Introduction to REaCT

Professor Alice Bows-Larkin

Professor of Climate Science and Energy Policy

Mechanical, Aerospace and Civil Engineering
Tyndall Centre for Climate Change Research
 REaCT MSc Course

Motivation for this MSc Programme

We are at the start of big societal change that will accelerate in the coming
decades: changing professional landscape

Graduates need to be equipped to move into professional areas which might

involve:
• renewable energy generation
• energy distribution
• planning new resources
• conserving energy
• active demand management
• climate change management & policy
 REaCT MSc Course

Unit topics & spread

Units have a range of breadth and depth covering:

Energy supply
Marine renewables, wind power & solar power
Energy use
Interfacing, smart grids
Energy conservation
Built infrastructure, energy efficiency, energy systems
Energy in society
Understanding resources, climate change & policy
 Renewable Energy and Clean Technology Course Structure (MSc)
Semester Unit Credits Lecture Tutorial hours Lab Private Total
hours hours Study Study
1 Understanding energy as a
‘system’ driving modern
society 30 6 6 108 150
15

1 Power system
fundamentals
15 30 6 6 108 150

1 Marine Energy: Wind,

Wave and Tidal 15 30 6 9 105 150

1 Solar Energy Technologies

15 30 6 9 105 150
2 Smart Grids and
Sustainable Electrical 15 30 6 6 108 150
Systems
2 Interfacing of clean energy
systems
15 30 6 6 108 150

2 Zero Carbon Built

15 30 6 6 108 150
Infrastructure
2 Feasibility Study 15 3 0 0 147 150
2 Project/Dissertation
60 0 0 X 600 600
TOTAL 180 213 42 48 1497 1800
 REaCT in Summary
Semester 1
Energy as a System in Modern Society (Alice Bows-Larkin, MACE)
Power system fundamentals (Haiyu Li/Alessandra Parisio, EEE)
Marine Energy: Wind, Wave and Tidal (Tim Stallard, MACE)
Solar Energy Technologies (Bruce Hamilton/Matthew Halsall, EEE)

Semester 2
Interfacing of Clean Energy Systems (tbc, EEE)
Zero Carbon Built Infrastructure (Rodger Edwards/Mohammed Azhar
Quiayoom, MACE)
Smart Grids & Sustainable Electricity Systems (Nando Ochoa, EEE)
 REaCT in General

Each module will run for 3 weeks

Some will deliver all lectures in first 2 weeks
Last week will be for coursework
Some have labs associated with them
Everyone does a dissertation at the end of semester 2
Course director: Subhasish Chakroborty
Course administrator: Emma Bentley
 REaCT in General

Students have a physics and/or engineering background

Students will have a chance to learn new skills outside of
their immediate discipline
This course is novel as it is across both MACE and EEE
 Energy As A System in Modern Society
Course leader: Alice Bows-Larkin (MACE)

Tyndall Centre for

Climate Change
Research, School The principal drivers of
of MACE renewable energy are climate
change and energy security.
To understand both of these it
is important to stand back from
renewable electricity and
consider the energy system –
extending from how we
consume energy in our daily
life, through how that energy is
delivered, to how it is
supplied.... where fuel may
come from and the cost of all
this in relation to our energy
demands. Moreover, energy
must be understood not as a
static picture of today, but as a
dynamic and not completely
predictable component of a
changing society.
 Energy as a System in Modern Society
Unit Contents [Assessment: Examination (60%) and Coursework (40%)]
(1) Context setting
- Climate change science and other drivers
- Energy & Climate policy
- Economics and sustainability
(2) Energy systems
- Low carbon transitions
- Geographical context
- Land & fuel
(3) Energy supply & demand
- Renewable energy technologies and barriers to deployment
- People and energy
- Transportation
Learning Outcomes
Knowledge and understanding, the students will be able to:
Understand the wider climate change and energy/electricity security context within which renewable
technologies are situated
Understand energy as a system issue, with fundamental interactions between how/when energy is used and
the form, structure and operation of energy supply
Provide a range of relevant energy policies and their role in constraining or encouraging renewable deployment
Develop skills to be able to consider energy in the round

9
 Power System Fundamentals
Course leader: Haiyu Li (EEE)
Renewables are
Power systems complicated!
Group: EEE
School This course provides an
understanding of the role of the
electrical power system. It
introduces basic power system
plant used in transmission &
distribution of electrical energy
in terms of their function,
structure and equivalent circuit.

