Governments around the world have set legally binding targets in support of achieving ambitious low-carbon objectives and are investing heavily in the development of technology that will deliver decarbonisation of the energy sector.
Achieving these objectives is, however, a substantial challenge and requires input and engagement across a broad range of sectors. The rapid development of these sectors also emphasises the need for advanced skills and training portfolios to be delivered to not only address these challenges but also create future opportunities.
Therefore, the aim of this programme is to provide students with a strong foundation of the engineering and associated skills that are needed to underpin and contribute towards achieving sustainability and greener societies along with the additional experience gained from the Year in Industry. In doing so, they will have an excellent platform to support existing and new industries in their transition towards achieving net-zero targets.
Students completing this course will possess skills which are increasingly sought after by local and international employers, particularly those in manufacturing and energy sectors. The course will also introduce students to a suite of emerging technologies which are being considered and will provide them with the skills to be able to assess them, providing opportunities for innovation, entrepreneurship, and growth in a variety of sectors.
Net Zero Engineering with Year in Industry highlights
Internationally Renowned Experts
Sustainability is one of the School’s two core goals and to pursue this aim staff are leading multi-million pound research projects on sustainability and net zero research. As the UK’s only combined Chemistry and Chemical Engineering School within the Russell group, our experts very well placed to equip the next generation of scientists to address these issues.
We are ranked 10th in the UK for the study of Chemical Engineering with a 96% post-study success rate for graduates (Complete Universities Guide UK 2024). We were also ranked 7th for student-staff ratios in the subject (Guardian University Guide 2022).
Industry Links
Researchers in the School of Chemistry and Chemical Engineering maintain close links with government departments and industrial partners focussed on the development of policy and processes for a net zero future.
We regularly consult and develop links with a large number of global employers from a variety of sectors including large energy producers as well as smaller industries. Furthermore, we work with a range of local and start-up/spin-out companies including Green Lizard Technologies, Nuada and Catagen.
Career Development
Students will learn and enhance the skills required to both help governments meet sustainability targets and respond to industry demands to maximize innovation in renewable energy deployment. These skills will be crucial as we transition towards a low-carbon society around the globe.
Student Experience
Students will have an opportunity to participate in field trips to industrial partners who are currently deploying renewable energy solutions in the transport (Wrightbus) and water treatment (NI Water) sectors. In addition, students will be able to engage with companies by working on industry-academia projects.
All modules below will be assessed by 100 % coursework, which will comprise of written, oral and calculation-based assignments
• Sustainability and Net-Zero-Carbon Criteria (20 CATS)
• Tools for Quantifying Energy and Carbon (20 CATS)
• Applied renewable energy and low carbon technologies (20 CATS)
• Fundamental Principles of Hydrogen Generation and Use (20 CATS)
• Hydrogen System Integration (20 CATS)
• Hydrogen System Design and Practice (20 CATS)
The research project is summarised below:
• Research Project in Net Zero Engineering (60 CATS) – written dissertation (50 %), laboratory performance, methodology and design records (40 %) and oral presentation (10 %)
Students may enrol on a full-time (1 year) or part-time (3 years) basis. Full-time students typically complete three modules per semester. Part-time students typically complete one or two modules per semester.
The MSc is awarded to students who successfully complete six taught modules (120 CATS points), a 15,000 - 20,000 word research dissertation (60 CATS points) and the requirements of the Industrial Placement module including at least 9 month's placement in industry.
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from the six core taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from either of two defined sets of three taught modules.
There is a straightforward option to build towards a Master's with a Year in Industry degree though short courses. For example, you can choose to complete the taught sections as two individual PGCerts (60 CATS each) and then complete a research or design project and industrial placement and be awarded the full MSc in Net Zero Engineering with a Year in Industry.
Introduction
Achieving the Net Zero Emissions targets set by governments around the globe will not be simple. It requires engagement across a range of disciplines that are underpinned by a strong understanding of the fundamental science and engineering behind sustainability and renewable energy. This course will target that challenge by equipping students with an enhanced skill set which will provide them with the tools to not only evaluate and assess sustainability but deliver low-carbon engineering solutions to a range of international industries. As a result, our graduates will be well placed to contribute and play a crucial role across multiple sectors as we transition towards a Net Zero society.
