Energy Education Blitz and

Discussion of Energy
Curriculum Opportunities
Professor Jefferson Tester,
Energy Education Task Force Co-Chair
 Today’s Agenda

10:00 – 11:00 Part 1- Energy Education Blitz

11:00 – 11:10 Break/Individual Q&A

11:10 – 12:00 Part 2 - Presentation and discussion of

possible frameworks for energy
curriculum and undergrad energy
minor

12:00 – 1:00 Part 3 - Showcase of Campus Energy

Projects (hosted by Campus Energy Task Force)
Part 1- Energy Education Blitz - Subjects offered Spring 2008
1. Intro. to Building Technology; Analysis and Design of HVAC Systems; and
Building Technologies IV: Energy in Building Design
Prof. Marilyne Anderson, Architecture
2. Sustainable Energy
Prof. Michael Golay
3. A Philosophical History of Energy -
Profs. Bernhardt Trout and Lee Perlman
4. Global Climate Change: Economics, Science, and Policy
Prof. Mort Webster
5. Fundamentals of Advanced Energy Conversion
Prof. Ahmed Ghoniem
6. Managing Nuclear Technology
Prof. Richard Lester
7. Energy Policy for a Sustainable Future
Dr. Jonathan Raab
8. Power Electronics
Prof. David Perreault
9. Seminar in Electric Power Systems
Prof. James Kirtley [presented by Prof Tester]
10. Laboratory for Sustainable Business (“S-Lab”)
Profs. Slaughter, Sterman, Locke and Henderson
[presented by Prof Tester]
11. Energy Economics
Dr. Arthur Campbell [presented by Prof Tester]
Introduction to Building
Technology
Professor Marilyne Andersen,
Architecture
Introduction to Building Technology
4.401
•12 units (3-1-8) – undergrad credit
•Mon/Wed 11am-12:30pm, Fri 11am-12pm
•Rooms 3-133 (MW) & 5-134 (recitations F)
•No prereq’s, required of Course IV majors
•Stellar site:
http://stellar.mit.edu/S/course/4/sp08/4.401/
•also on OCW
Introduction to Building Technology
4.401

•Fundamental understanding of technology

aspects in building design
•Topics: response to climate, construction
methods, heat and air flow, passive design,
comfort, lighting, acoustics
•Includes design project on existing building
(energy balance, sustainability)
Analysis and Design of HVAC
Systems
Professor Marilyne Andersen,
Architecture
 Analysis & Design of Heating,
Ventilation & Air Conditioning Systems
2.67J/4.427J

•12 units (3-0-9) – grad credit

•Tues/Thurs 11:00am-12:00pm
•Room 1-132
•Prereq: 4.42J/2.45J or 2.006
 Analysis & Design of Heating,
Ventilation & Air Conditioning Systems
2.67J/4.427J

•Basics for design of advanced buildings

approaching “zero energy” for heating
and cooling
•Emphasis on loads calculation to size
and control suitable HVAC equipment
 Building Technology IV:
Energy in Building Design
Professor Marilyne Andersen,
Architecture
 Building Technology IV:
Energy in Building Design
4.464

•9 units (3-1-5) – grad credit

•Mon/Wed 11:00am-12:30pm
•Room 5-217
•Pre-req: 4.463 or permission of instructor
•URL:
http://stellar.mit.edu/S/course/4/sp08/4.464/
 Building Technology IV:
Energy in Building Design
4.464

