Principles and Applications of Energy Technology - Advanced ...

Johns Hopkins UniversityEnergy Policy and Climate ProgramPrinciples and Applications of Energy TechnologyDRAFT425.601.51Fall 2012JenkinWednesday, 6:00 – 8.45 PM1717 Massachusetts Avenue, N.W., Washington D.C.Room [TBD]Course Description: The course examines energy supply and consumption, and how these activitiesimpact the environment, with a focus on understanding the potential technology, market structure andpolicy implications for climate change. Particular emphasis is devoted to the electricity andtransportation sectors, which combined represent over two-thirds of U.S. energy supply and use. Studentswill gain a solid understanding of the science, technology, economics, and environmental impactassociated with various electricity generation technologies, including renewable energy, such as windand solar (both PV and Concentrated Solar thermal), conventional thermal electricity generation (existingand future) - which include coal, natural gas and nuclear based technologies, and the role carbon storageand sequestration. In addition to supply side technologies we will also briefly consider some potentialdemand side opportunities, and this will include some discussion of energy efficiency and of the so calledevolving “smart grid”. Electricity storage which in many ways stands at the nexus of supply and demandwill also be considered in some detail. Transportation topics will address a variety of technologies,including hybrids and fuel cells, as well as the potential role for alternative fuels, including biofuels.Climate change and the potential impact and mitigation of carbon dioxide will be considered throughoutthe course, recognizing that there is no single technology or policy “silver bullet” – but rather a portfolioapproach will be needed, and that the international perspective is both critical and challenging. Generaldiscussion of energy markets and technologies will be data driven wherever possible, so that students gaina sound understanding of the magnitude of the various energy-related quantities involved and how theyare interrelated. Information and data from a wide variety of public sources will be used throughout thecourse 1 and students will gain from the course a better sense of where to find and how to use energyrelatedinformation.1 These sources, which lead to a plethora of acronyms include, but are not limited to Energy InformationAdministration (EIA), Environmental Protection Agency (EPA), National Renewable Energy LaboratoryDRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

The role of risk and uncertainty will be highlighted throughout the course where appropriate. Broadly,there is tremendous uncertainty about how the future will unfold, including: if and when a policy will beimplemented, what the impact of a policy will be, whether or not some new technologies will becomefeasible at all, and if so when and at what cost (both in terms of required investment and environmentalimpact).It is should be evident from the significant breadth of this course that there will be a need to be selectivein the depth of coverage, and this will be the case; a more detailed treatment of some topics covered inthis course potentially lend themselves to entire courses e.g. transportation. Lectures and discussion willfocus on conveying the fundamental science and technology, economic, and environmental impact in aclear straightforward, but not simplistic manner. There is a significant benefit to providing the broaderenergy picture in this way because many of these topics and approaches are inherently interlinked. Insummary, the course will provide the core underlying principles and ideas, as well as provide numerouscitations and sources that will enable the student during the course, or later, to pursue areas of interest ingreater depth.Teaching Style: The course will be delivered primarily through lectures and discussion. One of theprimary goals of this course is for all students to gain a good grasp of underlying scientific, economic, andenvironmental principles associated with both individual technologies and portfolios of technologies. Themathematics used will be kept at a straightforward level.Instructor: Dr. Thomas Jenkin is a Senior Energy Analyst at the National Renewable EnergyLaboratory (NREL) in Washington DC. He can be contacted by phone at (202) 488-2219 or by e-mail at Tjenki23@jhu.edu. He developed this course and first taught it in Spring 2010 (andsubsequently in Fall 2010, Summer 2011 and Spring 2012). He has also developed and taught otherrelated energy courses at Johns Hopkins since 2008.Course Requirements: The main method of grading beyond some consideration of classparticipation will be through problem sets. Over the course there will be four problem sets handedout that each need to be completed within two weeks. The problems sets will contain both conceptualand numeric problems, and students are encouraged to work together if that makes sense tounderstand ideas, though each student needs to hand in their own work. The problems sets will bedesigned consolidate understanding of the course material covered (rather than test innatemathematics ability).Grading: In determining grades for the course, class participation, exams and papers will beweighted as indicated below.(1) Class participation 20%(2) Problem Sets 80%Course Readings:There is no required text for the parts of the course that deal with economic, environmental impactand policy in depth, and indeed parts of the technology and science. These areas will be covered bythrough the lectures and through assigned papers and reports that will be available on the internet,electronically via JHU or handed out (see Syllabus and Readings for the preliminary list).(NREL), Resources for the Future (RFF), Federal Energy Regulatory Commission (FERC), World ResourcesInstitute (WRI), Intergovernmental Panel on Climate Change (IPCC), Lawrence Berkeley National Laboratory(LBNL), International Energy Agency (IEA), the Department of Energy’s (DOE) Office of Energy Efficiencyand Renewable Energy (EERE), and the American Wind Energy Association (AWEA).DRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