Semester One Teaching
The modules during semester one, which are listed below, are focused on the core concepts of sustainability, the associated developments and importantly how we evaluate and assess those. This includes exploring the tools for quantifying the availability of resources and applying knowledge of Life Cycle Analysis, carbon-foot printing and model development. It also involves deploying these skills when learning about the range of renewable energies such as wind, marine, solar and bioenergy.
• CHE7201 Sustainability and Net-Zero-Carbon Criteria
• CHE7202 Tools for Quantifying Energy and Carbon
• CHE7203 Applied renewable energy and low carbon technologies
Semester Two Teaching
The second semester will focus more specifically on hydrogen energy systems as an approach to achieving sustainability and decarbonisation of key sectors. The underpinning science and engineering of current manufacturing routes and emerging technologies will be explored along with discussing the growth of the hydrogen economy. The sub-components of hydrogen energy systems will also be investigated to demonstrate how they are influenced by the chemical and thermodynamic properties of hydrogen and how they can integrate with existing technology such as a batteries and gas separation. The relevant modules are:
• CHE7204 Fundamental Principles of Hydrogen Generation and Use
• CHE7205 Hydrogen System Integration
• CHE7206 Hydrogen System Design and Practice
Students will also conduct a research project under the supervision of an academic and/or industrial supervisor, within an applied area of net zero engineering. Students will be able to conduct their projects under two themes: lab-based or theoretical and modelling-based, which both align with research clusters within the school and reflect the scientific and engineering principles of the taught material.
* CHE7207 Research Project in Net Zero Engineering
MSc with a Year in Industry students will have the opportunity to complete their research project (60 CATS points) on return to QUB or during their placement, with this being dependent on approval from both the industrial supervisor and the research project module coordinator. In the latter case students can submit their thesis and other necessary components upon return to the University following completion of their placement, with these aspects, and others, being assessed as per the requirements of the research project module.
Year Two
In Year Two the Year in Industry students will engage with Zero-Carbon technologies in an appropriate industry-based work environment and will have the opportunity to analyse and critically self-reflect on the experience of working in industry, communicating their conclusions in writing.
They will develop an awareness and understanding of the structures, practices and ethos of Zero Carbon-orientated applications in an industrial workplace as well as developing a range of highly transferable skills which will maximize their future career prospects.
Nine months is the expected minimum for the duration of a placement. Work may be split over multiple placements within the maximum 15-month period normally available.
Staff on the course can advise on placement selections but it is the responsibility of the student to source their own placement. These can be undertaken anywhere, subject to visa requirements.
Chemical Engineering Dr Gui is interested in synthesis of solar fuel energy and finding energy-efficient solutions for conversion of carbon dioxide into useful chemicals such as zero-carbon hydrocarbon fuel.
Chemical Engineering Robin Curry is a Lecturer of Education in the School of Chemistry and Chemical Engineering at QUB. He specializes in Life Cycle Analysis and has expertise in the renewable energy sector including Anaerobic Digestion for biomethane generation.
Chemical Engineering Professor Robertson has extensive research and senior level university leadership experience. His main research interests are in semiconductor photochemistry for energy and environmental applications. He sits on a number of scientific editorial boards and is a Chartered Engineer, Chartered Scientist and Chartered Chemist, a Fellow of the Royal Society of Chemistry, the Institute of Chemistry in Ireland and the Energy Institute. He is also an Associate Fellow of the Institution of Chemical Engineers.
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) 6 hours full time, 4 hours part time
Personal Study
20 (hours maximum) 20 hrs full time, 10 hrs part time
Small Group Teaching/Personal Tutorial
2 (hours maximum) 2 hrs full time, 1 hrs part time
Learning and Teaching
Learning opportunities associated with this course are outlined below:
The learning context
You will be be part of a small, informal and chatty class. You’ll get to know your classmates and your lecturers well during field trips. You are expected to become an integral part of the School of Chemical and Chemical Engineering and will be invited to join staff and students at regular social events and professional events.
Assessment
Assessments associated with the course are outlined below:
Awarding of the qualifications is based on continuous assessment of coursework, tests and assessment of modules.
Facilities
The School of Chemistry and Chemical Engineering has seen substantial strategic investment in building new state-of-the-art research laboratories for synthetic chemistry and catalysis research, with accommodation for over 50 researchers.
