factors affecting hydrogen embrittlement: hydrogen purity, hydrogen partial pressure, temperature, exposure time, surface condition, nature of the material (critical concentration of hydrogen in the material, microstructure, chemical composition, mechanical properties). Mitigation of hydrogen embrittlement by the addition of vanadium and rare earth elements to ferritic steel, or, Ni, C, and Mn to austenitic stainless steels. Hydrogen embrittlement of other materials: brass and copper alloys, aluminum and aluminum alloys, Cu-Be (used in springs and membranes), Ni and high Ni alloys, Ti and Ti alloys. Mitigation of hydrogen attack: chemical composition (addition of Cr, Mo, Ti, W), heat treatment (stress relief treatment), level of stress (elimination of residual stresses by heat treatment). Risk Assessment Methodologies Terms and definitions: hazard, danger, accident, risk, risk analysis, risk assessment, etc. Origins and a brief history of risk analysis and loss prevention. Basic factors determining hazard and risk of substances. Hazard identification and analysis methods. Hazard ranking methods, the Dow Fire and Explosion Index. Hazard and operability studies (HAZOP). Consequence analysis. Dispersion and transmission models: the
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structure of the atmosphere and its relation to transmission and plume behaviour. Dispersion models: critical Richardson number criterion, the Gaussian plume model, dispersion from a free turbulent gas jet, etc. Vulnerability and damage: general response function given intensity of effect and time of exposure, fires and dose-response of heat radiation exposure, blast wave strength from vapour cloud explosion, blast interaction with objects, damage caused by blast waves, blast effects on people, toxic effects, domino effects. Failure frequency estimation. Fault tree analysis (FTA): minimum cut sets. Risk presentation, acceptance criteria and perception (individual and group risk and their application to "external or public safety"; uncertainty in risk assessment). Risk reduction and control: safety management system (SMS), history of accident frequency, the crucial role of management and human factor, accident investigation. Risk reducing measures: rapid ranking and the risk matrix, layer of protection analysis (LOPA), safety instrumented systems (SIS), other protective measures, maintenance. Design methods and design safety reviews. The costs of accidents. The costs of safety: investment and profitability, cost optimisation, loss of life, the law of large numbers, limited scope - selection of alternatives. Use of CFD in risk assessment. Safety Standards and Good Practices related to Hydrogen Applications Production: centralized hydrogen production, decentralised hydrogen production. Transportation: hydrogen supply for transport systems (“Handbook for approval of hydrogen refuelling stations”), hydrogen supply for portable systems. Utilisation: hydrogen powered vehicles (on-board storage, fuel cells). Stationary hydrogen and fuel cell applications (“Installation Permitting Guidance for Hydrogen and Fuel Cells Stationary Applications”). Related standards, e.g. ISO TC 197 “Hydrogen technologies”, IEC TC 105 “Fuel Cells”, ISO TC 58 “Gas cylinders” and CEN TC 23 “Pressure vessels”, CEN TC 305 “Potentially explosive atmospheres - explosion prevention and protection”. NASA safety standard for hydrogen and hydrogen systems “Guidelines for Hydrogen System Design, Materials Selection, Operations, Storage, and Transportation” (1997), US DoE “Guidelines for Safety Aspects of Proposed Hydrogen Projects”.
TEACHING & LEARNING METHODS: WebCT will be the on-line learning environment employed to deliver this course. It’s teaching & learning methods may, where applicable, include: ● Online lectures. ● Communications Tools (on-line discussion forums, mail tools, chat rooms, and a
Whiteboard). ● Self-assessment Tools (student self-evaluation & timed on-line quizzes). ● Research Tools (external references & search facilities). ● Navigation Tools (page annotation, session resumption, searchable image
archive, linked searchable glossary, indexing). ● Course Management (learning goals, grading tool, study guides, students
homepage, calendar).
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Asynchronous modes of communication will be utilised throughout each semester.
ASSESSMENT Two courseworks: Each coursework comprises of three questions (33⅓ marks each), each with sub-questions. Questions may include short essays, tests of factual knowledge, and opportunities for group work. The assessment will be integrated into the working environment of students where possible. The first coursework will measure the student’s achievements in module learning outcomes K1, K2, K3, I1, I2, I3, I4, P1, P2, P3, P4, T1, T2, T3, T4, T5, in the following topics (and subtopics): the regulatory framework of hydrogen safety, handling hydrogen releases, ignition mechanisms and preventing techniques, pressure effects from hydrogen deflagrations and detonations, venting of hydrogen deflagrations. The second coursework will measure the student’s achievements in module learning outcomes K1, K2, K3, I1, I2, I3, I4, P1, P2, P3, P4, T1, T2, T3, T4, T5, in the following topics (and subtopics): structural response, damage criteria for buildings, vehicles and people, safety distances, hydrogen embrittlement and hydrogen attack during storage, transportation and distribution, risk assessment, hydrogen mitigation. Learning outcome K4 will be assessed in standards that apply to the use of hydrogen and hydrogen technologies. Online self-assessment quizzes: Each lecture is concluded by an online self-assessment quiz. Learning outcomes are assessed as follows: KNOWLEDGE AND UNDERSTANDING OF SUBJECT Assessment is by coursework assignments. INTELLECTUAL QUALITIES Assessment is by coursework assignments. PROFESSIONAL/PRACTICAL SKILLS Assessment is by coursework assignments. TRANSFERABLE/KEY SKILLS Assessment is by coursework assignments.
