Growing awareness of climate change has driven universities to invest in carbon capture and storage (CCS) research. As academic institutions scale up their CCUS (carbon capture, utilization, and storage) capabilities, they need a well-equipped lab. A well-equipped CCS lab gives students hands-on exposure to the science, engineering, and real-world challenges involved in capturing CO₂ from industrial processes and converting it into useful products.

Brief Process of Carbon Capture and Utilisation (CCU)

Capture: CO₂ is separated from flue gas or ambient air using absorption, adsorption, or membranes.
Concentration & Compression: The recovered CO₂ is purified and compressed to a storable or transportable form.
Utilisation: The CO₂ is converted into useful products—fuels, chemicals, carbonates, polymers, or biomass.
Storage (optional): Some systems permanently store CO₂ in geological formations or mineralised products.

This process forms the foundation of modern carbon capture and storage strategies that universities must teach to prepare future engineers and researchers.

Key Equipment for Building CCUS Lab

This post outlines the essential equipment that forms the backbone of a university-level CCS research facility.

1. Flue Gas Generation and Conditioning Unit

A realistic CCS lab must replicate the conditions of industrial exhaust streams. A flue gas generation module typically includes:

Controlled combustion chamber or gas-mixing manifold to simulate flue gas composition (CO₂, N₂, O₂, trace pollutants).
Temperature and humidity control to recreate post-combustion conditions.
Flow regulation system for stable gas delivery to downstream capture equipment.

This unit allows students to study how CO₂ capture efficiency changes with temperature, moisture content, and contaminant levels—an essential part of designing real-world capture systems.

2. CO₂ Absorption Column (Chemical Absorption Unit)

Most university CCS labs rely on chemical absorption using solvents such as monoethanolamide (MEA). A complete unit includes:

Packed absorption column with glass or stainless-steel construction.
Solvent storage tank and circulation pump.
Reboiler and stripper column for solvent regeneration.
Temperature, pH, and flow sensors for performance monitoring.

The system demonstrates core principles such as mass transfer, reaction kinetics, solvent degradation, and regeneration energy requirements. Adjustable operating parameters enable students to experiment with solvent concentration, gas flow, and column packing materials.

3. CO₂ Adsorption and Solid Sorbent Trainer

To teach alternative capture technologies, a parallel solid sorbent-based system is essential. Such a trainer includes:

Fixed-bed or fluidized-bed adsorption columns.
Temperature-controlled heating system for thermal swing adsorption (TSA).
Vacuum pump or purge gas system for vacuum swing adsorption (VSA).
Sorbents such as activated carbon, metal-organic frameworks (MOFs), or zeolites.

This equipment helps learners compare adsorption capacity, energy consumption, and regeneration cycles across materials—critical knowledge for research in next-generation CCS materials.

4. Membrane Separation Module

Membrane-based CO₂ separation is gaining prominence due to low energy requirements. A membrane unit in the lab typically includes:

Polymeric or composite membrane module.
Feed, permeate, and retentate flow meters.
Pressure regulators for single or multi-stage separation.
Data logging interface for permeability and selectivity calculations.

Students can explore the influence of pressure, membrane type, and contaminants on separation performance, preparing them for breakthroughs in industrial membrane design.

5. CO₂ Compression and Storage Unit

Once CO₂ is captured, it must be compressed for storage or transport. A training-scale CCS lab need:

Multi-stage compressor with intercooling.
High-pressure storage cylinders or buffer tanks.
Pressure and temperature monitoring sensors.
Safety interlocks and relief valves.

This unit demonstrates key principles such as compression ratios, energy consumption, and safety aspects of high-pressure CO₂ handling.

6. Carbon Utilisation (CCU) Reactor Systems

To integrate carbon utilisation (CCU) into the curriculum, the lab should include systems that convert captured CO₂ into value-added products. Typical modules include:

a. Mineralisation / Carbonation Reactor

Reacts CO₂ with alkaline materials to form stable carbonates.
Helps students study reaction kinetics, particle size effects, and process intensification.

Methanation or Power-to-Gas Reactor

Combines CO₂ with hydrogen (from an electrolyzer) to produce methane.
Demonstrates catalytic conversion, reactor thermodynamics, and renewable fuel synthesis.

Algae Photobioreactor (Biological Utilisation)

Uses microalgae to biologically fix CO₂.
Includes LED lighting, CO₂ dosing systems, and harvesting mechanisms.

These utilisation modules help students understand the full CCUS chain—from capture to transformation into fuels, materials, or chemicals.

7. Integrated SCADA and Data Acquisition System

A modern CCS lab must teach digital control and data analysis. A unified supervisory control and data acquisition (SCADA) system includes:

Real-time monitoring of gas flows, CO₂ concentration, temperatures, and pressures.
Automated safety shutdowns in case of leaks or abnormal conditions.
Remote data logging and trend analysis.
Customizable control logic for student experiments.

This system ties together capture, compression, and utilisation units, enabling students to run end-to-end experiments and optimise performance.

8. Safety and Calibration Equipment

Given the hazards of handling CO₂ and high-pressure systems, essential safety components include:

CO₂ leak detectors and alarms.
Ventilation and exhaust systems.
Emergency gas shutoff valves.
Calibration gases for precise measurement.

Training in proper safety protocols is a crucial part of preparing students for work in industrial CCS facilities.

Why Investing in These Components Matters

Setting up a carbon capture and storage lab in a university ensures students graduate with real-world skills. It bridges theory and practice. For example, Imperial’s pilot plant enables undergraduates to start and stop a full CCS plant safely.
Moreover, such a lab supports collaborative research with industry. Research centres in academia act as innovation drivers, helping to refine CCUS technologies while training the next generation of engineers.