Energy

Subterms

    More stories

    • 63 Shares129 Views

      in Energy

      An education in climate change

      by

      Several years ago, Christopher Knittel’s father, then a math teacher, shared a mailing he had received at his high school. When he opened the packet, alarm bells went off for Knittel, who is the George P. Shultz Professor of Energy Economics at the MIT Sloan School of Management and the deputy director for policy at the MIT Energy Initiative (MITEI). “It was a slickly produced package of materials purporting to show how to teach climate change,” he says. “In reality, it was a thinly veiled attempt to kindle climate change denial.”

      Knittel was especially concerned to learn that this package had been distributed to schools nationwide. “Many teachers in search of information on climate change might use this material because they are not in a position to judge its scientific validity,” says Knittel, who is also the faculty director of the MIT Center for Energy and Environmental Policy Research (CEEPR). “I decided that MIT, which is committed to true science, was in the perfect position to develop its own climate change curriculum.”

      Today, Knittel is spearheading the Climate Action Through Education (CATE) program, a curriculum rolling out in pilot form this year in more than a dozen Massachusetts high schools, and eventually in high schools across the United States. To spur its broad adoption, says Knittel, the CATE curriculum features a unique suite of attributes: the creation of climate-based lessons for a range of disciplines beyond science, adherence to state-based education standards to facilitate integration into established curricula, material connecting climate change impacts to specific regions, and opportunities for students to explore climate solutions.

      CATE aims to engage both students and teachers in a subject that can be overwhelming. “We will be honest about the threats posed by climate change but also give students a sense of agency that they can do something about this,” says Knittel. “And for the many teachers — especially non-science teachers — starved for knowledge and background material, CATE offers resources to give them confidence to implement our curriculum.”

      Partnering with teachers

      From the outset, CATE sought guidance and hands-on development help from educators. Project manager Aisling O’Grady surveyed teachers to learn about their experiences teaching about climate and to identify the kinds of resources they lacked. She networked with MIT’s K-12 education experts and with Antje Danielson, MITEI director of education, “bouncing ideas off of them to shape the direction of our effort,” she says.

      O’Grady gained two critical insights from this process: “I realized that we needed practicing high school teachers as curriculum developers and that they had to represent different subject areas, because climate change is inherently interdisciplinary,” she says. This echoes the philosophy behind MITEI’s Energy Studies minor, she remarks, which includes classes from MIT’s different schools. “While science helps us understand and find solutions for climate change, it touches so many other areas, from economics, policy, environmental justice and politics, to history and literature.”

      In line with this thinking, CATE recruited Massachusetts teachers representing key subject areas in the high school curriculum: Amy Block, a full-time math teacher, and Lisa Borgatti, a full-time science teacher, both at the Governor’s Academy in Byfield; and Kathryn Teissier du Cros, a full-time language arts teacher at Newton North High School.

      The fourth member of this cohort, Michael Kozuch, is a full-time history teacher at Newton South High School, where he has worked for 24 years. Kozuch became engaged with environmental issues 15 years ago, introducing an elective in sustainability at Newton South. He serves on the coordinating committee for the Climate Action Network at the Massachusetts Teachers Association. He also is president of Earth Day Boston and organized Boston’s 50th anniversary celebration of Earth Day. When he learned that MIT was seeking teachers to help develop a climate education curriculum, he immediately applied.

      “I’ve heard time and again from teachers across the state that they want to incorporate climate change into the curriculum but don’t know how to make it work, given lesson plans and schedules geared toward preparing students for specific tests,” says Kozuch. “I knew that for a climate curriculum to succeed, it had to be part of an integrated approach.”

      Using climate as a lens

      Over the course of a year, Kozuch and fellow educators created units that fit into their pre-existing syllabi but were woven through with relevant climate change themes. Kozuch already had some experience in this vein, describing the role of the Industrial Revolution in triggering the use of fossil fuels and the greenhouse gas emissions that resulted. For CATE, Kozuch explored additional ways of shifting focus in covering U.S. history. There are, for instance, lessons looking at westward expansion in terms of land use, expulsion of Indigenous people, and environmental justice, and at the Baby Boom period and the emergence of the environmental movement.

      In English/language arts, there are units dedicated to explaining terms used by scientists and policymakers, such as “anthropogenic,” as well as lessons devoted to climate change fiction and to student-originated sustainability projects.

      The science and math classes work independently but also dovetail. For instance, there are science lessons that demystify the greenhouse effect, utilizing experiments to track fossil fuel emissions, which link to math lessons that calculate and graph the average rate of change of global carbon emissions. To make these classes even more relevant, there are labs where students compare carbon emissions in Massachusetts to those of a neighboring state, and where they determine the environmental and economic costs of plugging in electric devices in their own homes.

      Throughout this curriculum-shaping process, O’Grady and the teachers sought feedback from MIT faculty from a range of disciplines, including David McGee, associate professor in the Department of Earth, Atmospheric and Planetary Sciences. With the help of CATE undergraduate researcher Heidi Li ’22, the team held a focus group with the Sustainable Energy Alliance, an undergraduate student club. In spring 2022, CATE convened a professional development workshop in collaboration with the Massachusetts Teachers Association Climate Action Network, Earth Day Boston, and MIT’s Office of Government and Community Relations, sponsored by the Beker Foundation, to evaluate 15 discrete CATE lessons. One of the workshop participants, Gary Smith, a teacher from St. John’s Preparatory School in Danvers, Massachusetts, signed on as a volunteer science curriculum developer.

      “We had a diverse pool of teachers who thought the lessons were fantastic, but among their suggestions noted that their student cohorts included new English speakers, who needed simpler language and more pictures,” says O’Grady. “This was extremely useful to us, and we revised the curriculum because we want to reach students at every level of learning.”

      Reaching all the schools

      Now, the CATE curriculum is in the hands of a cohort of Massachusetts teachers. Each of these educators will test one or more of the lessons and lab activities over the next year, checking in regularly with MIT partners to report on their classroom experiences. The CATE team is building a Climate Education Resource Network of MIT graduate students, postdocs, and research staff who can answer teachers’ specific climate questions and help them find additional resources or datasets. Additionally, teachers will have the opportunity to attend two in-person cohort meetings and be paired with graduate student “climate advisors.”