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READING LIST REQUIRED READING Distance learning module on Applied Hydrogen Safety and with relevant references. Teaching materials of the European Summer School on Hydrogen Safety (HyCourse, 2006-2009) The Biennial Report on Hydrogen Safety (online: www.hysafe.org). Barthelemy H., Dorner W., Gabrieli G., Irani R.S., Kriese A., Lleonsi J., Markhoff K., Puype H., and Webb A. Gaseous hydrogen stations. Technical Report IGC Doc 15/06/E, European Industrial Gases Association, Brussels, 2006. Revision of Doc 15/96 and Doc 15/05 (online: www.eiga.be/pdf/Doc%2015%20E.pdf). Health and Safety Executive. ATEX and DSEAR Frequently asked questions. United Kingdom (online: http://www.hse.gov.uk/electricity/atex/index.htm). Health and Safety Executive. ATEX and explosive atmospheres. United Kingdom (online: http://www.hse.gov.uk/fireandexplosion/atex.htm). RECOMMENDED READING AIChE. Layer of protection analysis: Simplified process risk assessment. Center for Chemical Process Safety, American Institute of Chemical Engineers, New York, 2001. Baker W.E., Cox P.A., Westine P.S., Kulesz J.J., and Strehlow R.A. Explosion Hazards and Evaluation, volume 5 of Fundamental studies in engineering. Elsevier Scientific Publishing Company, New York, 1983. Breitung W., Chan C.K., Dorofeev S.B., Eder A., Gelfand B.E., Heitsch M., Klein R., Malliakos A., Shepherd J.E., Studer E., and Thibault P. Flame acceleration and deflagration to detonation transition in nuclear safety. State-of-the-art report by a group of experts, OECD Nuclear Energy Agency, August 2000. COM (2003) 515 final. Communication from the Commission concerning the non-binding guide of good practice for implementing Directive 1999/92/EC of the European Parliament and of the Council on minimum requirements for improving the safety and health protection of workers potentially at risk from explosive atmospheres. Commission of the European Communities, Brussels, 2003. (EU guide to ATEX 137; online: http://europa.eu.int/eur-lex/en/com/cnc/2003/act0515en02/1.pdf) European Industrial Gases Association. Determination of safety distances. Technical Report IGC Doc 75/01/E/rev, EIGA, Brussels, 2001.
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International Conference on Hydrogen Safety, Papers of the biannual conference (2005, 2007, 2009,…). Kuo K.K. Principles of Combustion. John Wiley & Sons, New York, second edition, 2005. Lee J.H.S. and Berman M. Hydrogen combustion and its application to nuclear reactor safety. In G.A. Greene, J.P. Hartnett, T.F. Irvine Jr., and Y.I. Cho, editors, Heat Transfer in Nuclear Reactor Safety, volume 29 of Advances in Heat Transfer, chapter 2, pages 59-123. Academic Press, New York, 1997. Lees F.P. Loss Prevention in the Process Industry, volumes 1-3. Butterworth, London, second edition, 1996. Lewis B. and von Elbe G. Combustion, Flames and Explosions of Gases. Academic Press, third edition, 1987. NASA. Safety standard for hydrogen and hydrogen systems. Guidelines for hydrogen system design, materials selection, operations, storage, and transportation. NSS 1740.16, NASA, Washington, 1997. SUMMARY DESCRIPTION This module is a follow-up of 'Principles of Hydrogen Safety. It exposes sophisticated engineering approaches to the provision of hydrogen safety, as well as the legal and regulatory issues, and standards that apply to the use of hydrogen and hydrogen technologies. Sophisticated engineering approaches include large eddy simulation of unscheduled releases and accidental explosions of hydrogen in application areas involving the production, storage, transportation, and utilisation of hydrogen.
