As a teacher or trainer, one hopes to inspire students but it is often the case when working in adult education, that the teacher is inspired as much (if not more) by the students as they are by you.
Such was the case when I delivered Carbon Literacy training to a group of post-graduate researchers in Cardiff University’s School of Engineering.
The students were either holders of a doctorate or on their way to receiving one and several of them were lecturers. So, I was a little daunted by the challenge of designing a training programme for them that would respect their level of knowledge and intellectual ability. The more a group of adults know however, the less the teacher or trainer needs to do in terms of knowledge transfer. The students bring the knowledge, and the trainer has to facilitate the sharing of that knowledge.
So I set the group a task of developing a mini lecture on the question, “Can we engineer our way out of the climate crisis?” Colleagues within the group had a wide degree of specialist knowledge covering topics such as; electricity grids, low carbon gas, low emission vehicles, psychology, waste management, and carbon reduction management. They worked in four teams to design an answer to the question and present their response.
Two of the teams addressed the issue at a high level, identifying the need for social, economic and cultural changes while the other two looked at specific engineering solutions. Here is a summary of what I learned from them.
Firstly, let us start with specific engineering solutions.
There are a range of geo-engineering options available – (See image above courtesy of Lahiru Jayasuriya and Riccardo Maddalena). These include ocean fertilisation to boost plankton growth, ground level reflectors to replace albedo lost when ice melts, cloud seeding and at the extreme end – orbiting reflectors to send solar thermal radiation back into space before it reaches Earth. These are known as “direct interventions.”
“Indirect interventions” include carbon capture-storage, smart grids and renewable energy sources coupled with hydrogen as an energy vector and storage medium.
An innovation that may prove to be very important is to create ammonia (NH3) by electrolysing water using power generated by renewable sources such as wind and solar. Ammonia is a colourless gas which can be chilled and compressed into a liquid. It is used as a fertiliser but is also a waste product in many industrial processes. Ammonia can act as a carrier of hydrogen or be used directly as a fuel but in the latter case, it produces high levels of nitrous oxides which are greenhouse gasses. Engineers are researching ways to decouple ammonia use from such emissions. Existing gas turbines would also need to be converted in order to use ammonia as a fuel.
Another exciting area of research is “smart local energy systems”. In these, energy is produced and supplied from a variety of disaggregated point sources rather than from a few large generators such as nuclear, coal or gas power stations. The gas and electricity supply grids work together, mediated by SMART technology. In this scenario, small local producers of energy can trade with peers, waste heat is no longer wasted, and things that use energy can moderate their demand in line with price and supply fluctuations. Consumers of energy are no longer passive recipients but become an important element by, for example, choosing when and how they require and use energy. A smart grid would be a major cultural shift but it is already being widely discussed and elements of it piloted.
Carbon capture and storage could reduce current emissions by 12% by stripping the carbon dioxide from industrial exhausts and storing it under ground. Coal, a high carbon substance, adsorbs carbon dioxide molecules onto its surface. The coal still sitting in the seams of the south Wales coalfield is particularly reactive in this respect – CO2 sticks readily to Welsh coal! This means that south Wales could be an important area for carbon storage. The alternative approach is to pump the gas into the voids left by oil and natural gas extraction but storage in coal seams is more stable.
These are just some examples of engineering solutions to the climate crisis but are they enough on their own?
The answer is a clear no.
To begin with, there are and will be a variety of interests that resist changes no matter how effective the engineering solutions can be. Engineers today must engage not only with clients but with politicians and the general public. They have to be able to advocate their science and particular technical solutions in a political and cultural context in order to build alliances that will overcome vested interests and irrational resistance but at the same time, the engineering solution itself will have to respect cultural and social concerns and be flexible enough to deal with these. Engineers, like other scientists, have to embrace interdisciplinary working practices. The education of engineers has to anticipate this by encouraging independent thinking and integrated design. The problem is that much of engineering research is funded by industry to achieve a very specific outcome strongly tied to economic efficiency and functionality.
The group agreed that the days when engineering could simply bolt something on are over. End of pipe solutions are no longer sufficient for the degree of challenge we face. We need to change the amount and the way we consume resources and engineers, like designers, have to be part of the process right from the beginning. I have become aware myself of the shift in thinking that has occurred in civil engineering over the last thirty years, proving that change can happen.
If the young men and women I met through this Carbon Literacy course are typical of their profession then I am heartened that we can change our world for the better. They can clearly explain their research interests with passion but also articulate the relevance of their research in a social, cultural and economic context. Much of their research takes place within the FLEXIS programme – a £24 million research initiative that is directed to developing energy systems, building on the research success of Welsh universities, to provide solutions of global relevance.
If you would like to know more about specific technologies mentioned above or engage with the FLEXIS programme then please contact Karolina Rucinska FLEXIS Project Development officer email@example.com or visit the FLEXIS website.
If you would like to read what FLEXIS thought about the Carbon Literacy training you can do so here.
Further information on specific technologies can be requested via Karolina as follows;
Ammonia as a fuel – Syed Mashruk, Gas Turbine Research Centre
Smart grids – Dr. Muditha Abeysekera, Lecturer in multi-vector energy systems
Carbon Capture and storage in South Wales Coalfield – Dr Renato Zagorscak, Geoenvironmental Research Centre
This workshop was sponsored by the Early Career Researchers Fund from the School of Engineering, Cardiff University. Find more information about research at Cardiff School of Engineering.