      In spring 2023, in honor of Earth Day, O’Grady and Knittel want to bring CATE first adopters — high school teachers, students, and their families — to campus. “We envision professors giving mini lectures, youth climate groups discussing how to get involved in local actions, and our team members handing out climate change packets to students to spark conversations with their families at home,” says O’Grady.

      By creating a positive experience around their curriculum in these pilot schools, the CATE team hopes to promote its dissemination to many more Massachusetts schools in 2023. The team plans on enhancing lessons, offering more paths to integration in high school studies, and creating a companion resource website for teachers. Knittel wants to establish footholds in school after school, in Massachusetts and beyond.

      “I plan to spend a lot of my time convincing districts and states to adopt,” he says. “If one teacher tells another that the curriculum is useful, with touchpoints in different disciplines, that’s how we get a foot in the door.”

      Knittel is not shying away from places where “climate change is a politicized topic.” He hopes to team up with universities in states where there might be resistance to including such lessons in schools to develop the curriculum. Although his day job involves computing household-level carbon footprints, determining the relationship between driving behavior and the price of gasoline, and promoting wise climate policy, Knittel plans to push CATE as far as he can. “I want this curriculum to be adopted by everybody — that’s my goal,” he says.

      “In one sense, I’m not the natural person for this job,” he admits. “But I share the mission and passion of MITEI and CEEPR for decarbonizing our economy in ways that are socially equitable and efficient, and part of doing that is educating Americans about the actual costs and consequences of climate change.”

      The CATE program is sponsored by MITEI, CEEPR, and the MIT Vice President for Research.

      This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

    • 75 Shares169 Views

      in Energy

      Helping the cause of environmental resilience

      by

      Haruko Wainwright, the Norman C. Rasmussen Career Development Professor in Nuclear Science and Engineering (NSE) and assistant professor in civil and environmental engineering at MIT, grew up in rural Japan, where many nuclear facilities are located. She remembers worrying about the facilities as a child. Wainwright was only 6 at the time of the Chernobyl accident in 1986, but still recollects it vividly.

      Those early memories have contributed to Wainwright’s determination to research how technologies can mold environmental resilience — the capability of mitigating the consequences of accidents and recovering from contamination.

      Wainwright believes that environmental monitoring can help improve resilience. She co-leads the U.S. Department of Energy (DOE)’s Advanced Long-term Environmental Monitoring Systems (ALTEMIS) project, which integrates technologies such as in situ sensors, geophysics, remote sensing, simulations, and artificial intelligence to establish new paradigms for monitoring. The project focuses on soil and groundwater contamination at more than 100 U.S. sites that were used for nuclear weapons production.

      As part of this research, which was featured last year in Environmental Science & Technology Journal, Wainwright is working on a machine learning framework for improving environmental monitoring strategies. She hopes the ALTEMIS project will enable the rapid detection of anomalies while ensuring the stability of residual contamination and waste disposal facilities.

      Childhood in rural Japan

      Even as a child, Wainwright was interested in physics, history, and a variety of other subjects.

      But growing up in a rural area was not ideal for someone interested in STEM. There were no engineers or scientists in the community and no science museums, either. “It was not so cool to be interested in science, and I never talked about my interest with anyone,” Wainwright recalls.

      Television and books were the only door to the world of science. “I did not study English until middle school and I had never been on a plane until college. I sometimes find it miraculous that I am now working in the U.S. and teaching at MIT,” she says.

      As she grew a little older, Wainwright heard a lot of discussions about nuclear facilities in the region and many stories about Hiroshima and Nagasaki.

      At the same time, giants like Marie Curie inspired her to pursue science. Nuclear physics was particularly fascinating. “At some point during high school, I started wondering ‘what are radiations, what is radioactivity, what is light,’” she recalls. Reading Richard Feynman’s books and trying to understand quantum mechanics made her want to study physics in college.

      Pursuing research in the United States

      Wainwright pursued an undergraduate degree in engineering physics at Kyoto University. After two research internships in the United States, Wainwright was impressed by the dynamic and fast-paced research environment in the country.

      And compared to Japan, there were “more women in science and engineering,” Wainwright says. She enrolled at the University of California at Berkeley in 2005, where she completed her doctorate in nuclear engineering with minors in statistics and civil and environmental engineering.

      Before moving to MIT NSE in 2022, Wainwright was a staff scientist in the Earth and Environmental Area at Lawrence Berkeley National Laboratory (LBNL). She worked on a variety of topics, including radioactive contamination, climate science, CO2 sequestration, precision agriculture, and watershed science. Her time at LBNL helped Wainwright build a solid foundation about a variety of environmental sensors and monitoring and simulation methods across different earth science disciplines.   

      Empowering communities through monitoring

      One of the most compelling takeaways from Wainwright’s early research: People trust actual measurements and data as facts, even though they are skeptical about models and predictions. “I talked with many people living in Fukushima prefecture. Many of them have dosimeters and measure radiation levels on their own. They might not trust the government, but they trust their own data and are then convinced that it is safe to live there and to eat local food,” Wainwright says.

      She has been impressed that area citizens have gained significant knowledge about radiation and radioactivity through these efforts. “But they are often frustrated that people living far away, in cities like Tokyo, still avoid agricultural products from Fukushima,” Wainwright says.

      Wainwright thinks that data derived from environmental monitoring — through proper visualization and communication — can address misconceptions and fake news that often hurt people near contaminated sites.

      Wainwright is now interested in how these technologies — tested with real data at contaminated sites — can be proactively used for existing and future nuclear facilities “before contamination happens,” as she explored for Nuclear News. “I don’t think it is a good idea to simply dismiss someone’s concern as irrational. Showing credible data has been much more effective to provide assurance. Or a proper monitoring network would enable us to minimize contamination or support emergency responses when accidents happen,” she says.

      Educating communities and students

      Part of empowering communities involves improving their ability to process science-based information. “Potentially hazardous facilities always end up in rural regions; minorities’ concerns are often ignored. The problem is that these regions don’t produce so many scientists or policymakers; they don’t have a voice,” Wainwright says, “I am determined to dedicate my time to improve STEM education in rural regions and to increase the voice in these regions.”