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SECTION C: COURSE or SUBJECT MANAGEMENT
C1 Equality of Opportunity and Admissions Policy and Special Educational Needs and Disability Order
UU is committed to ensuring equality of opportunity where decisions on entry to the institutes are based on the principles of Open Access and Equality of Opportunity, whatever the gender, martial status, creed, colour, race, religion, ethnic origin or disability of any individual. The Course Committee, however, may set such criteria as deemed necessary to place an applicant on a course programme of appropriate type and level. UU will aim to reduce to a minimum any potential barriers to access for assessment and accreditation of a person’s achievement. Where applicants have already achieved competence through experience, UU will assist with: a) The identification of such previously achieved competence. b) The identification of opportunities to achieve further competence in current
situations. c) The identification and provision of further study and training opportunities. Policies ensuring Equality of Opportunity and Admissions are in line with article 28 of the Charter of the University of Ulster (http://plangov.ulster.ac.uk/governance/charter.html).
C2 Course or subject management, including, as applicable, arrangements for placement and study in other institutions
The management will consist of the following: (i) Course Committee, (ii) Course Advisory Team, (iii), Staff/Student Consultative Committee.
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Figure 1. Course management. C2.1 COURSE COMMITTEE 1. The course is administered by a Course Committee, comprising staff who contribute
significantly to the teaching of the course. The Course Committee is responsible to the Faculty Board for the organisation and effective management of the course. The Course Committee is chaired by a Course Director. The delivery of individual modules is managed by Module Coordinators.
2. The Course Committee puts in place, in accordance with University and Faculty policies, arrangements for student support and guidance, in particular • student induction and transition, and monitoring attendance; • studies advice and access to staff; • student consultation.
3. The Course Committee is responsible for the ongoing administration of the course. In addition, the Course Committee must fulfil University quality assurance procedures with respect to the course and associated modules.
4. The Course Committee, with the external examiner, becomes the Board of Examiners for the course and as such determines the assessment results and academic progression of students, and make recommendations for awards to Senate.
TERMS OF REFERENCE OF COURSE COMMITTEES a) To advise and report to the Faculty Board(s) on: i) all matters relating to the organisation of teaching, including curricula and
courseworks, in the course(s); ii) the effective and efficient use of resources for the course(s); iii) the progress and conduct of students on the course(s); iv) the establishment of an effective form of consultation between staff and students
on the course(s);
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v) such other matters as may be determined by the Faculty Board. b) To submit to the Faculty Board nominations for the appointment of external
examiners for the course(s). c) To submit to the Faculty Board annual reports on the operation of the course(s),
including reports submitted by external examiners. d) To consider evidence of extenuating circumstances presented by students in relation
to performance in assessment in semester one and to decide, on behalf of Senate, whether to permit them to take the assessment as for the first time.
e) To consult with other Course Committees on matters of mutual interest or concern. NOTE: The membership of a Course Committee includes: a) all members of the academic staff of the University, and persons designated under
Statute XVI, 9(D) as recognised teachers of the University, who make a significant contribution to the teaching of the course;
b) the Heads of School and the Deans of the Faculties (ex-officio) in which the academic staff members of the committee are located;
c) at the discretion of the Board of the Faculty: i) student representatives, subject to the provisions of Statute XXI, the number and
manner of appointment to be determined by the Board; ii) persons, whether members of the University or not, who make a significant
contribution to the teaching and/or supervision, and/or assessment, of students on the course;
iii) co-opted members, subject to such terms and conditions as the Board may determine.
C2.2 COURSE ADVISORY TEAM The Course Advisory Team consists of the Course Director, Module Coordinators, Faculty e-learning Co-ordinator, Faculty Marketing & Business Development Assistant, Manager of Hydrogen Safety Programme at UU, and external advisers (e.g. members of the European Network of Excellence HySafe: e-Academy partners and/or industrial partners) to advise on the current requirements of the industry and education/training issues. C2.3 COURSE DIRECTOR DUTIES OF COURSE DIRECTOR The Course Director is responsible to the Board of the Faculty for the organisation and management of the course. In particular the Course Director: i) acts as Chairman of the Course Committee; ii) in consultation with Head(s) of School as appropriate, keeps under review the
provision of human and physical resources for the course; iii) liaise with Heads of School to ensure that a Module Coordinator is appointed for
each course module;
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iv) ensures that the Course Committee carries out its functions as approved by Senate and is responsible in collaboration with other members of the Course Committee for:
a) preparation of course publicity material and coordination of the Course Committee's contribution to the University's overall course publicity programme;
b) ensuring that information held on the module database is updated to take account of revisions which affect the modules taught in the course [see also below];
c) oversight of the selection of applicants in accordance with the University's admission policy;
d) the timetabling of the course; e) arrangements for student induction programmes, including the preparation
and distribution of course handbooks and other material to students; f) ensuring that students are adequately informed of both general health and
safety matters and those specific to their course of study and for communicating relevant information to them;
g) in consultation with the Head of School, allocation of advisers of studies to students;
h) the regular review of student attendance and progress and presentation of reports on these matters to the Course Committee, (including evidence of extenuating circumstances submitted by students in relation to performance in courseworks and assessment in semester one), and to the Faculty Board in respect of students deemed withdrawn on account of non-attendance for an (aggregate) period of four weeks;
i) implementation of the Course Committee's decision regarding the method of staff/student consultation;
j) submission to the Faculty Board of nominations for the appointment of external examiners;
k) collation of draft coursework papers and collaboration with external examiners in the approval and moderation of coursework papers;
l) consideration of requests for permission for late submission of coursework; m) arrangements for meetings of Boards of Examiners and for the attendance of
external examiners; n) arrangements for the preparation of students' results profiles for presentation
to the Board of Examiners; o) communicating to unsuccessful students the Board of Examiners' decisions
about their performance and progress; p) preparation for consideration by the Course Committee of a draft response to
the report(s) of external examiner(s); q) preparation and submission of appropriate documentation, for initial
consideration by the Course Committee, for annual subject monitoring and Revalidation and for proposed revisions to the course;
r) with the approval of the Dean, arrangements for liaison with external bodies.