A recent £4 million investment in research and teaching laboratory space has significantly modernised and further extended our facilities, with recently added open-access equipment including an environmental SEM facility, powder and single crystal X-ray diffraction equipment, a high-end confocal Raman microscope, and 400 & 600 MHz nuclear magnetic resonance spectrometers.
Further open-access Departmental facilities include three additional NMR spectrometers, three mass spectrometers, and additional powder XRD, ICP-OES, BET and Hg porosimetry equipment, a CD spectrometer and a HPLC/GC chromatography, as well as standard spectrometer and computational facilities.
An in-house team provides analytical services to internal and external stakeholders using their dedicated instrument suite. 15 technicians provide support for microanalysis, glass-blowing, mechanical engineering, electronics, computer management and laboratory safety. https://www.qub.ac.uk/schools/SchoolofChemistryandChemicalEngineering/Discover/Facilities/
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
NAME CONTRIBUTION
Kevin Morgan Block 1: 1 lecture
David Rooney Block 1: 3 lectures
Nicole Gui Block 2: 2 lectures
Jehad Abu-Dahrieh Block 2: 2 lectures
Peter Knockerman Block 2: 1 lecture
Robin Curry Block 3: TBC
Chunfei Wu Block 3: TBC
Lorenzo Stella Block 3: TBC
TBC Block 4: 3 lectures
Summary of Lecture Content:
This module covers the design and modelling of hydrogen energy systems, including systems integration, basics of control and dynamics, storage, and safety. The content delivered here will build on the core principles explored in CHE7204 with more focus on the engineering aspects associated with whole hydrogen systems including using case studies as key examples. The module will be delivered over the following four Blocks:
Block 1: Engineering properties of Hydrogen
Within this block students will gain a deeper understanding of the key physical properties which influence the design of hydrogen systems including thermodynamic properties for compression and the processes of diffusion and solubility which impact on choices of metallurgy, seals, and other components of the system.
• Block 1 Lectures:
o Lecture 1: Key thermodynamic and engineering properties and equations for hydrogen systems
o Lecture 2: Diffusion and solubility fundamentals and their impact in hydrogen energy systems
o Lecture 3: Tools for property prediction and use
Block 2: Hydrogen energy systems and integration
This block breaks down examples of existing hydrogen energy systems into the individual sub-systems and technologies and provides greater detail on the function and underpinning science and engineering associated with their design. This will include areas such as hydrogen storage, tank design and sizing, cooling/heating, pressure reduction etc. It builds on the knowledge and understanding gained in Module CHE7204 (Block 1 and 4) and Block 1 of this module and applies this to real life systems. This Block is also supported with Workshop 1 and 2 which explores an on-going project being developed locally.
• Block 2 Lectures:
o Lecture 4: Applied process flow diagrams for hydrogen generation and use Lecture 5: Design calculations for hydrogen system heat exchanges and pressure change processes.
o Lecture 6: Engineering design of chemical and electrochemical hydrogen generation systems and cycles
o Lecture 7: Integration of hydrogen generation and power management including battery technology
Block 3: Hydrogen system modelling
Here students will develop models to evaluate the behaviour of energy systems. This will include the use of process simulation tools to evaluate the system. The block will also include core aspects of control and system dynamics to gain a more detailed understanding of system behaviour. This Block is supported by Workshop 3.
• Block 3 Lectures:
o Lecture 8: Process simulation of hydrogen energy systems.
o Lecture 9: Control dynamics of energy systems
o Lecture 10: Unsteady state operations: matching generation to production
Block 4: Hydrogen safety and design codes
In this last block students will become familiar with safety and design codes associated with hydrogen systems and will be able to undertake preliminary risk assessments of such systems. Students will also explore the importance of hydrogen safety protocol development and the role it plays in both current processes and emerging technologies. The content delivered in this Block is supported by Workshop 4.
• Block 4 Lectures:
o Lecture 11: Key principles of hydrogen safety
o Lecture 12: Existing hydrogen infrastructure safety protocols
o Lecture 13: Risk assessment approaches to hydrogen safety
Summary of Workshops:
• Workshop 1: Case study on hydrogen purification from different synthesis routes
• Workshop 2: Case study on the Belfast power-to-X project for hydrogen storage
• Workshop 3: Simulation of a hydrogen power train
• Workshop 4: Hydrogen safety workshop
Summary of Module Delivery:
Each of the four blocks consists of online asynchronous content with synchronous content delivered via Teams and will be delivered over a period of 3 weeks (on average). Blocks 2-4 are supported with workshops which will be delivered live (and recorded) and will provide an opportunity to explore topics in more detail and allow students to engage in discussions with staff.