      In a project funded by DOE, she collaborates with the team of researchers at the University of Alaska — the Alaska Center for Energy and Power and Teaching Through Technology program — aiming to improve STEM education for rural and indigenous communities. “Alaska is an important place for energy transition and environmental justice,” Wainwright says. Micro-nuclear reactors can potentially improve the life of rural communities who bear the brunt of the high cost of fuel and transportation. However, there is a distrust of nuclear technologies, stemming from past nuclear weapon testing. At the same time, Alaska has vast metal mining resources for renewable energy and batteries. And there are concerns about environmental contamination from mining and various sources. The teams’ vision is much broader, she points out. “The focus is on broader environmental monitoring technologies and relevant STEM education, addressing general water and air qualities,” Wainwright says.

      The issues also weave into the courses Wainwright teaches at MIT. “I think it is important for engineering students to be aware of environmental justice related to energy waste and mining as well as past contamination events and their recovery,” she says. “It is not OK just to send waste to, or develop mines in, rural regions, which could be a special place for some people. We need to make sure that these developments will not harm the environment and health of local communities.” Wainwright also hopes that this knowledge will ultimately encourage students to think creatively about engineering designs that minimize waste or recycle material.

      The last question of the final quiz of one of her recent courses was: Assume that you store high-level radioactive waste in your “backyard.” What technical strategies would make you and your family feel safe? “All students thought about this question seriously and many suggested excellent points, including those addressing environmental monitoring,” Wainwright says, “that made me hopeful about the future.” More

    • 88 Shares129 Views

      in Energy

      Minimizing electric vehicles’ impact on the grid

      by

      National and global plans to combat climate change include increasing the electrification of vehicles and the percentage of electricity generated from renewable sources. But some projections show that these trends might require costly new power plants to meet peak loads in the evening when cars are plugged in after the workday. What’s more, overproduction of power from solar farms during the daytime can waste valuable electricity-generation capacity.

      In a new study, MIT researchers have found that it’s possible to mitigate or eliminate both these problems without the need for advanced technological systems of connected devices and real-time communications, which could add to costs and energy consumption. Instead, encouraging the placing of charging stations for electric vehicles (EVs) in strategic ways, rather than letting them spring up anywhere, and setting up systems to initiate car charging at delayed times could potentially make all the difference.

      The study, published today in the journal Cell Reports Physical Science, is by Zachary Needell PhD ’22, postdoc Wei Wei, and Professor Jessika Trancik of MIT’s Institute for Data, Systems, and Society.

      In their analysis, the researchers used data collected in two sample cities: New York and Dallas. The data were gathered from, among other sources, anonymized records collected via onboard devices in vehicles, and surveys that carefully sampled populations to cover variable travel behaviors. They showed the times of day cars are used and for how long, and how much time the vehicles spend at different kinds of locations — residential, workplace, shopping, entertainment, and so on.

      The findings, Trancik says, “round out the picture on the question of where to strategically locate chargers to support EV adoption and also support the power grid.”

      Better availability of charging stations at workplaces, for example, could help to soak up peak power being produced at midday from solar power installations, which might otherwise go to waste because it is not economical to build enough battery or other storage capacity to save all of it for later in the day. Thus, workplace chargers can provide a double benefit, helping to reduce the evening peak load from EV charging and also making use of the solar electricity output.

      These effects on the electric power system are considerable, especially if the system must meet charging demands for a fully electrified personal vehicle fleet alongside the peaks in other demand for electricity, for example on the hottest days of the year. If unmitigated, the evening peaks in EV charging demand could require installing upwards of 20 percent more power-generation capacity, the researchers say.

      “Slow workplace charging can be more preferable than faster charging technologies for enabling a higher utilization of midday solar resources,” Wei says.

      Meanwhile, with delayed home charging, each EV charger could be accompanied by a simple app to estimate the time to begin its charging cycle so that it charges just before it is needed the next day. Unlike other proposals that require a centralized control of the charging cycle, such a system needs no interdevice communication of information and can be preprogrammed — and can accomplish a major shift in the demand on the grid caused by increasing EV penetration. The reason it works so well, Trancik says, is because of the natural variability in driving behaviors across individuals in a population.

      By “home charging,” the researchers aren’t only referring to charging equipment in individual garages or parking areas. They say it’s essential to make charging stations available in on-street parking locations and in apartment building parking areas as well.

      Trancik says the findings highlight the value of combining the two measures — workplace charging and delayed home charging — to reduce peak electricity demand, store solar energy, and conveniently meet drivers’ charging needs on all days. As the team showed in earlier research, home charging can be a particularly effective component of a strategic package of charging locations; workplace charging, they have found, is not a good substitute for home charging for meeting drivers’ needs on all days.

      “Given that there’s a lot of public money going into expanding charging infrastructure,” Trancik says, “how do you incentivize the location such that this is going to be efficiently and effectively integrated into the power grid without requiring a lot of additional capacity expansion?” This research offers some guidance to policymakers on where to focus rules and incentives.

      “I think one of the fascinating things about these findings is that by being strategic you can avoid a lot of physical infrastructure that you would otherwise need,” she adds. “Your electric vehicles can displace some of the need for stationary energy storage, and you can also avoid the need to expand the capacity of power plants, by thinking about the location of chargers as a tool for managing demands — where they occur and when they occur.”

      Delayed home charging could make a surprising amount of difference, the team found. “It’s basically incentivizing people to begin charging later. This can be something that is preprogrammed into your chargers. You incentivize people to delay the onset of charging by a bit, so that not everyone is charging at the same time, and that smooths out the peak.”

      Such a program would require some advance commitment on the part of participants. “You would need to have enough people committing to this program in advance to avoid the investment in physical infrastructure,” Trancik says. “So, if you have enough people signing up, then you essentially don’t have to build those extra power plants.”

      It’s not a given that all of this would line up just right, and putting in place the right mix of incentives would be crucial. “If you want electric vehicles to act as an effective storage technology for solar energy, then the [EV] market needs to grow fast enough in order to be able to do that,” Trancik says.