It will introduce the techniques

required for basic power system
analysis and the basic concept
of power system protection.
 Power System Fundamentals
Unit Contents [Assessment: Examination (60%) and Coursework (40%)]

(1) Introduction of Electrical Power Systems

- The structure of an electrical power system
- Challenges faced by the power system with increased penetrations of renewable energy
- Basic three-phase power system calculation
(2) Function, Structure and Equivalent Circuit of Major Power System Plant
- Overhead lines, - Cables,- Transformers, - Switchgear
(3) Basic Power System Analysis and Protection
- Per-unit system
- Power flow analysis
- Basic concept of power system protection

Learning Outcomes
Knowledge and understanding, the students will be able to:
 Describe the range of technologies used in the generation and transmission and distribution of electricity.
 Describe the main components of power system plant and understand their functionalities.
 Use equivalent circuits of power system plant to model electrical transmission and distribution networks.
 Describe the basic objectives and principles of power system analysis and power system protection.
11
 Marine Energy: Wind, Wave & Tidal
Course leader: Tim Stallard (MACE)
Wind energy is now a major
Energy, industry sector and modelling
Environment and methods are established for
Climate Change both individual turbines and
Group MACE farms of turbines. In Europe,
several large offshore wind
farms are now under
construction. In
contrast,...although high
velocity tidal streams and
ocean waves represent a
substantial energy resource
and these new industry
sectors are developing
rapidly. This unit will provide
understanding of the extent
of each resource, introduce
models appropriate for each
resource and design.
 Solar Energy Technologies
Course leader: Bruce Hamilton (EEE)
This unit deals with the
renewable energy systems
Microelectronics which directly exploit the solar
and Nanostructures radiation received by the earth
Group: EEE viz. solar photovoltaics (PV) and
School solar thermal technologies. The
unit describes the fundamental
mechanisms of solar energy
conversion on solar
cells......establishes the key
criteria for cell design and
improvement .....The optical and
thermal parameters for solar
thermal technologies are
considered and the approaches
for generating electrical power
are reviewed. ....The
exploitation of these renewable
energy systems
 Interfacing of climate energy infrastructure
Course leader: tbc (EEE)
The unit introduces technology
Power Conversion which sits between the energy
Group: EEE School generation device (solar cell,
turbine etc.) and the
distribution system The unit
will give an overview of the
structure, function and
applications of electrical
energy conversion systems,
allowing students to select
technology and undertake top
level design and performance
calculations. The unit will also
form a precursor for the unit
on Smart Grids and
Sustainable Electrical
Systems. Power Electronic
Converters Electromechanical
Energy Conversion
 Interfacing of climate energy infrastructure
Unit Contents [Assessment: Examination (70%) Design Project (20%) & Lab Report
(10%)]
• Power electronic converters form the key to control of electrical energy
• Power electronic converters do not convert one form of energy to another, but convert between AC and DC or
control AC or DC quantities, e.g. regulating output of solar arrays or generators
• Electrical machines convert between mechanical and electrical energy
• The unit interfaces with most of the other units on the course
• The ICES unit will also introduce other aspects such as condition monitoring, reliability and wastage, energy
for transportation and energy storage

The unit begins with a brief introduction to power electronics. This may be familiar to some.