•Required for students in March

program
Sustainable Energy
Professor Michael Golay,
Nuclear Engineering
1.818J/2.65J/3.564J/10.391J/11.371J/22.811J/ESD166J
SUSTAINABLE ENERGY
Spring 2008
Prof. Michael W. Golay
Nuclear Engineering Dept., 24-223
3-5233, golay@mit.edu
 OVERVIEW
10.391J/22.811J/ESD166J/11.371J/1.818J/3.564J/2.65J
3-1-8 G(2)
Tuesday and Thursday, 3 – 5 pm; Room 56-114
Instructors: M. Golay,* J. Freidberg, J. Tester, E. Drake, S. Sgouridis
Other faculty and invited speakers; Teaching assistant: TBA
* Instructor-in-charge
‘ ‘ ‘ ‘ ‘ ‘
Assessment of current and potential future energy systems, covering
resources, extraction, conversion, and end-use, with emphasis on
meeting regional and global energy needs in the 21st century in a
sustainable manner.
Different renewable and conventional energy technologies will be
presented and their attributes described within a framework that aids
in evaluation and analysis of energy technology systems in the
context of political, social, economic, and environmental goals.
Open to graduate students and upper class undergraduates.
 COURSE MATERIALS
Textbook:
Sustainable Energy – Choosing Among Options. J.W. Tester,
E.M. Drake, M.W. Golay, M.J. Driscoll, and W.A. Peters. MIT
Press, Cambridge MA, 2005
Web sites:
http://stellar.mit.edu/S/course/10/sp08/10.391J/index.html
http://ocw.mit.edu/OcwWeb/Chemical-Engineering/10-
391JSpring-2005/CourseHome/
Lecture/Recitation format:
Two 2-hour lecture sessions per week; periodic replacement with
a recitation and problem session
Homework:
One problem set per week on average. Early problem sets focus
on analytical skills; later problem sets are more comprehensive
and integrating.
Papers:
One written term paper (20-30 pages) with interim progress
report and final oral presentation
 COURSE ORGANIZATIONAL
STRUCTURE
Toolbox Lectures:
1. Energy Resource Assessment
2. Economic Feasibility Assessment Methods
3. Energy Supply, Demand and Storage Planning Methods
4. Energy Transfer and Conversion Methods
5. Systems Analysis Methodologies
6. Thermodynamics and Efficiency Analysis Methods

Lectures:
Part I: Energy in Context
Part II: Specific Energy Technologies
Part III: Energy End Use, Option Assessment, and Tradeoff
Analysis
A Philosophical History of
Energy
Professor Bernhardt Trout,
Chemical Engineering
and Dr. Lee Perlman, Experimental
Study Group
A Philosophical History of Energy
10.04J/24.114J

•12 units (3-0-9) HASS-E

•Thursday 2-5
•66-148
•Pre-requisites: none
http://stellar.mit.edu/S/course/24/sp08
/24.114/
 A Philosophical History of Energy
10.04J/24.114J

•HASS-E Credit
•Can be part of HASS concentration
•Focus on reading original papers in order to
investigate the central philosophical and
scientific debates around energy
•Authors include Aristotle, Bacon, Boltzmann,
Carnot, Descartes, Gibbs, Leibnitz
 Global Climate Change:
Economics, Science, and
Policy
Professor Mort Webster,
Visiting Professor, Earth, Atmospheric
and Planetary Sciences
 Global Climate Change:
Economics, Science, and Policy
15.023/12.848/ESD.128J

•Prof. Jacoby and Prof. Prinn

•12 units (3-1-8) – grad credit
•Lecture: Monday 3:00-5:00pm
•Recitation: Wednesday 3:00-4:00pm
•Room E25-117
 Global Climate Change:
Economics, Science, and Policy
15.023/12.848/ESD.128J

•Introduces scientific, economic, ecological, and

institutional issues underlying the threat of global
climate change
•Develops an integrated approach to analysis of
climate change processes, and assessment of
proposed measures
•Draws on research within MIT Joint Program
•Students use computer models and participate in
group and individual projects
Fundamentals of Advanced
Energy Conversion
Professor Ahmed Ghoniem,
Mechanical Engineering
FUNDAMENTALS OF ADVANCED ENERGY CONVERSION
2.60 (U), 2.62 (G), 10.392J (G), 22.40J (G)
ESD, 3.083J

Spring 08, MW 1:00-3:00 PM, Rm 3-370

Energy conversion processes and

systems utilizing fossil fuels,
hydrogen, nuclear and renewable
sources, over a range of scales,
emphasis on efficiency and
environmental impact.
A Ghoniem (IC) ghoniem@mit.edu
M Kazimi, Y Shao-Horn and J Tester
Prereq: 2.006 or permission of instructor.
Grading: Homework, one quiz and a term project
U and G students are graded separately.
Future of energy conversion:
Integrated, combined, hybrid power
for electricity and transportation.
Direct conversion, fuel cells
Synthetic and biofuels. Renewable
sources & utilization. “Hydrogen &
other economies”. CO2 Capture
and Sequestration. Lifecycle
efficiency and emissions.
The class covers the engineering and science concepts and tools required to
analyze conversion of a variety of sources to useful forms, using different
conversion technologies. For instance, the conversion of the chemical energy in
fossil fuel sources, like oil, to fuels that can be used in transportation, like
gasoline or hydrogen; or the conversion of the chemical energy in biomass to
ethanol.

We discuss converting the chemical energy into electricity or mechanical

energy, covering fuel cells, engines and turbines. We compare options, for
instance stating with biomass, what is the better option: use it to generate
electricity in steam power plant and utilize electricity in transportation, or use
the same biomass to generate ethanol and burn that in a flex fuel engine. We
compare the two options based on overall efficiency and CO2 production, from
well to wheel (LCA). We discuss the difference between fuel cells used for
electricity generation in a power plant and those used in an automobile.