      To best use public funds to help make that happen, she says, “you can incentivize charging installations, which would go through ideally a competitive process — in the private sector, you would have companies bidding for different projects, but you can incentivize installing charging at workplaces, for example, to tap into both of these benefits.” Chargers people can access when they are parked near their residences are also important, Trancik adds, but for other reasons. Home charging is one of the ways to meet charging needs while avoiding inconvenient disruptions to people’s travel activities.

      The study was supported by the European Regional Development Fund Operational Program for Competitiveness and Internationalization, the Lisbon Portugal Regional Operation Program, and the Portuguese Foundation for Science and Technology. More

    • 88 Shares149 Views

      in Energy

      Shrinky Dinks, nail polish, and smelly bacteria

      by

      In a lab on the fourth floor of MIT’s Building 56, a group of Massachusetts high school students gathered around a device that measures conductivity.

      Vincent Nguyen, 15, from Saugus, thought of the times the material on their sample electrode flaked off the moment they took it out of the oven. Or how the electrode would fold weirdly onto itself. The big fails were kind of funny, but discouraging. The students had worked for a month, experimenting with different materials, and 17-year-old Brianna Tong of Malden wondered if they’d finally gotten it right: Would their electrode work well enough to power a microbial fuel cell?

      The students secured their electrode with alligator clips, someone hit start, and the teens watched anxiously as the device searched for even the faintest electrical current.

      Capturing electrons from bacteria

      Last July, Tong, Nguyen, and six other students from Malden Catholic High School commuted between the lab of MIT chemical engineer Ariel L. Furst and their school’s chemistry lab. Their goal was to fashion electrodes for low-cost microbial fuel cells — miniature bioreactors that generate small amounts of electricity by capturing electrons transferred from living microbes. These devices can double as electrochemical sensors.

      Furst, the Paul M. Cook Career Development Professor of Chemical Engineering, uses a mix of electrochemistry, microbial engineering, and materials science to address challenges in human health and clean energy. “The goal of all of our projects is to increase sustainability, clean energy, and health equity globally,” she says.

      Electrochemical sensors are powerful, sensitive detection and measurement tools. Typically, their electrodes need to be built in precisely engineered environments. “Thinking about ways of making devices without needing a cleanroom is important for coming up with inexpensive devices that can be deployed in low-resource settings under non-ideal conditions,” Furst says.

      For 17-year-old Angelina Ang of Everett, the project illuminated the significance of “coming together to problem-solve for a healthier and more sustainable earth,” she says. “It made me realize that we hold the answers to fix our dying planet.”

      With the help of a children’s toy called Shrinky Dinks, carbon-based materials, nail polish, and a certain smelly bacterium, the students got — literally — a trial-by-fire introduction to the scientific method. At one point, one of their experimental electrodes burst into flames. Other results were more promising.

      The students took advantage of the electrical properties of a bacterium — Shewanella oneidensis — that’s been called nature’s microscopic power plant. As part of their metabolism, Shewanella oneidensis generate electricity by oxidizing organic matter. In essence, they spit out electrons. Put enough together, and you get a few milliamps.

      To build bacteria-friendly electrodes, one of the first things the students did was culture Shewanella. They learned how to pour a growth medium into petri dishes where the reddish, normally lake-living bacteria could multiply. The microbes, Furst notes, are a little stinky, like cabbage. “But we think they’re really cool,” she says.

      With the right engineering, Shewanella can produce electric current when they detect toxins in water or soil. They could be used for bioremediation of wastewater. Low-cost versions could be useful for areas with limited or no access to reliable electricity and clean water.

      Next-generation chemists

      The Malden Catholic-MIT program resulted from a fluke encounter between Furst and a Malden Catholic parent.

      Mary-Margaret O’Donnell-Zablocki, then a medicinal chemist at a Kendall Square biotech startup, met Furst through a mutual friend. She asked Furst if she’d consider hosting high school chemistry students in her lab for the summer.

      Furst was intrigued. She traces her own passion for science to a program she’d happened upon between her junior and senior years in high school in St. Louis. The daughter of a software engineer and a businesswoman, Furst was casting around for potential career interests when she came across a summer program that enlisted scientists in academia and private research to introduce high school students and teachers to aspects of the scientific enterprise.

      “That’s when I realized that research is not like a lab class where there’s an expected outcome,” Furst recalls. “It’s so much cooler than that.”

      Using startup funding from an MIT Energy Initiative seed grant, Furst developed a curriculum with Malden Catholic chemistry teacher Seamus McGuire, and students were invited to apply. In addition to Tong, Ang, and Nguyen, participants included Chengxiang Lou, 18, from China; Christian Ogata, 14, of Wakefield; Kenneth Ramirez, 17, of Everett; Isaac Toscano, 17, of Medford; and MaryKatherine Zablocki, 15, of Revere and Wakefield. O’Donnell-Zablocki was surprised — and pleased — when her daughter applied to the program and was accepted.

      Furst notes that women are still underrepresented in chemical engineering. She was particularly excited to mentor young women through the program.

      A conductive ink

      The students were charged with identifying materials that had high conductivity, low resistance, were a bit soluble, and — with the help of a compatible “glue” — were able to stick to a substrate.

      Furst showed the Malden Catholic crew Shrinky Dinks — a common polymer popularized in the 1970s as a craft material that, when heated in a toaster oven, shrinks to a third of its size and becomes thicker and more rigid. Electrodes based on Shrinky Dinks would cost pennies, making it an ideal, inexpensive material for microbial fuel cells that could monitor, for instance, soil health in low- and middle-income countries.

      “Right now, monitoring soil health is problematic,” Furst says. “You have to collect a sample and bring it back to the lab to analyze in expensive equipment. But if we have these little devices that cost a couple of bucks each, we can monitor soil health remotely.”

      After a crash course in conductive carbon-based inks and solvent glues, the students went off to Malden Catholic to figure out what materials they wanted to try.

      Tong rattled them off: carbon nanotubes, carbon nanofibers, graphite powder, activated carbon. Potential solvents to help glue the carbon to the Shrinky Dinks included nail polish, corn syrup, and embossing ink, to name a few. They tested and retested. When they hit a dead end, they revised their hypotheses.