Learning Outcomes
Knowledge and understanding, the students will be able to:
 Describe the technology and characteristics of power electronic converters and electrical machines for interfacing of energy systems
 Select appropriate technology and configurations for clean energy systems
 Identify high-efficiency end-user systems
 Propose control strategies for energy conversion systems, making allowances for practical limitations
 Apply methods to construct and evaluate the performance of integrated energy conversion systems using computer models
You should also enhance your practical skills through use of an interactive graphic environment for the design
exercise and obtaining results from hardware laboratory equipment, and enhance personal skills through
taking part in enquiry-based group work

15
 Zero carbon built infrastructure
Course leader: Rodger Edwards (MACE)
Energy, This unit is concerned with ..
Environment and the importance of energy
Climate Change demand within buildings and
Group MACE the importance of taking
measures to reduce that
demand; enabling
calculation of likely levels of
demand and identification of
economically robust
strategies for demand
reduction
..The energy demand of
buildings is not often
considered when the use of
renewable energy sources is
being considered.
This units deals with the key
issues associated with
demand reduction strategies
in buildings,
 Smart grids and sustainable electrical systems
Course leader: Nando Ochoa (EEE)
This unit introduces the
concepts behind smart grids
Power systems
and future low-carbon
Group: EEE School
networks.
.....the concepts behind the
main low-carbon generation
technologies and their
interaction with the power
system
Provide methodologies so that
distributed energy resources
(e.g., distributed renewable
generation, electric vehicles,
electro-thermal technologies,
etc.) may be integrated
effectively into the power
system in the context of both
traditional grids and future
smart grids.
Exercise on motivations
Introduction to : Understanding Energy
as a System Driving Modern Society
Professor Alice Bows-Larkin

Mechanical, Aerospace and Civil Engineering

Tyndall Centre for Climate Change Research
 Aims of this module

1) To teach about the wider climate change and energy

security context within which renewables are situated
2) Provide an understanding of energy as a system
issue with people and demand as important as supply
3) Enable students to grasp relevant energy policies
and understand socio-economic constraints on
deployment
4) Give students the training to develop their own
energy system scenarios
 General format
Varies, but often:
2 lectures with a short break
1 hour of interactive activity: discussion; role play; debate
etc
Structured content to set renewable energy and clean
technologies in the wider context
In addition to physical sciences, the module includes social
science, economic and policy relevance
The module is interdisciplinary
40% coursework: 60% exam compulsory questions
 Module Diagram

Introduction
Wider context Energy as a system Energy demand & supply
Climate Supply
Science Land food technologies
energy nexus
Socio-
Scale of the economic
climate challenge Geographical
context barriers
Policy issues Demand & people
Low carbon
Sustainability transitions Transport

Energy system modelling: designing geographic-specific low carbon transitions

 Understanding Energy as a System Driving
Modern Society
Lecture Date Title Lecturers

Intro 1 Mon 28 Sep Overview of module Alice Bows-Larkin

2&3 Tues 29 Sep Context: Climate science Alice Bows-Larkin & Mirjam Roeder

Context: The scale of the challenge and role of Alice Bows-Larkin, Will Lamb & Feibei Chen
economics
4 Wed 30 Sep Context: Policy & climate negotiations Alice Bows-Larkin (with Bec Cunningham,
Chris Jones and Maria Sharmina)
5&6 Thurs 1 Oct Context: Sustainability, resource use & climate Conor Walsh & Alice Bows-Larkin
change

Energy as a system: Land, food and bioenergy Mirjam Roeder & Andrew Welfle
7 Mon 5 Oct Energy as a system: Low carbon transitions Ruth Wood & Alice Bows-Larkin
8 Tues 6 Oct Energy as a system: Geographical context & intro Alice Bows–Larkin & Will Lamb
to energy balances
Alice Bows-Larkin
Low carbon transitions continued – coursework
outline
9 Wed 7 Oct Energy demand & supply: Supply options and Dana Abi Ghanem & Jaise Kuriakose
barriers to deployment
10&11 Thurs 8 Oct Energy demand & supply: Demand and people Dana Abi Ghanem & Chris Jones