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The Course Director undertakes such other duties as the Board of the Faculty may specify. The Course Director can delegate some duties to Module Coordinators. C2.4 MODULE COORDINATORS DUTIES AND RESPONSIBILITIES OF MODULE COORDINATORS Each module has a Module Coordinator who is appointed by the Head of School and who has overall responsibility for the module. Staffing within a module is the responsibility of the Head of School. Where a module is taught on more than one campus a coordinator will normally be appointed for each campus. The main responsibilities of the Module Coordinator are:
• planning the module and changes to the module • coordinating and managing teaching on the module • coordinating the examining of students on the module though in cases where a
module is delivered by more than one member of staff some responsibilities will be shared.
1. Planning the Module and Changes to the Module a) in respect of a new module, provides the course planning committee with the
details of the new module (e.g. title, level, credit points, aims and objectives, learning outcomes, teaching and learning methods, description, assessment, reading list) for inclusion in the course document;
b) in respect of changes to an existing module, in consultation with the Course Director, completes and submit to the Faculty for approval a CA3 form setting out the proposed changes. (Note: The Course Director is responsible for providing Academic Registry with information required for new courses or Honours subjects and provision undergoing Revalidation).
2. Coordinating and Managing Teaching on the Module a) Modules may be taught entirely by one member of staff (who is the Module
Coordinator) or by a team of lecturers headed by a Module Coordinator. The Module Coordinator in the former case or the lecturing team in the latter case is responsible for:
- preparing and delivering lectures, seminars, tutorials and practicals in accordance with the syllabus;
- preparing handouts for students covering the syllabus, timetable, reading list, assessment requirements, library arrangements and procedures for contact with students (see Appendix 29);
- ensuring that the library, computer services and the bookshop have been made aware of the requirements for the module;
- monitoring student attendance and progress and advising the Course Director and Adviser of Studies of any problems; and
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- attending meetings of the Course Committee; b) Where more than one member of staff delivers the module, the Module
Coordinator: - convenes periodic meetings with the module team to plan teaching, to review
assessment procedures and coursework marks, etc.; - provides support for less experienced staff; - represents the views of the module team at relevant meetings; and - circulates to the module team relevant information. 3. Coordinating the Examining of Students on the Module The module team, where more than one member of staff delivers the module, or the
Module Coordinator, where the module is delivered by only one member of staff, is responsible for: a) marking and return of coursework assignments to students with comments and marks/grades; and b) marking coursework scripts and arranging for double marking or other moderation where required. The Module Coordinator is responsible for:
a) preparation of the draft coursework paper for submission to the Course Director for approval by the external examiner;
b) submission of approved coursework papers to the Head of School or to the Examinations Office on behalf of the Head of School;
c) liaising with Student Support and advising the Course Director of special coursework requirements if appropriate;
d) submission of coursework marks to the Examinations Office by the specified deadline;
e) notification to the Course Director, in person or by telephone, of any amendments to the provisional marks of a student so that these will be available to the Course Committee and the Board of Examiners together with notification to the Examinations Office in writing of the amendments;
f) attendance at meetings of the Course Committee and the Board of Examiners and reporting on student performance where required.
4. Module Monitoring The Module Coordinator is responsible for contributing to the module monitoring process. 5. Responsibilities with respect to e-Tutors With respect to e-Tutors, it is the responsibility of the Module Co-ordinator (or other nominated member of staff) to:
a) provide e-Tutors with an overview of the Course and the Module outline. b) explain the purpose of the online teaching sessions within the framework of the
overall teaching of the Module, including full details of the delivery programme. c) explain how the students are expected to be taught, and the role of the e-Tutor in
this.