      They tried using a 3D printed stencil to daub the ink-glue mixture onto the Shrinky Dinks. They hand-painted them. They tried printing stickers. They worked with little squeegees. They tried scooping and dragging the material. Some of their electro-materials either flaked off or wouldn’t stick in the heating process.

      “Embossing ink never dried after baking the Shrinky Dink,” Ogata recalls. “In fact, it’s probably still liquid! And corn syrup had a tendency to boil. Seeing activated carbon ignite or corn syrup boiling in the convection oven was quite the spectacle.”

      “After the electrode was out of the oven and cooled down, we would check the conductivity,” says Tong, who plans to pursue a career in science. “If we saw there was a high conductivity, we got excited and thought those materials worked.”

      The moment of truth came in Furst’s MIT lab, where the students had access to more sophisticated testing equipment. Would their electrodes conduct electricity?

      Many of them didn’t. Tong says, “At first, we were sad, but then Dr. Furst told us that this is what science is, testing repeatedly and sometimes not getting the results we wanted.” Lou agrees. “If we just copy the data left by other scholars and don’t collect and figure it out by ourselves, then it is difficult to be a qualified researcher,” he says.

      Some of the students plan to continue the project one afternoon a week at MIT and as an independent study at Malden Catholic. The long-term goal is to create a field-based soil sensor that employs a bacterium like Shewanella.

      By chance, the students’ very first electrode — made of graphite powder ink and nail polish glue — generated the most current. One of the team’s biggest surprises was how much better black nail polish worked than clear nail polish. It turns out black nail polish contains iron-based pigment — a conductor. The unexpected win took some of the sting out of the failures.

      “They learned a very hard lesson: Your results might be awesome, and things are exciting, but then nothing else might work. And that’s totally fine,” Furst says.

      This article appears in the Winter 2023 issue of Energy Futures, the magazine of the MIT Energy Initiative. More

    • 88 Shares149 Views

      in Energy

      Working to make nuclear energy more competitive

      by

      Assil Halimi has loved science since he was a child, but it was a singular experience at a college internship that stoked his interest in nuclear engineering. As part of work on a conceptual design for an aircraft electric propulsion system, Halimi had to read a chart that compared the energy density of various fuel sources. He was floored to see that the value for uranium was orders of magnitude higher than the rest. “Just a fuel pellet the size of my fingertip can generate as much energy as a ton of coal or 150 gallons of oil,” Halimi points out.

      Having grown up in Algeria, in an economy dominated by oil and gas, Halimi was always aware of energy’s role in fueling growth. But here was a source that showed enormous potential. “The more I read about nuclear, the more I saw its direct relationship with climate change and how nuclear energy can potentially replace the carbonized economy,” Halimi says. “The problem we’re dealing with right now is that the source of energy is not clean. Nuclear [presented itself] as an answer, or at least as a promise that you can dig into,” he says. “I was also seeing the electrification of systems and the economy evolving.”

      A tectonic shift was brewing, and Halimi wanted in.

      Then an electrical engineering major at the Institut National des Sciences Appliquées de Lyon (INSA Lyon), Halimi added nuclear engineering as a second major. Today, the second-year doctoral student at MIT’s Department of Nuclear Science and Engineering (NSE) has expanded on his early curiosity in the field and researches methods of improving the design of small modular reactors. Under Professor Koroush Shirvan’s advisement, Halimi also studies high burnup fuel so we can extract more energy from the same amount of material.

      A foot in two worlds

      The son of a computer engineer father and a mother who works as a judge, Halimi was born in Algiers and grew up in Cherchell, a small town near the capital. His interest in science grew sharper in middle school; Halimi remembers being a member of the astronomy club. As a middle and high schooler, Halimi traveled to areas with low light pollution to observe the night skies.

      As a teenager, Halimi set his goals high, enrolling in high school in both Algeria and France. Taking classes in Arabic and French, he found a fair amount of overlap between the two curricula. The divergence in the nonscientific classes gave Halimi a better understanding of the cultural perspectives. After studying the French curriculum remotely, Halimi graduated with two diplomas. He remembers having to take two baccalaureate exams, which didn’t bother him much, but he did have to miss viewing parts of the 2014 World Cup soccer tournament.

      A multidisciplinary approach to engineering

      After high school, Halimi moved to France to study engineering at INSA Lyon. He elected for a major in electrical engineering and, ever the pragmatist, also signed up for a bachelor’s degree in math and economics. “You can build a lot of amazing things, but you have to take costs into account to make sure you’re proposing something feasible that can make it in the real world,” Halimi says, explaining his motivation to study economics.

      Wrapping up his bachelor’s in math and economics in two short years, Halimi decided to pursue a double curriculum in electrical and nuclear engineering during his final year of engineering studies. Since his school in Lyon did not offer the double curriculum, Halimi had to move to Paris to study at The French Alternative Energies and Atomic Energy Commission (CEA), part of the University of Paris-Saclay. The summer before he started, he traveled to Japan and toured the Fukushima nuclear power plant.

      Halimi first conducted research at MIT NSE as part of an internship in nuclear engineering when he was still a student in France. He remembers wanting to explore work on reactor design, when an advisor at CEA recommended interning with Shirvan.

      Pragmatism in nuclear energy adoption

      Halimi’s work at MIT NSE focuses on high burnup fuel assessment and small modular reactor (SMR) design.

      Existing nuclear plants have faced stiff competition during the last decade. Improving the fuel efficiency (high burnup) is a potential way of improving the economic competitiveness of the existing reactor fleet. One challenge is that materials degrade when you keep them longer in the reactor. Halimi evaluates fuel performance and safety features of more efficient fuel operation using advanced computer simulation tools. At the 2022 TopFuel Light Water Reactor Fuel Performance Conference, Halimi presented a paper describing strategies to achieve higher burnups. He is now working on journal paper about this work.