Learning Outcomes
At the end of the module the students are expected to:
• Describe and demonstrate a detailed understanding of the various components which are included in a hydrogen energy system.
• Describe the impact and use of the core physical and chemical properties of hydrogen under varying process conditions in the design of system components.
• Explain the fundamental science involved with diffusion and solubility in relation to hydrogen
• Demonstrate an understanding of standard engineering process flow diagrams and their importance in the communication of the process design
• Discuss key examples of hydrogen energy sub-systems including purification and membrane technology
• Describe the fundamental principles and components of the Rankine and Brayton cycles
• Investigate system integration including impact of combinations with battery technology.
• Develop models which can predict hydrogen systems behaviour and energy output.
• Demonstrate the importance of control dynamics in multicomponent and multiphase energy systems
• Define the key principles of hydrogen safety including hazard and risk identification and processes and safety features of current technologies and infrastructure
• Describe the importance of hydrogen safety and associated protocols in relation to production, transport and storage
• Discuss and apply control strategies and safety standards associated with hydrogen energy systems.
Skills
Skills Associated with Module:
• Increased STEM
• Improved modelling
• Safety awareness
• Critical and interdisciplinary thinking.
• Ability to review literature, to produce written documents and reports.
• Analytical skills
NAME CONTRIBUTION
Kevin Morgan Block 1: 3 lectures
Design workshops
Nathan Skillen Block 1: 1 lecture
Block 2: 2 lectures
Block 4: 1 lecture and design workshops
Peter Robertson Block 2: 1 lecture
Block 4: design workshops
Chunfei Wu Block 4: design workshops
David Rooney Block 4: design workshops
Daniel McStay Block 4: design workshops
Nicole Gui Block 4: design workshops
Jillian Thompson Block 4: design workshops
Illiana Portugues (Guest lecturer, QUB visiting scholar) Block 4: dedicated workshop on innovation and entrepreneurship
Summary of Lecture Content:
This module covers exploring the drivers behind the emerging hydrogen economy including challenges and opportunities, which will be used as the rationale and context for a hydrogen power system design project. In addition, the module will also investigate what must be achieved by lower TRL systems to further develop towards operational status. The module will be split over two taught Blocks and followed by a design-led Block (equivalent of two Blocks) which will incorporate project workshops with staff, dedicated workshops from guest lecturers and practical workshops (held at Belfast Metroplitan College).
Block 1: The hydrogen economy
This block will provide a background to the hydrogen economy, including a brief history and discussion on the core principles of the current and emerging hydrogen economy along with associated opportunities and challenges. Students will also be given the context at both a regional and national level to the primary drivers including policy development and the role hydrogen energy can play in achieving global renewable energy targets. Lectures 3 and 4 will be centred around relevant case studies which investigate the role hydrogen does and can play in key sectors.
• Block 1 Lectures:
o Lecture 1: An introduction to the hydrogen economy
o Lecture 2: Drivers for hydrogen energy (including international treaties and national policies)
o Lecture 3: Lecture 3: Opportunities and challenges in hydrogen energy; the transport sector and buildings
o Lecture 4: Opportunities and challenges in hydrogen energy; smart grids and energy distribution
Block 2: Advancing lower TRL hydrogen systems towards operational use
This block will further explore the emerging technologies described in Block 3 in CHE7204, specifically focusing on the feasibility of the systems to achieve higher TRL status. Students will explore the challenges associated with technology development across the TRL scale, especially at the transitional point between academia and industry. Within this, the lecture material will outline and discuss the key parameters which must be developed including catalytic and energy efficiency, potential for system integration and what level of industrial engagement is required.