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d) explain how the Module is administered and how e-Tutors should interact with the Module co-ordinator.
e) discuss how assessment (if undertaken) should be carried out, provide copies of assessment tasks, marking criteria and guidance, and explain arrangements for moderation of any marking.
f) provide information about the provision of feedback to students about their work. g) inform e-Tutors about any feedback they will be expected to provide to the
Module co-ordinator about the teaching of the Module (for Module evaluation purposes).
h) inform e-Tutors which member of staff is the Course Director and advise them of the dates when course committee meetings are planned.
i) familiarise E-Tutors with the virtual learning environment used and tools which they are expected to use as a means of communicating with students in their tutorial groups.
j) provide E-Tutors with a list of students in their tutorial groups, together with information about the timing of the session.
k) request from E-Tutors information on any non-participation in online activities (e.g. discussions, mailings).
l) to support e-Tutors with assessment of student work (i.e. give explicit assessment criteria together with guidance on how these criteria are to be applied in marking and grading the work, provide information regarding the deadlines for completion of assessment and the procedures for providing assessment information to the Module Coordinator).
C2.5 STAFF/STUDENT CONSULTATIVE COMMITTEE For e-learning, where formal committees are less practicable, the Course Committee will develop an appropriate method of consultation. This includes email circulation, the use of WebCT discussion board, online meetings with students. The students will be represented by two volunteers in the staff-student consultative committee. Outcomes of discussions with advisers of studies and module tutors and issues raised will be formally minuted at Course Committee meetings and appropriate feedback shall be provided to students. C2.5 UNIVERSITY'S APL POLICY Applicants to the course are considered on the basis of admission criteria for a Postgraduate Certificate. Where candidates present non-standard qualifications (APEL for Admission) or claim exemptions (APCL for Exemptions, APEL for Admission), the University's APL Policy shall be followed and such applicants shall be considered through the Faculty's APL processes.
C3 Student support and guidance
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In accordance with University and Faculty policies, arrangements for student support and guidance, shall be put in place, in particular
• student induction (including appropriate course documentation and induction into the online environment) and transition, and monitoring attendance
• studies advice and access to staff through email outside class hours • student consultation.
Campus One has designed an online student induction and support programme to help students prepare for learning online, using WebCT. Registered Campus One students receive a ‘Welcome Pack’ and an online ‘Campus One Induction Package’ containing: (i) a letter welcoming him or her to their course, (ii) background information about Campus One and the University of Ulster including information about its historical origins and geographical location, (iii) information about how Campus One courses are delivered including details of any usernames and passwords that will be required. (iv) advice about studying online and access to a list of online Study Skills Guides, (v) details about technical assistance and support services available to online students, (vi) information about course issues, such as, how to change courses, the staff involved in a course and how courses are monitored etc., (vii) an overview of WebCT Communication Tools, (viii) guidance about course assessment requirements, such as, how to submit assignments and the University’s policy on plagiarism, (ix) information about the student support and guidance services available, and (x) information about the Data Protection Act. Staff involved in e-delivery will be encouraged to make full use of the calendar function in WebCT to keep students informed about availability. Students will be encouraged to form peer-support groups via the chat rooms and discussion areas in WebCT. Student attendance is recorded by the virtual learning environment and will be monitored conform paragraph 8 of Section B3. Both staff and students will engage actively in the reviewing of student development using the University’s Personal Development System. The Cohort Manager will be used to create student cohorts and share notices, course specific skills, calendar events, resources, and files with students. Coursework submission and studies advice shall be managed through the Personal Development System.
C4 Arrangements for quality assurance and enhancement Quality assurance and enhancement will be achieved by:
• Module monitoring. Individual modules are evaluated by the module coordinator. The operation of the module in the previous year will be appraised, both from the teaching staff’s point of view and that of the students, on the basis of (i) how well the module has operated and provide evidence of this, for example, by means of student feedback in relation to the module, Staff/Student Consultative Committee minutes, feedback from students who had completed the module (including successful and unsuccessful students), past performance on the module to determine whether shortcomings are recurrent or not (ii) needs for
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the improvement of modules, (iii) actions for module improvement (quality and timeliness of content, quality of delivery). This evaluation is summarised in a provisional action plan to be submitted to the Head of School. The resulting action plan developed by the Head of School in consultation with the Module Co-ordinator is sent to the relevant Course/Subject Committee so that progress of action points can be monitored. The Head of School provides an annual summary report on the module monitoring detailing modules selected for scrutiny, outcomes, planned enhancements and timescales for implementation and this forms part of the Faculty’s Annual Subject Monitoring process.
• Annual subject monitoring. The Course Director provides the Faculty with information (student progression and award data, external examiner reports, feedback from students, information related to e-learning (support for distance learners; student-material, student-student and student-tutor interaction, rewards of the distance learning experience), external review activity (e.g. professional, statutory or regulatory body reviews, information from employers and QAA reviews (where appropriate))) for the purpose of reviewing the performance of programmes and subjects in the context of the Faculty and University objectives, monitor student achievement and progression, identify issues for further action and enhancement, and identify and share good practice between subjects.