      Halimi’s research on SMR design is motivated by the industry’s move to smaller plants that take less time to construct. The challenge, he says, is that if you simply make the reactors smaller, you lose the advantages of economies of scale and might end up with a more expensive economic proposal. Halimi’s goal is to analyze how smaller reactors can compensate for economies of scale by improving their technical design. Other advantages stacked in favor of smaller reactors is that they can be constructed faster and in series.

      Halimi analyzes the fuel performance, core design, thermal hydraulics, and safety of these small reactors. “One efficient way that I particularly assess to improve their economics is high power density operation,” he says. In late 2021 Halimi published a paper on the relationship between cost and reactor power density in Nuclear Engineering and Design Journal. The research has been featured in other conference papers.

      When he’s not working, Halimi makes time to play soccer and hopes to get back into astronomy. “I sold all my gear when I moved from Europe so I need to buy new ones at some point,” he says.

      Halimi is convinced that nuclear power will be a serious contender in the energy landscape. “You have to propose something that will make everyone happy,” Halimi laughs when he describes work in nuclear science and engineering.

      The work ahead is daunting — “Nuclear power is safe, sustainable, and reliable; now we need to be on time and on budget [to achieve] climate goals” he says — but Halimi is ready. By addressing both the competitiveness of the existing reactors through high burnup fuels and designing the next generation of nuclear plants, he is adopting a dual-pronged approach to make nuclear energy an economical and viable alternative to carbon-based fuels. More

    • 163 Shares109 Views

      in Energy

      3 Questions: Antje Danielson on energy education and its role in climate action

      by

      The MIT Energy Initiative (MITEI) leads energy education at MIT, developing and implementing a robust educational toolkit for MIT graduate and undergraduate students, online learners around the world, and high school students who want to contribute to the energy transition. As MITEI’s director of education, Antje Danielson manages a team devoted to training the next generation of energy innovators, entrepreneurs, and policymakers. Here, she discusses new initiatives in MITEI’s education program and how they are preparing students to take an active role in climate action.

      Q: What role are MITEI’s education efforts playing in climate action initiatives at MIT, and what more could we be doing?

      A: This is a big question. The carbon emissions from energy are such an important factor in climate mitigation; therefore, what we do in energy education is practically synonymous with climate education. This is well illustrated in a 2018 Nature Energy paper by Fuso Nerini, which outlines that affordable, clean energy is related to many of the United Nations Sustainable Development Goals (SDGs) — not just SDG 7, which specifically calls for “affordable, reliable, sustainable, and modern energy for all” by 2030. There are 17 SDGs containing 169 targets, of which 113 (65 percent) require actions to be taken concerning energy systems.

      Now, can we equate education with action? The answer is yes, but only if it is done correctly. From the behavioral change literature, we know that knowledge alone is not enough to change behavior. So, one important part of our education program is practice and experience through research, internships, stakeholder engagement, and other avenues. At a minimum, education must give the learner the knowledge, skills, and courage to be ready to jump into action, but ideally, practice is a part of the offering. We also want our learners to go out into the world and share what they know and do. If done right, education is an energy transition accelerator.

      At MITEI, our learners are not just MIT students. We are creating online offerings based on residential MIT courses to train global professionals, policymakers, and students in research methods and tools to support and accelerate the energy transition. These are free and open to learners worldwide. We have five courses available now, with more to come.

      Our latest program is a collaboration with MIT’s Center for Energy and Environmental Policy Research (CEEPR): Climate Action through Education, or CATE. This is a teach-the-teacher program for high school curriculum and is a part of the MIT Climate Action Plan. The aim is to develop interdisciplinary, solutions-focused climate change curricula for U.S. high school teachers with components in history/social science, English/language arts, math, science, and computer science.

      We are rapidly expanding our programming. In the online space, for our global learners, we are bundling courses for professional development certificates; for our undergraduates, we are redesigning the energy studies minor to reflect what we have learned over the past 12 years; and for our graduate students, we are adding a new program that allows them to garner industry experience related to the energy transition. Meanwhile, CATE is creating a support network for the teachers who adopt the curriculum. We are also working on creating an energy and climate alliance with other universities around the world.

      On the Institute level, I am a member of the Climate Education Working Group, a subgroup of the Climate Nucleus, where we discuss and will soon recommend further climate action the Institute can take. Stay tuned for that.

      Q: You mentioned that you are leading an effort to create a consortium of energy and climate education programs at universities around the world. How does this effort fit into MITEI’s educational mission?

      A: Yes, we are currently calling it the “Energy and Climate Education Alliance.” The background to this is that the problem we are facing — transitioning the entire global energy system from high carbon emissions to low, no, and negative carbon emissions — is global, huge, and urgent. Following the proverbial “many hands make light work,” we believe that the success of this very complex task is accomplished quicker with more participants. There is, of course, more to this as well. The complexity of the problem is such that (1) MIT doesn’t have all the expertise needed to accomplish the educational needs of the climate and energy crisis, (2) there is a definite local and regional component to capacity building, and (3) collaborations with universities around the world will make our mission-driven work more efficient. Finally, these collaborations will be advantageous for our students as they will be able to learn from real-world case studies that are not U.S.-based and maybe even visit other universities abroad, do internships, and engage in collaborative research projects. Also, students from those universities will be able to come here and experience MIT’s unique intellectual environment.

      Right now, we are very much in the beginning stages of creating the alliance. We have signed a collaboration agreement with the Technical University of Berlin, Germany, and are engaged in talks with other European and Southeast Asian universities. Some of the collaborations we are envisioning relate to course development, student exchange, collaborative research, and course promotion. We are very excited about this collaboration. It fits well into MIT’s ambition to take climate action outside of the university, while still staying within our educational mission.

      Q: It is clear to me from this conversation that MITEI’s education program is undertaking a number of initiatives to prepare MIT students and interested learners outside of the Institute to take an active role in climate action. But, the reality is that despite our rapidly changing climate and the immediate need to decarbonize our global economy, climate denialism and a lack of climate and energy understanding persist in the greater global population. What do you think must be done, and what can MITEI do, to increase climate and energy literacy broadly?

      A: I think the basic problem is not necessarily a lack of understanding but an abundance of competing issues that people are dealing with every day. Poverty, personal health, unemployment, inflation, pandemics, housing, wars — all are very immediate problems people have. And climate change is perceived to be in the future.