• Block 2 Lectures:
o Lecture 5: The technology horizon for emerging hydrogen systems
o Lecture 6: Low TRL case study; the rise and fall of artificial photosynthesis
o Lecture 7: Medium TRL case study; advancing biological based hydrogen systems
Block 3 & 4: Design of a hydrogen power system (project work)
This combined block will be delivered as a design project-led element which will be supported by a series of workshops and tutorials. Students will be divided into small groups (based on final admission numbers) for carrying out design projects for a hydrogen power system. Students will be given a design brief and overview of the project which will allow them to utilise the knowledge and content covered throughout the course. Following an initial introduction lecture, this block will be taught via design workshops/seminars with involvement with staff who have already delivered lecture material. Students will be asked to deliver an elevator ‘Dragons Den’ style pitch to a panel of staff with the aim of promoting and selling their hydrogen system. Dedicated workshops from guest lecturers will be given that cover basic entrepreneurship elements including investment and impact. In addition, a practical workshop will also be provided to deliver hands on training and experience of a hydrogen energy system.
• Block 3 and 4 Lectures and workshops:
o Lecture 10: Project introduction and design brief
o Design Workshops: Allocated times slots with members of staff to review and discuss progress
o Dedicated Workshop 1: Design innovation, entrepreneurship, and investment
o Dedicated Workshop 2: Practical demonstration and training of example hydrogen energy systems (e.g. fuel cells)
Summary of Module Delivery:
Block 1 and 2 consists of online asynchronous content with synchronous content delivered via Teams and will be delivered over a period of 3 weeks (on average). Blocks 3 and 4 are based on project design work conducted by small student groups. A project introduction lecture will be delivered which includes the design brief and will then be followed by a series of design tutorials/workshops. These sessions will allow students to engage with staff who have taught on the course for specific aspects of their chosen project. Two dedicated workshops will also be delivered that cover key aspects of design innovation and entrepreneurship and practical training of hydrogen energy systems. The practical workshop will be led by QUB staff but conducted and supported at Belfast Metropolitan College.
Learning Outcomes
At the end of the module students will be able to:
• Describe the hydrogen economy and discuss the key drivers behind its emergence
• Provide an overview and discuss relevant international treaties and national policies currently in place for hydrogen energy
• Describe the role and relationship that policy development has with technology design and innovation
• Demonstrate an awareness and understanding of ongoing opportunities and challenges associated with hydrogen energy in transport, buildings and smart grid and distribution
• Discuss and apply the importance of assessing and critically evaluating hydrogen energy systems at different TRLs and describe what must be achieved for further advancement
• Outline key parameters on a technology roadmap to determine feasibility for deployment and wider applications
• Conduct and manage a design project for the development of a hydrogen energy system which incorporates the learning and knowledge delivered throughout the course
• Apply knowledge of operating a hydrogen energy system (e.g. fuel cells) and evaluate the key parameters which influence performance and scale up
• Assess and evaluate the key parameters associated with the design of a hydrogen system at a relevant TRL level and present those findings in a scientific report
• Deliver an elevator pitch based on the findings of project work highlighting innovation and basic entrepreneurship
Skills
Skills Associated with Module:
Core skills in underlying physical sciences, in particular physics and chemistry as applied to solving problems relevant to energy systems
Critical evaluation and systems thinking
Project design and management
Analytical skills
Entrepreneurship
Communication and reporting writing skills
Fundamental Principles of Hydrogen Generation and Use
Overview
Assessment: Coursework 100%
Assessment Profile
Element type Element weight (%)
1. Literature Review 50
2. Short Essay 25
3. Marked tutorial (calculations based) 25
Course Requirements:
Coursework submission 100 %
Total coursework elements must be passed at 50%.
Learning Outcomes
At the end of the module students will be able to:
• Provide a detailed and comprehensive overview of the hydrogen sector including the main routes currently used for hydrogen production
• Explain the significance of the manufacturing route and source of feedstock to determine the environmental impacts and benefits of each including challenges associated with emissions.
• Categorise hydrogen into the colours associated with its feedstock source and manufacturing route.
• Perform energy balances and determine CO2 emissions associated with hydrogen production technologies.
• Describe the scientific principles of electrochemistry for hydrogen production
• Describe and evaluate the electrochemical generation and consumption of hydrogen including electrolysis and fuel cells.
• Discuss electrolysis in relation to industrial deployment and operation including the key drivers and challenges
• Exhibit an understanding of emerging technologies for hydrogen generation and group them based on their scientific principles e.g. photoelectrochemical, biological, hybrid
• Explain photocatalytic and photoelectrochemical systems for hydrogen generation including artificial photosynthetic processes and the core scientific principles involved.