Energy demand & supply: Transport & coursework Conor Walsh (with Dan’s slides) & Alice
tips Bows-Larkin
12 Mon 12 Oct Course summary/revision Alice Bows-Larkin
Coursework 13–17 Oct Coursework activity
Wider context
 Today’s key challenges

SUSTAINABILITY
Energy security & climate change:
- access & limits to fossil fuel resources
- limits to energy-related resources
e.g. neodymium
- population growth
- wealth
- rate of deployment in new
capacity (keeping the lights on)
- impact on climate
 Drivers of CO2 emissions

Population

Wealth (GDP)

Technology

Fuel mix
 Global population projection (UN Median Variant)

1e+10

9e+9

8e+9

7e+9
Population

Future
6e+9

Past
5e+9
1990 2000 2010 2020 2030 2040 2050

Year
Primary energy world consumption
Million tonnes oil equivalent

Renewable

Coal Hydro Nuclear

Natural Gas

Oil

BP Statistical Review of World Energy 2015

© BP p.l.c. 2015
Jan-Erik Lane, (2011),"CO<DN>2</DN>
emissions and GDP", International Journal of
Social Economics, Vol. 38
Iss: 11 pp. 911 - 918
Climate
Science
Why this graph of the emissions from fossil fuel use is so concerning?
Global CO2 emission trends

~2.5% p.a. last 100yrs

~2.9% p.a. in last 10 years
Anthropogenic climate change

Concentration of
greenhouse gases
measured in parts
per million (ppmv) or
parts per billion
(ppbv)
Historical trend

2014 : (400ppm)
 Latest understanding
IPCC 2013 (paraphrased)

Warming of the climate system is unequivocal

Since 1950s many of the changes are
unprecedented over decades to millennia
Each of the last 3 decades has been
successively warmer…
Rate of sea level rise has been larger since
mid-19th century than mean over pervious 2
millennia
Atmospheric concentrations of CO2, methane
and nitrous oxide have increased to levels
unprecedented in the last 800,000 years
Total radiative forcing is positive with the
largest contribution from CO2
Human influence is clear from increase in ghg
Image: IPCC Summary for Policymakers, 2013
concentrations
 Latest understanding
IPCC 2013 (paraphrased)

It is extremely likely that human influence has been the

dominant cause of observed warming since mid-20th century
Continued emissions will cause further warming
Limiting climate change will require substantial and sustained
reductions in emissions
Global ocean will continue to warm during the 21st century
Very likely that Arctic sea ice will continue to shrink and thin
Global mean sea level will continue to rise
Further uptake of CO2 by the ocean will increase ocean
acidification
Cumulative emissions of CO2 largely determine global
mean surface warming by the last 21st century and beyond

Image: IPCC Summary for Policymakers, 2013

Weather
Climate
 Extreme weather events

May 2012 December 2012

May 2012
November 2012
July 2012

September 2012
Scale of the
challenge
 2°C?
Widespread mortality of corals
Increased risks of extreme weather events
Increased water stress, wildfire frequency and floods
Hundreds of millions of people suffering coastal flooding
Reductions in water supplies
‘Dangerous Interference with the Climate System’
Why this graph of the emissions from fossil fuel use is so concerning?
Global CO2 emission trends

~2.5% p.a. last 100yrs

~2.9% p.a. in last 10 years
 Urgently
require v
different
policy
… 66% chance responses &
of avoiding 2°C emission
cuts >6%
Too per year
early for
supply

Reduce Supply
Demand &
demand
 What are the precedents for such reductions?