We talk extensively about thermal energy produced from the sun, from
geothermal sources or from a nuclear reactor, and how to use it to produce
electricity or fuels. We discuss technologies that are compatible with these
different sources, you can not use the same conversion technology with
geothermal sources and nuclear sources and get the same efficiency.

We discuss the technical differences between concentrated solar conversion

using a trough, a dish and a tower, and when one is favored. We also discuss
the production of hydrogen from solar energy using photovoltaics or from wind
energy using electrolysis, and when this makes sense and way.
We discuss hybrid transportation, why the Prius gets more mileage and what is
a plug-in hybrid. Hybrid cars have been around for a century but only now
they’re coming to the market, why? Concepts behind battery technology and
the difference between lithium ion and metal hydride batteries are covered.
But we also talk about why diesel engines are more efficient than gasoline
engines and why they can be competitive against hybrids. We discuss the
challenges for hydrogen as a transportation fuel and how it can be enabled.

We discuss alternative energy like heavy hydrocarbon, and how to make them
environmentally safe. We talk about carbon capture and sequestration, the
technical advantages and disadvantages of removing CO2 during fossil fuel
combustion, using different technology pathways, and when does it make sense
and when it can be competitive.

Most importantly, we discuss integrated and hybrid systems and how

combining different conversion technologies can improve efficiency
significantly; for instance combined cycles, hybrid solar-NG, etc., also how
integrating storage can further improve the system. We talk about the
difference between concentrated generation and distributed generation,
 Managing Nuclear
Technology
Professor Richard Lester,
Nuclear Science and Engineering
 Managing Nuclear Technology
22.812J/ESD.163J

• 12 units (3-0-9) -- grad credit

• Mon/Wed 11-12.30pm
• Room 24-115
• Pre-requisite: permission of instructor (U/Gs
welcome)
• URL: http://stellar.mit.edu/S/course/22/sp08/22.812/
 Managing Nuclear Technology
22.812J/ESD.163J
• Syllabus
– Part I: Tools to analyze (energy) investment projects
– Part II: Case Studies
• Costs and financial risks of the nuclear power fuel cycle
• Radioactive waste management
• Regulation of nuclear power safety risks
• Nuclear proliferation and nuclear terrorism
• Course goal
– To learn to think clearly and in a systematic way about things that are
very uncertain and that involve technical, economic, environmental,
social, political, and international security considerations
 Energy Policies for a
Sustainable Future
Dr. Jonathan Raab,
Visiting Lecturer, Urban Studies and
Planning
“Energy Policies for a Sustainable Future”
Visiting Lecturer: Dr. Jonathan Raab

•Comprehensive Nat’l Energy Policy;

•Greenhouse Gas Reducing Policies;
•Restructuring Electric Utility Industry;
•Energy Efficiency and Renewable Energy
Policies and Programs;
•Policies to Reduce Oil Use in the
Transportation Sector.
•FOCUS ON BOTH SUBSTANCE AND PROCESS
 “Energy Policies for a Sustainable Future”
Dr. Jonathan Raab
• 11.369/17.398J/ESD.934
• M/W 9:00—10:30, Room 4-153
• Graduates and qualified undergrads
• Journal responses, mid-term, final project
• Great guest lectures from leading national/local
policymakers and practitioners—Tierney, van
Welie, Giudice, Coakley, Grace, Watson, and
Heywood
• Probably limit to 35 (47 pre-registered)
 Power Electronics
Professor David Perreault,
Electrical Engineering and Computer
Science
 6.334 Power Electronics

•12 units (3-0-9) grad H

•MWF 1 – 2 pm, 32-124
•Prerequisites: 6.012 or
permission of instructor
•URL: http://web.mit.edu/6.334/
 Power Electronics
• Electronic circuits for the processing and
control of electrical energy
– Everywhere electrical energy is created or used
• from Watts to gigaWatts
– A key technology for energy generation,
application, and conservation
 Who should take 6.334?
• Anyone interested in electrical energy
generation, conversion, or control

• Anyone pursuing analog or digital

electronics design
– Power is becoming a central design concern
– There is a tremendous industry demand for
graduates with knowledge of power electronics
Seminar in Electric Power
Systems
Professor James Kirtley, Electrical
Engineering and Computer Science
Seminar in Electric Power Systems
6.691
•12 units (3-0-9) – H-level grad credit
•Mon/Wed 2:30-4:00pm
•Rooms 34-303
•Prerequisite: permission of instructor
•Website: on OCW
 6.691 Seminar in Electric Power Systems
James L. Kirtley Jr. and Hatem Zeineldin
Kirtley@mit.edu hatem@mit.edu