• External examiner reports. • Student questionnaire. To provide feedback for module monitoring.
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SECTION D: RESOURCES
D1 Resources available to the course/subject (physical): accommodation, library, laboratory and computing, in addition to general resources
Library resources should specifically identify whether they are available for the course from the library catalogues
Resource Department (a) Staffing Yes Corporate Planning and Governance Services (b) Accommodation Yes Physical Resources (c) Centrally managed IT services Yes Information Services (d) Library Yes Information Services (e) Careers advice Yes Careers Service (f) Recurrent/Equipment Yes Corporate Planning and Governance Services (g) E-learning Yes Institute of Lifelong Learning The modules 'Principles of Hydrogen Safety' and 'Applied Hydrogen Safety' are self-contained and delivered online through Campus One. Materials for required reading are available in electronic format. Materials for recommended reading, particularly journal papers cited in the text of the lectures, are also available in electronic format through the UU library and are made accessible through WebCT. More specifically:
• Students have access to the UU library through WebCT and Campus One. • Support materials (e.g. the Biennial Report on Hydrogen Safety, developed and
updated by the European Network of Excellence HySafe) are also provided in addition to lecture material and available on-line.
• Students can also avail of the Inter-library loans service.
Hardcopies of books in the recommended reading list are available at affordable prices, and e-book versions may also be purchased. The Course Team will undertake efforts to make e-books available to this course through the UU library. Software needed to reinforce learning is from the open-source domain (e.g. CANTERA, www.cantera.org; STANJAN, www.stanford.edu; GASEQ, http://www.gaseq.co.uk). The Institute for Fire Safety Engineering will make in-house developed software (e.g. CINDY) available where appropriate.
D2 Resources (staff) The School of the Built Environment has already developed considerable expertise in hydrogen safety (notably the HySafe members at UU), as well as in the development and delivery of distance learning (notably the staff members of the Sustainable Technologies Group and of the Institute of Lifelong Learning). Teaching staff of this course will continue to undertake training through staff development and other courses
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in the use of WebCT and course management. The Faculty e-learning coordinator is actively involved in the establishment of this course and will further support the development of this new programme. Resource in terms of teaching staff is sufficient. To ensure further resourcing, three research associates, who have been appointed recently by UU, will first register with the course as students, and afterwards assist with teaching as e-tutors. Further resourcing will be drawn by allowing leading experts in hydrogen safety from the HySafe consortium, keynote speakers of the European Summer School on Hydrogen Safety, and experts who aid the development of the International Curriculum on Hydrogen Safety Engineering to deliver teaching on this course. This, is in line with the European Commission's policy, i.e. the policy of the funding body that awarded the resources for the e-Academy of Hydrogen Safety and the European Summer School on Hydrogen Safety, to design tomorrow's education and to create a consolidated pool of experts to deliver teaching in the distance learning mode in this field.
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D2.1 Brief curricula vitae with particular reference to more recent activities, and
indicating how the teaching and research areas represented are of relevance to the course
CURRICULUM VITAE PROF. V.V. MOLKOV Name: Prof. Vladimir Molkov School: School of the Built Environment Position: Professor of Fire Safety Science Academic and Professional Qualifications/Membership Year Award Institution 1997 DSc [Fire Safety] All-Russian Research Institute
for Fire Protection 1984 PhD [Chemical Physics, including
Physics of Combustion and Explosion]Moscow Institute of Physics and Technology
1977 MSc [General and Applied Physics] Moscow Institute of Physics and Technology
• Member, International Association for Fire Safety Science, 1994-present; • Member, The Combustion Institute (British Section), 2002-present; • Member, NFPA (National Fire Protection Accosiation, USA), 2001-present; • Member, FABIG (Fire and Blast Information Group), 2001-present; • Member, UKELG (UK Explosion Liaison Group), 2001-present; Brief Outline of Career History Years Post Employer 1999 – Present Professor of Fire Safety Science University of Ulster 1998 – 1999 Visiting Professor Moscow University of Civil
Engineering 1997 – 1998 JSPS Fellow The University of Tokyo 1997 – 1998 Visiting Professor Toho University, Japan 1997 – 1999 Head of Fire Modeling and Fire
Safety in Buildings All-Russian Research Institute for Fire Protection
1996 Visiting Lecturer The University of Tokyo 1992 – 1997 Head of Fire and Explosion
Hazards of Substances All-Russian Research Institute for Fire Protection