Annual reductions of greater than 1% p.a. have only

“been associated with economic recession or upheaval”

(Stern 2006)

 UK gas & French 40x nuclear ~1% p.a. reductions

(ex. aviation & shipping)

 Collapse Soviet Union economy ~5% p.a. reductions

 Society and Economics
Economic growth strongly linked to greenhouse gas growth
Considered ‘good’ – a western or global view?
Is continued economic growth for all sustainable?
Economics underpins much of climate policy
Tools such as Integrated Assessment Models (IAMs) are
key example
Underpinned by neo-classical economics – and modelling
that helped deliver the financial crisis
What are the other options available?
Climate
Policy
What is the response to rising emissions?
 Copenhagen Accord (2009)

‘To hold the increase in global temperature

below 2 degrees Celsius, and take action
to meet this objective consistent with
science and on the basis of equity’
 EU

Nations signing up to the Copenhagen Accord

Albania, Algeria, Armenia, Australia, Austria, Bahamas, Bangladesh, Belarus, Belgium, Benin,
Bhutan, Bosnia and Herzegovina, Botswana, Brazil, Bulgaria, Burkina Faso, Cambodia,
Canada, Central African Republic, Chile, China, Colombia, Congo, Costa Rica, Côte d'Ivoire,
Croatia, Cyprus, Czech Republic, Democratic Republic of Congo, Denmark, Djibouti, Eritrea,
Estonia, Ethiopia, European Union, Fiji, Finland, France, Gabon, Georgia, Germany, Ghana,
Greece, Guatemala, Guinea, Guyana, Hungary, Iceland, India, Indonesia, Ireland, Israel, Italy,
Japan, Jordan, Kazakhstan, Kiribati, Lao People's Democratic Republic, Latvia, Lesotho,
Liechtenstein, Lithuania, Luxemburg, Madagascar, Malawi, Maldives, Mali, Malta, Marshall
Islands, Mauritania, Mexico, Monaco, Mongolia, Montenegro, Morocco, Namibia, Nepal,
Netherlands, New Zealand, Norway, Palau, Panama, Papua New Guinea, Peru, Poland,
Portugal, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda,
Samoa, San Marino, Senegal, Serbia, Sierra Leone, Singapore, Slovakia, Slovenia, South
Africa, Spain, Sweden, Swaziland, Switzerland, The Former Yugoslav Republic of Macedonia,
Tonga, Trinidad and Tobago, Tunisia, United Arab Emirates, United Kingdom of Great Britain
and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Zambia.
 EU

European Commission

EU - “The EU must ensure global average

temperature increases do not exceed preindustrial
levels by more than 2 degrees Celsius”
 EU

Small island states

Wish to negotiate a deal to avoid just 1.5C rather

than 2°C temperatures rise
 EU

Negotiations

How is agreement reached to combat climate change?

Why is 2015 an important year?
Sustainability
 Formal definition of sustainability

"Sustainable development is development that meets the needs of the

present without compromising the ability of future generations to meet their
own needs“, Bruntdland Commission

Environment Economy

Conventional description
Society
 Sustainability indicators
Natural hazards
Land use
Economic development
Freshwater
Biodiversity
Consumption and production patterns
Life expectancy
Motivations
Energy as
a system
 What is meant by ‘systems thinking’
Systems engineering: interdisciplinary field – how complex
engineering projects should be designed and managed
over their life-cycles
Energy systems: looking at supply and demand in unison.
Not assuming energy supply needs to be engineered to
meet demand but that demand may change to fit supply
Systems thinking: how the energy system may interact with
the food system(e.g. through biofuel production) and other
systems within the natural, physical and socio-economic
environment
Challenging – but unavoidable when considering global
challenges around energy
 Systems thinking
Siloed or reductionist thinking can lead to unsustainable
outcomes – optimising one thing without considering
another
TIME: Impacts depend on the timeframe being considered:
ie aviation contrails vs CO2; what is renewable?
SPACE: Decisions around energy can impact geographical
locations well away from the end-use
Can appear paralysing – but still need to making decisions
in the face of uncertainty or conflicting indicators
Land food
energy
nexus
 Example: energy, land & water