This course is a seminar on planning and operation of

modern electric power systems. Content varies with
current interests of instructor and class; emphasis on
engineering aspects, but economic issues may be
examined too. Core topics include: overview of power
system structure and operation; representation of
components, including transmission lines, transformers,
generating plants, loads; power flow analysis, dynamics
and control of multimachine systems, steady-state and
transient stability, system protection; economic
dispatch; mobil and isolated power systems;
computation and simulation.

http://ocw.mit.edu/OcwWeb/Electrical-Engineering-and-Computer-Science/6-691Spring2006/Syllabus/index.htm
 Description:
This is a new subject about electric power systems, Topics
an old but still very important area. Students taking •Complex Power
this subject should have some background in electric •Polyphase Systems
power systems (e.g. having taken 6.061) or a very •Transmission Lines
good background in electric network theory with some •Sending and Receiving End Circle Diagrams
controls and electromagnetics. We will get into some •Z, Y and H Parameters for Two Ports
aspects of economics of an electric power system (to •Transformers, Polyphase Connections
try to understand the deregulation and restructuring of •Load Flow Problem, Setup, Matrices
the industry) so some background in Economics •Newton Raphson Method, Decoupled Load Flow
would be helpful. As the subject is new and the •Basics of Synchronous Machines
possible course content is vast, it is impossible to fix •Synchronous Machine Models
the syllabus; we will be doing different things each •Per-Unit Models,
time. This year we can anticipate looking into DC •Frequency Response
distribution systems and perhaps discussing •Machine Operation, Electromechanical Dynamics
renewable sources. The calendar given below is a •Voltage Regulator, Power System Stabilizer
'straw man' and can be expected to change. •Continued Discussion of Small Signal Behavior
•Generation Costs
Background information and many of the problems •Economic Dispatch
are available from the textbook: Bergen, A., and V. •Optimal Dispatch
Vittal. Power Systems Analysis. 2nd ed. Upper •Symmetrical Components
Saddle River, NJ: Prentice Hall, 1999. ISBN: •Modeling of Faults
0136919901. •System Protection: Relaying
 Laboratory for Sustainable
Business
Professors Slaughter, Sterman, Locke
and Henderson, Sloan School of
Management
 S-Lab: Philosophy & pedagogy
• Systems view
– Sustainable ecologically, economically, socially, politically, and personally
– Problems and crises in each of these domains are symptoms of the same
underlying system.
• Active learning
– Project-based learning, working with companies and organizations on
semester-long projects
– Simulations, “buzz groups”, cases, presentations, and guest speakers.
• Methodologies and Tools
– Working to develop, test, and aid implementation of systematic approaches
backed by empirical data
• Topics:
– Framing the Challenge – Why is sustainability important to business?
– Framing a Response – Get your own house in order, Restructure the
Supply Chain, Build a New Industry, Change the World

