| Effective Term: | 2026/20 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Energy Conversion |
| Unit ID: | ENGPG9307 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ENGPG9304) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ENGRG9304) |
| ASCED: | 030701 |
| Other Change: | |
| Brief description of the Unit |
This unit offers an advanced technical insight into the application of thermodynamic principles for both conventional and renewable energy conversion systems. It equips participants with comprehensive theoretical, practical, and system-modelling skills essential for analysing and optimising energy conversion processes. Upon successful completion, participants will be qualified to undertake specialised engineering work and pursue further learning and research in the field of Energy Conversion. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Interpret and apply advanced thermodynamic principles to evaluate performance and efficiency of conventional, renewable, and hybrid energy systems. |
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| K2. | Examine and compare operating characteristics of diverse energy technologies and their integration within larger conversion systems. |
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| K3. | Evaluate how efficiency, exergy losses, and sustainability indicators affect techno-economic performance of energy systems. |
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| K4. | Apply system-modelling and simulation approaches (steady-state or transient - Eg: solar irradiance variation) to analyse and optimise energy-conversion processes. |
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| Skills: |
| S1. | Critically analyse and evaluate thermodynamic and energy-conversion systems using both theoretical and practical perspectives. |
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| S2. | Apply advanced problem-solving methods and simulation tools (e.g., MATLAB, Python, Aspen Plus, EES) to model, optimise and analyse energy-conversion systems. |
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| S3. | Undertake techno-economic analysis of complex energy conversion systems based on system modelling. |
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| S4. | Communicate technical findings in written and graphical form with appropriate engineering conventions. |
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| S5. | Work effectively in teams to investigate and design energy conversion systems under real-world constraints. |
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| Application of knowledge and skills: |
| A1. | Collaborate ethically and responsibly on tasks involving data analysis, modelling, and system design. |
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| A2. | Apply and adapt advanced system-modelling and simulation techniques to assess, compare, and optimise the performance of energy-conversion systems under varying operating conditions. |
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| A3. | Apply research methods to plan and execute project work and research with a level of independence. |
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| Unit Content: |
This unit discusses the various methods currently available to produce energy and evaluates them in relation to their performance, environmental impact, and resource sustainability. In addition, the unit introduces system modelling and simulation techniques used to analyse, compare, and optimise energy conversion systems under varying operational and environmental conditions.
Topics may include:
- Conventional power plants (e.g., thermal, gas, hydro)
- Energy from renewable and sustainable resources (e.g., solar, wind, geothermal, hydrothermal)
- Environmental and economic considerations
- System modelling and performance analysis of energy conversion systems
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1 Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | | FEDTASK 2 Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | | FEDTASK 3 Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | | FEDTASK 4 Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | | FEDTASK 5 sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, K4, S2, S3, A2 | Numerical problems to help students learn problem solving skills. | Numerical assignment | 20-40% | | 2. | K3, K4, S3, A2 | Numerical problems to assess students understanding of advanced topics in energy conversion | Quiz/Tests/Final Exam | 30-50% | | 3. | K1, K2, K4, S1, S2, S3, S4, S5, A1, A3 | Group work report on lab experiments, or research based project. | Report (Lab/research project) | 20-40% |
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