• Highlight and discuss the need for and importance of hydrogen separation and purification technology for an energy system
• Apply an understanding of phase behaviour and physical properties to the design and function of hydrogen separation technologies.
Skills
Skills associated with this module:
• Core skills in STEM
• Critical evaluation
• Analytical skills
• Problem solving and calculations
• Systems thinking
• Communication and report writing skills
Block 1
Topic:
Concepts of sustainability and Net Zero Carbon Staff TBC
Block 2
Topic:
Applying sustainability criteria and metrics to industrial, commercial and residential sectors Staff TBC
Block 3
Topic:
Assessing the societal impacts of technology, engineering, design of infrastructure and policy implications in the area of sustainability and Net Zero Carbon Staff TBC
Block 4
Topic:
Evaluating regional and global trade-offs associated with resource use strategies to achieve Net Zero Carbon Staff TBC
Summary of Module Delivery:
This module is delivered in blocks of 3 weeks (on average). Each of the four blocks consists of online asynchronous content with synchronous content delivered via Teams.
Learning Outcomes
This module examines the drivers for sustainability and achieving net zero carbon. It looks at how this need has accelerated over recent years and sets out to evaluate the opportunities arising from green growth. It provides an understanding of the interdisciplinary nature of this challenge and enhances skills in areas relating to interdisciplinary communication of complex and interdependent concepts.
At the end of the module the students are expected to:
Have a sound understanding of the concepts of sustainability and zero carbon.
Read, understand and assimilate new information and subsume acquired knowledge into a concise format.
Critically evaluate literature and current thinking in the area.
Demonstrate effective written and oral communication skills, including preparation and presentation of reports.
Be able to work in a team, through participation in group projects.
Evaluate impacts and consequences of sustainability decisions, and their uncertainty, at regional and global scales.
Skills
Skills Associated With Module:
Critical and interdisciplinary thinking.
Ability to review literature, to produce written documents and reports.
Analytical skills
Block 1
Topic:
Modelling mass, energy and carbon balances Staff TBC
Block 2
Topic:
Methods and tools for collection and analysis of environmental sustainability and carbon data Staff TBC
Block 3
Topic:
Applied life cycle analysis and carbon foot printing Staff TBC
Block 4
Topic:
Tools for energy and carbon management Staff TBC
Summary of Module Delivery:
This module is delivered in blocks of 3 weeks (on average). Each of the four blocks consists of online asynchronous content with synchronous content delivered via Teams.
Learning Outcomes
This module provides a greater understanding of the methods and tools that facilitate measurement and tracking of progress towards net-zero targets and furthermore provides an evidence base for decision making at different levels. Within the module we look at the tools and techniques that are used to measure environmental sustainability, including greenhouse gas emissions, resource use, waste, and water. We look at how these are applied across sectors and the challenges of their measurement, reporting and management.
At the end of the module students will be able to:
• Conduct energy and mass balances at different scales.
• Describe tools for quantifying/estimating the availability and consumption of resources including energy, water, carbon etc.
• Search and critically evaluate the literature and compile an inventory of technology performance assumptions and associated CO2-eq emissions;
• Apply knowledge and understanding of Life Cycle Analysis, Carbon-Foot Printing, Inventory and Model development and build computational models to undertake this analysis
• Predict the potential environmental, social, and economic impacts of an action or decision.
• Demonstrate knowledge and understanding of uncertainty and complexity in inventory development and modelling through the use of Sensitivity Analysis
Skills
Skills Associated With Module:
Mathematical model development
Core skills in underlying physical sciences, in particular physics and chemistry as applied to solving problems relevant to energy systems
Critical evaluation
Analytical skills
The content will vary as each placement is different. An appropriate job description should be provided by the placement provider and should reflect the content of the placement. As such the syllabus will comprise undertaking the approved work placement, maintaining a summary or activity log whilst on placement and submitting the required essay. The workload must be a minimum of 1,200 hours to maintain equivalence with that expected for a 120-credit module. Note that 9 months is therefore the expected minimum for the duration of a placement (i.e. 9 months at an average of 4 weeks per month and 35 hours per week giving 1260 hours, which is in excess of that required). Work may be split over multiple placements within the maximum 15-month period normally available.