      The United States is a very bottom-up country, where corporations offer what people buy, and politicians advocate for what voters want and what money buys. Of course, this is overly simplified, but as long as we don’t come up with mechanisms to achieve a monumental shift in consumer and voter behavior, we are up against these immediate pressures. However, we are seeing some movement in this area due to rising gas and heating oil prices and the many natural disasters we are encountering now. People are starting to understand that climate change will hit their pocketbook, whether or not we have a carbon tax. The recent Florida hurricane damage, wildfires in the west, extreme summer temperatures, frequent droughts, increasing numbers of poisonous and disease-carrying insects — they all illustrate the relationship between climate change, health, and financial damage. Fewer and fewer people will be able to deny the existence of climate change because they will either be directly affected or know someone who is.

      The question is one of speed and scale. The more we can help to make the connections even more visible and understood, the faster we get to the general acceptance that this is real. Research projects like CEEPR’s Roosevelt Project, which develops action plans to help communities deal with industrial upheaval in the context of the energy transition, are contributing to this effect, as are studies related to climate change and national security. This is a fast-moving world, and our research findings need to be translated as we speak. A real problem in education is that we have the tendency to teach the tried and true. Our education programs have to become much nimbler, which means curricula have to be updated frequently, and that is expensive. And of course, the speed and magnitude of our efforts are dependent on the funding we can attract, and fundraising for education is more difficult than fundraising for research.

      However, let me pivot: You alluded to the fact that this is a global problem. The immediate pressures of poverty and hunger are a matter of survival in many parts of the world, and when it comes to surviving another day, who cares if climate change will render your fields unproductive in 20 years? Or if the weather turns your homeland into a lake, will you think about lobbying your government to reduce carbon emissions, or will you ask for help to rebuild your existence? On the flip side, politicians and government authorities in those areas have to deal with extremely complex situations, balancing local needs with global demands. We should learn from them. What we need is to listen. What do these areas of the world need most, and how can climate action be included in the calculations? The Global Commission to End Energy Poverty, a collaboration between MITEI and the Rockefeller Foundation to bring electricity to the billion people across the globe who currently live without it, is a good example of what we are already doing. Both our online education program and the Energy and Climate Education Alliance aim to go in this direction.

      The struggle and challenge to solve climate change can be pretty depressing, and there are many days when I feel despondent about the speed and progress we are making in saving the future of humanity. But, the prospect of contributing to such a large mission, even if the education team can only nudge us a tiny bit away from the business-as-usual scenario, is exciting. In particular, working on an issue like this at MIT is amazing. So much is happening here, and there don’t seem to be intellectual limits; in fact, thinking big is encouraged. It is very refreshing when one has encountered the old “you can’t do this” too often in the past. I want our students to take this attitude with them and go out there and think big. More

    • 88 Shares149 Views

      in Energy

      Integrating humans with AI in structural design

      by

      Modern fabrication tools such as 3D printers can make structural materials in shapes that would have been difficult or impossible using conventional tools. Meanwhile, new generative design systems can take great advantage of this flexibility to create innovative designs for parts of a new building, car, or virtually any other device.

      But such “black box” automated systems often fall short of producing designs that are fully optimized for their purpose, such as providing the greatest strength in proportion to weight or minimizing the amount of material needed to support a given load. Fully manual design, on the other hand, is time-consuming and labor-intensive.

      Now, researchers at MIT have found a way to achieve some of the best of both of these approaches. They used an automated design system but stopped the process periodically to allow human engineers to evaluate the work in progress and make tweaks or adjustments before letting the computer resume its design process. Introducing a few of these iterations produced results that performed better than those designed by the automated system alone, and the process was completed more quickly compared to the fully manual approach.

      The results are reported this week in the journal Structural and Multidisciplinary Optimization, in a paper by MIT doctoral student Dat Ha and assistant professor of civil and environmental engineering Josephine Carstensen.

      The basic approach can be applied to a broad range of scales and applications, Carstensen explains, for the design of everything from biomedical devices to nanoscale materials to structural support members of a skyscraper. Already, automated design systems have found many applications. “If we can make things in a better way, if we can make whatever we want, why not make it better?” she asks.

      “It’s a way to take advantage of how we can make things in much more complex ways than we could in the past,” says Ha, adding that automated design systems have already begun to be widely used over the last decade in automotive and aerospace industries, where reducing weight while maintaining structural strength is a key need.

      “You can take a lot of weight out of components, and in these two industries, everything is driven by weight,” he says. In some cases, such as internal components that aren’t visible, appearance is irrelevant, but for other structures aesthetics may be important as well. The new system makes it possible to optimize designs for visual as well as mechanical properties, and in such decisions the human touch is essential.

      As a demonstration of their process in action, the researchers designed a number of structural load-bearing beams, such as might be used in a building or a bridge. In their iterations, they saw that the design has an area that could fail prematurely, so they selected that feature and required the program to address it. The computer system then revised the design accordingly, removing the highlighted strut and strengthening some other struts to compensate, and leading to an improved final design.

      The process, which they call Human-Informed Topology Optimization, begins by setting out the needed specifications — for example, a beam needs to be this length, supported on two points at its ends, and must support this much of a load. “As we’re seeing the structure evolve on the computer screen in response to initial specification,” Carstensen says, “we interrupt the design and ask the user to judge it. The user can select, say, ‘I’m not a fan of this region, I’d like you to beef up or beef down this feature size requirement.’ And then the algorithm takes into account the user input.”

      While the result is not as ideal as what might be produced by a fully rigorous yet significantly slower design algorithm that considers the underlying physics, she says it can be much better than a result generated by a rapid automated design system alone. “You don’t get something that’s quite as good, but that was not necessarily the goal. What we can show is that instead of using several hours to get something, we can use 10 minutes and get something much better than where we started off.”

      The system can be used to optimize a design based on any desired properties, not just strength and weight. For example, it can be used to minimize fracture or buckling, or to reduce stresses in the material by softening corners.