1993 – 1994 Co-manager, Russian-Chinese project on creation of multi-media database on fire and explosion hazards of substances and materials
All-Russian Research Institute for Fire Protection
1978 – 1992 Engineer, Researcher, Senior Researcher, Leading
All-Russian Research Institute for Fire Protection
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Researcher, Division Head, Deputy Head of the Department
Teaching Disciplines Fire Safety Engineering, Hydrogen Safety Engineering (under development) Course or Subject-related Responsibilities Module coordinator and tutor [BLD706J1 - Heat Transfer and Thermofluids] Supervisor [BLD812J4 – Dissertation] Tutor [BLD804J2 - Fire safety engineering design project] Tutor [BLD101J4 - Building science and materials (laboratories)] Professional Activities outside the Institution • Deputy Editor-in-Chief, Fire and Explosion Safety Journal, Russia, 1992-present. • Member of Editorial Board, Fire Safety Journal, 1999-present; • Member, European Standardisation Organisation CEN/TC305, 1999-present; Research Interests The research interests include: accidental combustion; fire and explosion physics; fire and explosion hazards of substances; large eddy simulation (LES) of the dynamics of accidents, involving flammable and toxic gases, throughout all stages, including release, mixing, distribution, ignition, fires and explosions at industrial scales; fire and explosion mitigation technologies; hydrogen safety engineering; vented gaseous deflagrations, including the development of the innovative vent sizing technology, etc. Total Number of Publications/Public Output to Date 160+ Details of Three Recent Publications/Public Output 1. Book: Fire and Explosion Hazards, Proceedings of the Forth International Seminar
on Fire and Explosion Hazards, 8-12 September 2004, Londonderry, Northern Ireland, UK, Editors: D. Bradley, D. Drysdale, V. Molkov, University of Ulster, ISBN: 1 85923 186 1, Printed by Universities Press, 2004, 932 p.
2. Molkov V., Makarov D., Grigorash A., Cellular Structure of Explosion Flames: Modelling and Large Eddy Simulation, Combustion Science and Technology, Vol.176, Issue 5-6, pp.851-885, 2004.
3. Molkov V., Makarov D., Schneider H., LES Modelling of an Unconfined Large-Scale Hydrogen–Air Deflagration, Journal of Physics D: Applied Physics, Vol. 39, pp.1–11, 2006.
Recent Staff Development Activities 1. "Staff Development E-Learning Event" (2002) 2. "Using Technologies to Support Inclusive Learning" (2003)
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CURRICULUM VITAE DR. A.E. DAHOE Name: Dr. Arief Edsel Dahoe School: School of the Built Environment Position: Lecturer in Hydrogen Safety Academic and Professional Qualifications/Membership Year Award Institution 2000 PhD [Flame Propagation] Delft University of Technology, The
Netherlands 1993 MSc [Chemical Engineering] Delft University of Technology, The
Netherlands Brief Outline of Career History Years Post Employer 2004 – present Lecturer in Hydrogen Safety Institute for Fire Safety Research
and Technology, Faculty of Engineering, University of Ulster, Northern Ireland, United Kingdom
2002 – 2004 Research Associate Department of Mechanical Engineering, Eindhoven University of Technology, The Netherlands
2001 – 2002 Visiting scholar Division of Energy, Fluid Mechanics and Turbomachinery, Department of Engineering, University of Cambridge, United Kingdom
1998 – 2002 Research Associate Particle Technology Section, Department of Chemical Engineering, Delft University of Technology, The Netherlands
1994 – 1998 Research Assistant Particle Technology Section, Department of Chemical Engineering, Delft University of Technology, The Netherlands
1993 – 1994 Research Assistant Laboratory of Process Equipment, Delft University of Technology, The Netherlands
Teaching Disciplines • Hydrogen Safety Engineering at the University of Ulster (under development)
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Course or Subject-related Responsibilities • Development of an International Curriculum on Hydrogen Safety Engineering • Implementation of the International Curriculum on Hydrogen Safety Engineering into
a teaching programme for a Postgraduate Certificate (development of two online modules, one on ‘Principles of Hydrogen Safety’ and one on ‘Applied Hydrogen Safety’, course related management responsibilities) at the University of Ulster, United Kingdom
• Coursework moderation [BLD706J1 - Heat Transfer and Thermofluids] • Co-supervisor [BLD812J4 – Dissertation] Professional Activities outside the Institution • Member of the European Network of Excellence ‘Safety of Hydrogen as an energy
Carrier’ (HySafe), 2004-present. Research Interests Fire and explosion hazards of hydrogen-air mixtures, the simulation of explosion dynamics and the application of mitigation technologies. Total Number of Publications/Public Output to Date 25+ Details of Three Recent Publications/Public Output 1. Dahoe A.E. and Molkov V.V. On the development of an international curriculum on
hydrogen safety engineering and its implementation into educational programmes. International Journal of Hydrogen Energy, 31:xx-xx, to appear in 2006.
2. Dahoe A.E. Determination of the laminar burning velocity of hydrogen-air mixtures from closed vessel gas explosions. Journal of Loss Prevention in the Process Industries, 18:152-166, 2005.