Biomass for bioenergy needs land to grow

So does food
Is there enough land for bioenergy & food?
Need to consider…
demand for food; demand for
bioenergy (can other energy be
used); what can grow where;
impacts (socio-economic) of
deforestation; transportation of
bioenergy etc.
 Biomass Fuel Sources
• Biodegradable fraction of municipal
waste
• Industrial by-products eg. Demolition
waste, paper pulp
• Sewage sludge
• Animal wastes e.g. slurry, poultry litter
• Agricultural residues e.g. Straw
• Vegetable oils
• Forestry residues
• Energy crops e.g. Short rotation
coppice, grasses
Biofuels production by region
Million tonnes oil equivalent

World biofuels production

BP Statistical Review of World Energy 2015

© BP p.l.c. 2015
Geographical
context
 Primary energy regional consumption pattern 2014
Percentage

Coal
Renewable
Hydro
Nuclear

Gas

Oil

BP Statistical Review of World Energy 2015

© BP p.l.c. 2015
Primary energy consumption per capita 2014
Tonnes oil equivalent

BP Statistical Review of World Energy 2015

© BP p.l.c. 2015
http://www.carbonmap.org/#Emissions
 Low
carbon
transitions
Other renewables consumption by Nuclear energy consumption by region
region, Million tonnes oil equivalent Million tonnes oil equivalent
Other renewables share of power generation by region
Percentage
 Designing a viable low carbon transition

Need tools and approaches for scientists and

engineers to inform policymaking
1) Scenario methods for long term energy planning
– As first used by Shell, now used by academics; DECC etc
2) Greenhouse gas accounting techniques for assessing
the direct emissions from energy scenarios
3) Understanding of apportionment & responsibility
- Consumption vs production methods of accounting;
contraction and convergence etc.
Decarbonisation & meeting security needs

Needs a whole system approach

Long-term infrastructure change won’t be enough
and won’t be quick enough
Emphasis must be as much on demand as supply
Low carbon transitions going forward point to the
need for more electrification over time
 Energy
demand &
supply
 Supply
technologies
 Renewable energy

Energy Hierarchy (energy conservation is the first renewable)

Then…hydro, geothermal, wind (offshore, onshore and micro), wave, tidal, solar
thermal and PV, bioenergy, heat pumps
Issues of intermittence – what does this mean for the grid?
How to deploy needed renewables – planning and public opposition.
Processes of consultation – best practice approaches
Is it really an issue of technology?
What is the most ‘sustainable’ way forward &how to assess it?
 Socio-
economic
barriers
 Technologies in society
(or ‘shiny bits of kit in the real world’)

• What do people think about specific technologies?

• Multiple meanings?

• Do different groups see things differently?

• How do they explain and justify these different

positions?
 What kind of engagement activities

• Public meetings (varying size and frequency)

• Public/displays information events
• Presentations to community organisations
• Site visits
• Brochures and pamphlets
• Press releases (local – national)
• Letters to local residents
• Social media
• Websites
Demand &
people
 Burning of fossil fuels for…
Electricity

Heating/cooling

Transport

Source: OSTP
 Demand options
Energy efficiency
- Appropriate energy use
- Energy efficient technologies

Reducing energy
- Changed behaviours
- Active demand management
Demand Side Management – some problems

Owners do not insulate their homes despite incentives

Building occupiers – same buildings with different

occupiers consume energy and electricity differently

Reading meters (information) to lead to changing

consumption habits – people do not always make
sense of energy information from monitors
Transport
 Renewables for transport

Transport often overlooked

Electricity demand for transport a key future concern
What about planes and ships?
 The end product
We need to move away from fossil fuels to avoid
rising emissions and provide secure energy supplies

Need to understand existing geographical differences

Likely to need more electrification and renewables
How do we know how much, when and where?
And how do we realise the low-carbon transition?

That’s what this module will explore