The current module will allow the learner to develop a broad understanding on renewable energy technologies used in tandem with electronic methods in technologically advanced urban areas. The module is structured around four areas/units:1. Hydrogen technology: This unit will provide learners with a broad knowledge and understanding of technologies that use hydrogen as an energy vector. The learners will familiarise with the benefits of using hydrogen as a means to decarbonise applications that are challenging to electrify (e.g., heavy duty applications), with an emphasis on retrofitting. In addition, the limitations (as a result of hydrogen’s unique features) will be highlighted as well as some of the challenges that are currently subjects of ongoing research not only in the UK but all around the world. The learners will familiarise with the mechanical engineering quantities used in the relevant engineering systems and will be introduced to the governing equations that are used to model systems of reacting flows. The fundamental physics that characterises such systems in the context of given setups (e.g., a gas turbine) will be discussed. Then, commercial software will be used to simulate different scenarios of the discussed technologies on the basis of given research questions and thereby calculate a variety of important mechanical engineering quantities. 2. Renewable energy technology (e.g., solar): In this unit, the learners will delve into a selected renewable energy technology and carry out theoretical and experimental investigation that constitute the heart of scientific research. Firstly, the learners will familiarise with the basic concepts and theories pertinent to the operation of the selected engineering system. Then, the learners will carry out power modelling through which they will explore the main factors affecting the performance of the technology and will develop deeper understanding of the strengths and weaknesses of the chosen technology. Modelling activities will be guided and suitable to the students’ current abilities. Finally, experimental work will be carried out. Initially, the experimental protocol and aims will be delineated and discussed. Hence, the learners will a develop realistic testing plans within the boundaries given by the tutor and they will collect appropriate data. Finally, the outputs will be collated and discussed. 3. Electronics and sensors: This unit will introduce the concept of fibre optic technology in general, i.e. telecommunication and sensors. It will then focus on the construction material related to fiber optic sensors (FOSs), devices and instrumentation. Different types of FOSs that are used in practice will then be presented, with real-life examples from previous projects. Several such examples from the industry will be introduced, together with the appropriate sensor principles and instrumentation involved. A section of the unit will be used to introduce the use of fiber optic for telecommunication purposes, i.e. broadband etc. which underpins its importance towards the concept of smart cities. 4. Mathematical modelling: This unit focusses on mathematical models, and the related process of mathematical modelling. The role and importance of mathematical models in a range of engineering and scientific contexts shall be considered. The connection between mathematical models, modelling and research shall be explored. First, the learners will be presented with some basic models, such as those specified by simple equations, which they can use and explore to make predictions and solve problems. The aim is to illustrate how the elementary mathematics they have already met is applicable in the context of modelling. Learners shall subsequently be set tasks to construct their own models. The mathematical modelling approach shall be presented. Then, modern mathematical models from relevant, accessible, and appropriate research papers, or other literature, will be presented and discussed. Bespoke mathematical concepts and material required shall be included. Finally, the learners shall be encouraged to reflect on their activities to date, and to think about the wider role, possible limitations and ethical considerations of mathematical models and modelling.