3. Dahoe A.E. and de Goey L.P.H. On the determination of the laminar burning velocity from closed vessel gas explosions. Journal of Loss Prevention in the Process Industries, 16:457-478, 2003.
Recent Staff Development Activities 1. eLearning: 'Using Online Assessment'. 24 April 2006. 2. Academic Induction: 'Overview of Teaching & Learning at UU', 13 April 2006. 3. Academic Induction: 'Introduction to the Pedagogy of eLearning', 30 March 2006. 4. WebCT-Course: 'Introduction and Putting Content Up', 30 November 2004. 5. WebCT-Course: 'Introduction & Communication', 16 November 2004.
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CURRICULUM VITAE DR. D.V. MAKAROV Name: Dr. Dmitriy Makarov School: School of the Built Environment Position: Lecturer in School of the Built Environment Academic and Professional Qualifications/Membership Year Award Institution 1995 PhD [Numerical Modelling of Heat and
Mass Transfer] Bauman Moscow State Technical University
1991 MSc [Mechanical Engineering] Bauman Moscow State Technical University
• Member, The Combustion Institute (British Section), 2002-present; • Member, International Association for Fire Safety Science, 2003-present; • Member, FABIG (Fire and Blast Information Group), 2001-present; • Member, UKELG (UK Explosion Liaison Group), 2001-present; Brief Outline of Career History Years Post Employer 2005 – Present Lecturer in School of the Built
Environment University of Ulster
2000 – 2005 Research Fellow, School of the Built Environment
University of Ulster
1999 – 2000 JISTEC Fellow National Research Institute for Fire and Disaster, Japan
1997 – 2000 Senior Researcher All-Russian Research Institute for Fire Protection
1995 – 1997 Programmer Digital Division, Bauman Moscow State Technical University
1995 - 1997 Research Engineer (part-time) ERE Centre for Nuclear Plants Safety
1995 - 1997 Assistant lecturer (part-time) Structural Analysis Dept., Bauman Moscow State Technical University
1992 – 1995 PhD student Bauman Moscow State Technical University
1991 – 1992 Engineer Research Institute of High Temperature (Russian Academy of Science)
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Teaching Disciplines Fire Safety Engineering (Heat Transfer and Thermodynamics), Engineering Mechanics (Hydraulics), Hydrogen Safety Engineering (under development) Course or Subject-related Responsibilities Module coordinator [CIV110J2 – Engineering Mechanics, Part B] Tutor [BLD706J1 - Heat Transfer and Thermofluids] Tutor [BLD306J2 - Building environmental engineering (laboratories)] Co-supervisor [BLD812J4 – Dissertation] Research Interests The research interests include: accidental combustion; fire and explosion physics; fire and explosion hazards of substances; large eddy simulation (LES) of the dynamics of accidents, involving flammable and toxic gases, throughout all stages, including release, mixing, distribution, ignition, fires and explosions at industrial scales; fire and explosion mitigation technologies; hydrogen safety engineering; vented gaseous deflagrations, etc. Total Number of Publications/Public Output to Date 50+ Details of Three Recent Publications/Public Output 1. Molkov V.V., Makarov D.V., Rethinking physics of large-scale vented explosion and
its mitigation, Process Safety and Environmental Protection, 84(B1), pp.33-39, 2006. 2. Gallego E., Migoya, E., Martín-Valdepeñas J.M., Crespo A., García, J., Venetsanos,
A., Papanikolaou E., Kumar S., Studer E., Dagba Y., Jordan T., Jahn, W., Høiset S., Makarov D., Piechna J., An intercomparison exercise on the capabilities of CFD models to predict distribution and mixing of H2 in a closed vessel, International Journal of Hydrogen Energy, 2006 (accepted for publications)
3. Makarov D., Molkov V., Gostintsev Yu., Comparison between RNG and fractal combustion models for LES of unconfined explosions, Combustion Science and Technology, 2006 (accepted for publication).
Recent Staff Development Activities 1. WebCT Vista introduction: 14 November 2006 2. WebCT Vista Teaching: 22 November 2006
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D2.2 Information on the use of part-time lecturers, postgraduate teaching assistants and demonstrators. Information on staff development
Part-time academic staff, if involved, will attend e-learning events and WebCT training courses. All staff will be encouraged to attend future e-learning days and courses. They will also be supported by tutors and Module Coordinators. Such staff will be required to use passwords to access instructional technology and it will be a condition of employment that they have access to a computer and a modem with 56 bps minimum speed for internet access to the course. Part-time staff (e.g. e-tutors) will be paid standard University rates. Four Research Associates of HySAFER (Hydrogen Safety Engineering & Research) group employed on the EC-funded HySAFEST project (2006-2010) will be enrolled on the course in the first year and will be encouraged to participate in teaching of the course after that depending on number of students.
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