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Biological in situ methanation: Gassing concept and feeding strategy for enhanced performance
(2017)
The expansion of fluctuating renewable electricity production from wind and solar energy requires huge storage capacities. Power-to-gas (PtG) can contribute to tackle that issue via a two-step process, the electrolytic production of hydrogen and a subsequent methanation step (with additional CO2). The resulting fully grid compatible methane, also known as synthetic natural gas (SNG), can be both stored and transported in the vast existing natural gas infrastructure.
To overcome current major drawbacks of PtG, the relatively low efficiency and the high costs, we developed an improved method for the methanation step. In our approach we use a further development of the biological in situ methanation of hydrogen in biogas plants. Because this strategy uses directly internal residual CO2 from the biogas process in the biogas plant, you neither need additional external CO2 nor special reactors. Thus, PtG is combined with the production of an upgraded highly methane rich raw biogas.
However, the low solubility of hydrogen in aqueous solutions and the exploitation of the maximum biological production rates are still an engineering challenge for high performance biological in situ methanation.
In our experiments a setup with membrane gassing turned out to be most promising to ensure a sufficient gas liquid mass transfer of the hydrogen. The monitoring of hydrogenotrophic and aceticlastic archaea showed some adaption of these microbial subgroups to the hydrogen feed.
In order to achieve high methane concentrations of more than 90 % in the raw biogas a CO2-controlled hydrogen feed flow rate is suggested. For methane concentrations lower than 90 % simple current controlled hydrogen supply can be applied.
In safety critical applications wireless technologies are not widely spread. This is mainly due to reliability and latency requirements. In this paper a new wireless architecture is presented which will allow for customizing the latency and reliability for every single participant within the network. The architecture allows for building up a network of inhomogeneous participants with different reliability and latency requirements. The used TDMA scheme with TDD as duplex method is acting gentle on resources. Therefore participants with different processing and energy resources are able to participate.
In medical applications wireless technologies are not widely spread. Today they are mainly used in non latency-critical applications where reliability can be guaranteed through retransmission protocols and error correction mechanisms. By using retransmission protocols within the disturbed shared wireless channel latency will increase. Therefore retransmission protocols are not sufficient for removing latency-critical wired connections within operating rooms such as foot switches. Todays research aims to improve reliability through the physical characteristics of the wireless channel by using diversity methods and more robust modulation. In this paper an Architecture for building up a reliable network is presented. The Architecture offers the possibility for devices with different reliability, latency and energy consumption requirements to participate. Furthermore reliability, latency and energy consumption are scalable for every single participant.
Gaps in basic math knowledge are among the biggest obstacles to a successful start in university. Students starting their studies in STEM disciplines display significant diversity, “math anxiety” is a widespread phenomenon, and the transition to a self-determined way of studying presents a huge challenge. Universities offer support measures such as preparatory courses. Over the years, Offenburg University realized that with increased diversity, traditional ways of teaching in front of the class have become inefficient. The majority of the students remained inactive and just listened to the teachers’ explanations and the few active participants’ answers.
Since 2013 our new course concept fosters a shift from teaching to active learning on a large scale, involving several hundred participants of our on-site preparatory math courses. This switch to broad active practicing, however, must go hand in hand with providing individual support for an increasingly diverse student body. Meanwhile students bring along their mobile devices, and the training App TeachMatics serves as a facilitator. The course concept has been very well received by both students and teachers.