Entry requirements

60 credits in science/engineering with Introduction to Systems in Technology and Society and 20 credits in mathematics.

Learning outcomes

The course aims to provide the physics knowledge required to understand various energy conversion processes and to apply these on a systems level.

After completing the course, the student should be able to:

- Describe and explain the physical concepts and quantities relevant to the course.

- Perform calculations on energy conversion processes.

- Perform calculations on physical processes relevant to energy production and energy distribution.

- Discuss physical principles and technical solutions for different energy conversion processes, as well as their impact on society, the economy, and the environment from a holistic perspective.

- Independently gather information from relevant areas and, based on this, analyze the problem and evaluate the result.

Content

Thermodynamics and heat transfer: the laws of thermodynamics, the equation of state, ideal processes, cycle processes, and steam systems.  

Nuclear physics: ionizing radiation, decay, binding energy, critical energy, isotopes, fission, neutron spectrum, and cross-sections.  

Mechanical energy conversion: kinetic energy, potential energy, pressure energy, Bernoulli's equation, and oscillations.  

The greenhouse effect and its physical mechanisms.  

Energy production: condensing power, combined heat and power, gas turbines and combined-cycle power plants, hydropower, nuclear power, solar power, wind power, geothermal energy, and energy storage.  

The energy system: primary and secondary energy sources, spontaneous and controllable, exhaustible and renewable, availability, energy content, and extractability.  

Energy systems for the transport sector.  

Training in problem-solving.

Instruction

Lectures, tutorials, laboratory work, study visits, and guest lectures.

Assessment

Written exam (7 credits). Oral presentation of laboratory work (1 credit). Assignments (2 credits).

If there are special reasons, the examiner may make exceptions to the specified examination method and allow an individual student to be assessed in a different way. Special reasons could include, for example, a statement of special pedagogical support from the university's coordinator for students with disabilities.