Learning Outcomes
On successful completion of this module, students will have:
• Demonstrated an ability to adapt to an industry-based work environment
• Analysed and critically self-reflected on the experience of working in industry, communicating their conclusions in writing
• Developed an awareness and understanding of the structures, practices, and ethos of an industrial workplace
• Developed a range of highly transferrable skills which will maximise their future career prospects
Skills
During the successful completion of this module, students will develop a range of skills related to:
• Problem-solving and team-working
• Independent working and time/project management
• Critical reflection on experiential learning
• Adaptation to new working environments, dynamics, and systems
• Confidence, self-awareness, and self-effectiveness
• Interpersonal skills
Applied Renewable Energy and Low Carbon Technologies
Overview
Summary of Lecture Content:
Block 1
Topic:
Fundamentals of renewable energy technologies including wind, solar, marine, geothermal and biomass Staff TBC
Block 2
Topic:
Integration and evaluation of renewable energy systems with other current and emerging low-carbon technologies Staff TBC
Block 3
Topic:
Application of low-carbon systems to either retrofit existing, or design new buildings, factories and infrastructure Staff TBC
Block 4
Topic:
Economics and other factors for supporting decision making in the deployment of low-carbon systems Staff TBC
Summary of Module Delivery:
This module is delivered in blocks of 3 weeks (on average). Each of the four blocks consists of online asynchronous content with synchronous content delivered via Teams.
Learning Outcomes
Understanding the various options for deploying low-carbon solutions and balancing negative and positive emissions technologies to achieve net-zero forms the core of this module. Here we look at the range of options available and examine not only the individual technologies but consider how these work together in an overall energy/carbon system.
• Apply knowledge of renewable energy systems to the design of future buildings, cities and transport infrastructure
At the end of the module students will be able to:
• Explain key decision factors in choosing appropriate renewable energy and low-carbon technology systems
• Analyse and interpret data sets in support of low carbon technologies
• Understand current and emerging technologies and evaluate the related challenges towards their deployment
Skills
Skills Associated With Module:
Core skills in underlying physical sciences, in particular physics and chemistry as applied to solving problems relevant to energy systems
Critical evaluation
Analytical skills
Systems thinking
Communication and report writing skills
Staff
NAME CONTRIBUTION
TBC 2 Lectures; Directing research project
Academic staff Directing research project
Summary of Lecture Content:
Lecture 1: Performing a literature review
Lecture 2: Writing a dissertation thesis
Facilitation Of Research Practice:
Within this module, students will carry out a research project under the supervision of an academic and/or industrial supervisor, within an applied area of net zero engineering. Students will be able to conduct their projects under two themes; lab-based or theoretical and modelling-based, which both align with research clusters within the school and reflects the scientific and engineering principles of the taught material
A summary of the two research project themes is given below:
o Lab-based: these projects will primarily be conducted in research laboratories and involve physical experimentation (i.e., ‘wet’ experiments) that may include but is not limited to catalyst synthesis and development, reactor design and operation, hydrogen generation, gas separation, electrochemical technology, and battery development. In addition, a range of characterisation and analytical techniques will be utilised by students to generate data and allow interpretation and analysis for inclusion in their final dissertation
o Theoretical and modelling-based: these projects can be conducted both remotely and on-campus as required, but there will not be the need/requirement for physical experimentation to be conducted in labs. These research projects may involve but is not limited to whole systems analysis and feasibility, Life Cycle Analysis, Techno-Economic Analysis, systems modelling and simulation, computational fluid dynamics (CFD) and sustainability model development for energy systems. Where appropriate, ‘real’ data sets and efficiencies can be provided by research clusters and groups within the school for model and system validation.
Research Project Assessment Structure:
Thesis (50%)
The thesis will be marked by both the supervisor and the second assessor, and an average of the marks used for the final total.
The student should submit a draft of their thesis to their supervisor by the date set at the start of the project to receive feedback before their final submission.
The total size of the written report should be up to 12,000 words (approximately 50 pages). Formatting: Font should be Calibri, Arial, or Times New Roman size 11, 1.15 line spacing, 2.5 cm margins, fully justified.