© 2007 MIT Sloan School of Management

 S-Lab Spring 2007 projects
• Large established firms:
– Disney Imagineers: Alternative energy
sources for Orlando region
– Intel: Defining and designing sustainable
global supply chain
– Nike: CSR issues
• Startups and small firms
– GoLoCo: Business strategy for social
network facilitating ride sharing
– Good Energies: Strategy for $3.5 billion
fund investing in renewables/solar
– Greenfuel Technologies: business/
– marketing model for CO2 to biofuel
technology
– Merida: Business strategy for maker of
natural fiber floor coverings
– Mibanco: Business strategy for Latin
American micro-credit organization
– Spark Group: strategy for startup in
Chennai investing in schools via
microfinance
• NGOs/Gov’t
– Friends of Petit-Anse: Haitian
community group empowering poorest of
the poor
– Health Care Without Harm: Improving
health by improving bldg environ quality
– UFM: Universidad Francisco Marroquín,
Guatemala; microfinance business model
– World Bank: Consulting to WB
Development Marketplace Competition
finalists
• MIT
– Sloan: Lessons learned from successful
green building design process (E62)
– WTT task force: Carbon emissions
inventory
© 2007 MIT Sloan School of Management
Energy Economics and Policy
Mr. Arthur Campbell, Economics
 Energy Economics and Policy
14.44/14.444 (12 units)
• Instructor Arthur D. Campbell (ards@mit.edu)
• Pre-requisite: 14.01 or an equivalent introductory microeconomics
course
• Stellar Site: http://stellar.mit.edu/S/course/14/sp08/14.44/index.html
• Lectures: Monday and Wednesday (10:30 to 12:00) --- + a few on
Friday in lieu of section
• Sections: Friday (10:30 to Noon)
• Room: E51-372
• Assessment: 10% class participation; 20% problem sets (7); 30%
mid term exam; 40% final exam
 Energy Economics and Policy
• Enrollment is limited to 30 students. We have limited the enrollment
primarily because this is a new course and we want to encourage
active student participation and feedback to refine the content and
general quality of the course.
• There is no textbook for this course, all of the reading materials will
be available electronically on the course website.
• This is an energy economics course not a general energy policy
course. It will cover a variety of theoretical and empirical topics
related to energy demand, energy supply, energy prices,
environmental consequences of energy consumption and
production, and various public policies affecting energy demand,
supply, prices and environmental effects.
 Part 2
Presentation and discussion of
possible frameworks for
energy curriculum and
undergrad energy minor
The Energy Education Task Force (EETF) was established
late spring 2007 to coordinate the development of
energy education at MIT as outlined in the Energy
Research Council report to the President Hockfield and
Provost Reif.
The EETF’ s main initial responsibilities were to:
1. Articulate a vision for energy education at MIT
2. Review existing energy-related curricula
3. Identify curriculum development priorities
 Energy Education Task Force Members
Co-chairs
• Angela M. Belcher, Materials Science and Engineering& Biological Engineering
• Jefferson W. Tester, Chemical Engineering
Faculty
• Ahmed F. Ghoniem, Mechanical Engineering
• Michael W. Golay, Nuclear Science and Engineering
• Steven B. Leeb, Electrical Engineering and Computer Science and
Mechanical Engineering
• Donald R. Lessard, Sloan School of Management
• F. Dale Morgan, Earth, Atmospheric and Planetary Sciences
• Dava Newman, Aeronautics and Astronautics
• Kenneth A. Oye, Political Science
• Donald R. Sadoway, Materials Science and Engineering
• Susan S. Silbey, Anthropology
• Amy Smith, Mechanical Engineering
• Jeffrey I. Steinfeld, Chemistry
• Washington Taylor, Physics
Staff
• Robin Elices, Executive Director, MITEI
• Amanda Graham, Director, MITEI Education Office
Students
• Sara Barnowski ’10 (Civil and Environmental Eng. Undergraduate)
• To be identified (Graduate)
 Energy Education Task Force Primary Goals

1. Educate MIT students in the fundamental and applied science,

engineering, systems, management, and societal aspects of energy
2. Provide students with a comprehensive understanding of energy
systems and their role in the modern world
3. Enable students to contribute significantly in making a global
transition to a more environmentally and economically sustainable
and socially responsible energy system
 EETF Subcommittees, Fall 2007
‰ Energy Curriculum Subcommittee [Donald Lessard, chair]
Reviewing MIT’s existing energy subjects and developing an overall vision
of what MIT graduates need to know to work effectively in the emerging
arena of energy

‰ Energy Minor Subcommittee [Susan Silbey, chair]

Developing a framework for an Institute-wide undergraduate energy minor
that can be tailored by students throughout MIT

Both subcommittees seek input from MIT’s

undergraduate and graduate students
Energy Curriculum: Review Existing Subjects
Approximately 80 current subjects with energy content are indexed
at energyclasses.mit.edu (about 75% technology, 15%
policy/management, 10% science). The subcommittee is evaluating
gaps and student and faculty interest for filling them
Energy Curriculum: Developing a vision of “energy
literacy” for MIT and an approach for achieving both
breadth and depth in a set of core energy subjects
An MIT graduate focusing on energy will have deep expertise in a
discipline or professional field relevant to energy combined with a
broad understanding of the interlinked realms of science, technology
and policy and business as they relate to evolving energy
challenges.
Energy Curriculum: An Overall Structure
• Integration of three domains: technology, science,
policy/business
• Introductory subjects/activities that link and integrate
• Discipline-based subjects
• Advanced interdisciplinary subjects
• Project-based and/or interdisciplinary capstone subjects/experiences

•All complementing mastery within a major discipline or

professional field
 A framework for an Undergraduate Energy Minor
Identifying subjects in three domains

Science domain Technology Policy/business

domain domain
2 subjects 2 subjects 2 subjects
• Six subjects total
• Five subjects outside of major
• One project-based or experiential subject
• Supervised by a faculty committee

Next steps
Identify subjects within each domain
Gather input from students and faculty