      Carstensen says, “We’re not looking to replace the seven-hour solution. If you have all the time and all the resources in the world, obviously you can run these and it’s going to give you the best solution.” But for many situations, such as designing replacement parts for equipment in a war zone or a disaster-relief area with limited computational power available, “then this kind of solution that catered directly to your needs would prevail.”

      Similarly, for smaller companies manufacturing equipment in essentially “mom and pop” businesses, such a simplified system might be just the ticket. The new system they developed is not only simple and efficient to run on smaller computers, but it also requires far less training to produce useful results, Carstensen says. A basic two-dimensional version of the software, suitable for designing basic beams and structural parts, is freely available now online, she says, as the team continues to develop a full 3D version.

      “The potential applications of Prof Carstensen’s research and tools are quite extraordinary,” says Christian Málaga-Chuquitaype, a professor of civil and environmental engineering at Imperial College London, who was not associated with this work. “With this work, her group is paving the way toward a truly synergistic human-machine design interaction.”

      “By integrating engineering ‘intuition’ (or engineering ‘judgement’) into a rigorous yet computationally efficient topology optimization process, the human engineer is offered the possibility of guiding the creation of optimal structural configurations in a way that was not available to us before,” he adds. “Her findings have the potential to change the way engineers tackle ‘day-to-day’ design tasks.” More

    • 88 Shares169 Views

      in Energy

      A more sustainable way to generate phosphorus

      by

      Phosphorus is an essential ingredient in thousands of products, including herbicides, lithium-ion batteries, and even soft drinks. Most of this phosphorus comes from an energy-intensive process that contributes significantly to global carbon emissions.

      In an effort to reduce that carbon footprint, MIT chemists have devised an alternative way to generate white phosphorus, a critical intermediate in the manufacture of those phosphorus-containing products. Their approach, which uses electricity to speed up a key chemical reaction, could reduce the carbon emissions of the process by half or even more, the researchers say.

      “White phosphorus is currently an indispensable intermediate, and our process dramatically reduces the carbon footprint of converting phosphate to white phosphorus,” says Yogesh Surendranath, an associate professor of chemistry at MIT and the senior author of the study.

      The new process reduces the carbon footprint of white phosphorus production in two ways: It reduces the temperatures required for the reaction, and it generates significantly less carbon dioxide as a waste product.

      Recent MIT graduate Jonathan “Jo” Melville PhD ’21 and MIT graduate student Andrew Licini are the lead authors of the paper, which appears today in ACS Central Science.

      Purifying phosphorus

      When phosphorus is mined out of the ground, it is in the form of phosphate, a mineral whose basic unit comprises one atom of phosphorus bound to four oxygen atoms. About 95 percent of this phosphate ore is used to make fertilizer. The remaining phosphate ore is processed separately into white phosphorus, a molecule composed of four phosphorus atoms bound to each other. White phosphorus is then fed into a variety of chemical processes that are used to manufacture many different products, such as lithium battery electrolytes and semiconductor dopants.

      Converting those mined phosphates into white phosphorus accounts for a substantial fraction of the carbon footprint of the entire phosphorus industry, Surendranath says. The most energy-intensive part of the process is breaking the bonds between phosphorus and oxygen, which are very stable.

      Using the traditional “thermal process,” those bonds are broken by heating carbon coke and phosphate rock to a temperature of 1,500 degrees Celsius. In this process, the carbon serves to strip away the oxygen atoms from phosphorus, leading to the eventual generation of CO2 as a byproduct. In addition, sustaining those temperatures requires a great deal of energy, adding to the carbon footprint of the process.

      “That process hasn’t changed substantially since its inception over a century ago. Our goal was to figure out how we could develop a process that would substantially lower the carbon footprint of this process,” Surendranath says. “The idea was to combine it with renewable electricity and drive that conversion of phosphate to white phosphorus with electrons rather than using carbon.”

      To do that, the researchers had to come up with an alternative way to weaken the strong phosphorus-oxygen bonds found in phosphates. They achieved this by controlling the environment in which the reaction occurs. The researchers found that the reaction could be promoted using a dehydrated form of phosphoric acid, which contains long chains of phosphate salts held together by bonds called phosphoryl anhydrides. These bonds help to weaken the phosphorus-oxygen bonds.

      When the researchers run an electric current through these salts, electrons break the weakened bonds, allowing the phosphorus atoms to break free and bind to each other to form white phosphorus. At the temperatures needed for this system (about 800 C), phosphorus exists as a gas, so it can bubble out of the solution and be collected in an external chamber.

      Decarbonization

      The electrode that the researchers used for this demonstration relies on carbon as a source of electrons, so the process generates some carbon dioxide as a byproduct. However, they are now working on swapping that electrode out for one that would use phosphate itself as the electron source, which would further reduce the carbon footprint by cleanly separating phosphate into phosphorus and oxygen.

      With the process reported in this paper, the researchers have reduced the overall carbon footprint for generating white phosphorus by about 50 percent. With future modifications, they hope to bring the carbon emissions down to nearly zero, in part by using renewable energy such as solar or wind power to drive the electric current required.

      If the researchers succeed in scaling up their process and making it widely available, it could allow industrial users to generate white phosphorus on site instead of having it shipped from the few places in the world where it is currently manufactured. That would cut down on the risks of transporting white phosphorus, which is an explosive material.

      “We’re excited about the prospect of doing on-site generation of this intermediate, so you don’t have to do the transportation and distribution,” Surendranath says. “If you could decentralize this production, the end user could make it on site and use it in an integrated fashion.”

      In order to do this study, the researchers had to develop new tools for controlling the electrolytes (such as salts and acids) present in the environment, and for measuring how those electrolytes affect the reaction. Now, they plan to use the same approach to try to develop lower-carbon processes for isolating other industrially important elements, such as silicon and iron.

      “This work falls within our broader interests in decarbonizing these legacy industrial processes that have a huge carbon footprint,” Surendranath says. “The basic science that leads us there is understanding how you can tailor the electrolytes to foster these processes.”

      The research was funded by the UMRP Partnership for Progress on Sustainable Development in Africa, a fellowship from the MIT Tata Center for Technology and Design, and a National Defense Science and Engineering Graduate Fellowship. More