Laboratory performance, methodology and design records (40%)
The students will submit alongside their thesis, their lab/methodology notebook and an electronic copy of their supplementary data or modelling work on USB. The nature of this data will vary for the two research themes and is summarised below:
• Lab-based: records of raw data collection and analysis in the form of Excel spreadsheets, Origin or an equivalent. This may also include chromatograms, spectra and any calibrations or calculations used. Some supervisors can ask for a hard copy of this data also, but this is on a case-by-case basis, however the student must hand this data in if asked.
• Theoretical and modelling-based: this can include screenshots of modelling software, auto-cad and COMSOL simulations, an overview of parameters investigated, excel worksheets (or equivalent) of LCA/TEA conducted. The requirements for this can be determined by the project and supervisor.
The submitted documents and data will be assessed by both the supervisor and the second assessor for its content including level of work conducted, thoroughness, legibility, and clarity. An average of the marks will be used for the final total.
Oral Presentation (10%)
The presentation will take the form of a 12-minute PowerPoint presentation plus 3 minutes of questioning on the presentation and associated area. It is advised that the students prepare this well in advance and at least one practice talk is presented so that feedback may be given.
Learning Outcomes
At the end of the module the students are expected to:
• Demonstrate experience in scientific research at a level appropriate to the master’s degree i.e., professional scientific research, including data collection and analysis
• Contribute, design, and communicate scientific research in a written form.
• Read, understand, and assimilate new information and subsume acquired knowledge into a concise format.
• Perform advanced mathematical and statistical manipulation of data.
• Demonstrate effective written and oral communication skills, including preparation and presentation of technical reports based on experimental results.
• Effectively work and contribute to a team, through participation in research clusters including progress update meetings
• Apply critical thinking through the validation of information (personal and literature data) and the application of theoretical knowledge to practical method development and problem solving.
Skills
Skills Associated with Module:
Literature and practical research.
Ability to communicate scientific research.
Ability to work in a team.
Problem solving.
Good numeracy, literacy, and IT skills (spreadsheets, word-processing, structure drawing and modelling etc.).
Independent learning.
Time management and personal prioritisation skills.
Critical thinking.
Normally a 2.2 Honours degree or equivalent qualification acceptable to the University in Engineering (e.g. Chemical, Environmental, Mechanical, Civil), Physical Science (e.g. Chemistry, Mathematics, Physics) or a closely allied subject.
Applicants with degrees in other disciplines or relevant work experience will be considered on a case-by-case basis.
Applicants are advised to apply as early as possible and ideally no later than 30th June 2025 for courses which commence in late September. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
Please note: a deposit will be required to secure a place.
How we choose our students
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.0, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
This MSc will equip you with the knowledge and skills required for a successful career in sustainability and the renewable energy sector as well as relevant industrial experience. We have good links and regularly consult with a large number of global employers from a variety of sectors including energy (including Shell, BP and Petronas), transport (WrightBus) and other chemical industries (Seren Technologies and Johnson Matthey). Furthermore, we work with a range of local companies and start-up/spin-out companies including Green Lizard Technologies and MOF Technologies. Graduates have also progressed into research at various universities.
Employment after the Course
Where would you like to be in five year's time?
Graduating from this course could lead to you becoming a project engineer in the design and development of components for low-carbon energy systems. You could also conduct environmental and sustainable impact assessments as a renewable energy coordinator for windfarms, solar installations and biorefineries. Alternatively, you might want to contribute towards the development of emerging technologies such as artificial photosynthesis through a research post or PhD. You may play a key role as a sustainable consultant for government in policy development to ensure the safety of new infrastructure for distributing green-hydrogen.
Achieving net zero emission is a global objective and therefore after your MSc you might want to travel and gain further experience in places like Asia, South America or Africa. This could also be valuable for understanding the role you can play in achieving global Sustainability Development Goals (SDGs).
Employment Links
Employers who are interested in people like you include manufacturers (energy systems), construction companies, sustainability consultancies (local, national and international), government (e.g. Department for Energy and Climate Change), businesses that are transitioning to net zero, transport sector (public transport), the oil and gas sector, the pharmaceutical sector, academia and education and renewable energy suppliers.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Terms and Conditions for Postgraduate applications
1.1 Due to high demand, there is a deadline for applications.
1.2 You will be required to pay a deposit to secure your place on the course.
1.3 This condition of offer is in addition to any academic or English language requirements.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.