There is, however one required text that supports parts of the science and technology aspects of thecourse, as well as some parts of the economic and environmental impact. This text isAndrews, John and Jelly, Nick, Energy Science: Principles, Technologies and Impacts,Oxford University Press (2007)It is important to note that this text (“Energy Science (Andrews & Jelley (2007))”) will, at times gofurther than the course lectures into the science (both in terms of a slightly different coverage oftechnologies (broader than this course in some areas, narrower in others)), as well as going into moretechnical detail for some of the technologies we do cover, but will be a useful future resource. 2 Onthe other hand as mentioned earlier, this course we will go much further into the economics,environmental impact, market and resource considerations than this text.One recent report issued by the US Department of Energy provides a lot of visual information thatsets out how much renewable energy there is in the US and worldwide, by technology type, bothcurrently - and showing changes over the last 10 year. It is a bit much to read or look at “all at once”– but you should find it very useful to get a better sense of the current “market” as we go through thecourse.US Department of Energy, 2010 Renewable Energy Data Book, (2011)Other readings will be distributed in class or by e-mail or assigned from the internet (See ReadingList below). Please note that the syllabus will be updated from time to time to incorporate additionalreadings.Field Trip (Optional)When the course was last given in Spring 2012 a weekday afternoon field trip to a nearby municipalwaste-to-electricity thermal power plant* was arranged (from 3pm to 5pm). Many students were ableto attend and found it both enjoyable and interesting. It is hoped to arrange a similar trip this Fall forstudents. 32 The course also assumes less scientific background than this book and so covers some of these topics morecomprehensively, in a sense from the “ground up”, with an emphasis on providing the physical intuition behindhow these technologies work.3 Unfortunately the plant only receives visits during working hoursDRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

Syllabus and ReadingsGeneral CommentThe classes will follow the syllabus below quite closely, with the following caveats. Depending on classinterest and level of discussion some topics may take slightly longer or shorter than suggested by thesimple to 1 to 12 numbering. In particular wind and solar are both closer to about 1.5 to 2 classes each[where each class is assumed to be 2 hrs and 45 minutes with a few brief breaks], which is offset in part inthe syllabus with some other topics occupying less than a class (e.g. which applies to both carbon captureand sequestration (CCS) and electricity storage). Conventional generation, which includes coal, nuclearand natural gas generation, and includes discussions of real and idealized “heat engines” covers about 2classes (and possibly a little more) as indicated by (6&7).1: Introduction and Energy Supply and Demand: United States and WorldwideThis part of the course provides an overview of the topics and major issues to be addressed in the course,as well as a discussion of course mechanics and a brief introduction to the related reading materials. Theclass will then review energy supply and consumption from both a U.S. and international perspective,with a view to framing some of the major environmental challenges, especially associated withcontrolling future carbon emissions, and the likely need for a portfolio approach to reduce emissions.The class will also cover energy conversion units and a review of some of the fundamental scientificprinciples associated with energy, such as energy conservation.Pacala S. and Socolow, R. “Stabilization Wedges: Solving the Climate Problems for the Next 50 yearswith Current Technology” Science, 305, August 2004. 4Energy Information Administration, International Energy Outlook 2011 – presentation.http://www.eia.gov/pressroom/presentations/howard_09192011.pdfHoldren, John P., “The Energy Innovation Imperative: Addressing Oil Dependence, Climate Changeand Other 21 st Century Challenges”, Innovations, MIT Press, Spring 2006. (Optional)http://www.mitpressjournals.org/doi/pdf/10.1162/itgg.2006.1.2.3Energy Science (Andrews and Jelley (2007)). Chapter 1 - Introduction: Sections 1.1, 1.2, 1.3 and 1.4. 52: Climate Change: Introduction to the Science and Framing of the Economics andPolicy ChoicesAn overview of what climate change means from both a science and policy perspective. Specifically, itwill cover what is known and what is uncertain about climate change and how it relates to anthropogenicemissions. Much of the rest of the course will discuss various energy technologies, the implementationand operation of which may have a significant impact on mitigating future green house gas (GHG)4 Initially it will be sufficient to skim through this paper, and read it more deeply as we go through the course.5 The specific sections to be read from Chapters in Energy Science: Andrews and Jelley (2007) will be specifiedin class several weeks ahead of their use. The readings for the first four classes are included above. Thesections (e.g., 2.1, 2.2 (and so on )sometimes include more technical “derivation” boxes (in blue); thesederivations are not required reading or part of the course, unless explicitly noted. Sections are usually quiteshort typically ranging from half a page to 2 pages in lengthDRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

emissions. Policy options for climate change will raised here briefly, and returned to throughout thecourse.Stern, Nicholas, “Chapter 1: The Science of Climate Change: Scale of the Environmental Challenge”,The Economics of Climate Change: The Stern Review, Cambridge University Press (2007).http://www.hmtreasury.gov.uk/independent_reviews/stern_review_economics_climate_change/stern_review_report.cfmNordhaus, William, “Chapter 1: Summary for a Concerned Citizen”, A Question of Balance:Weighing the Options on Global Warming Policies, Yale University Press (2008).Taylor, F. W. “Chapter 1: The Climate System”, Elementary Climate Physics, Oxford UniversityPress (2005). (Supplementary reading - Optional)Energy Science (Andrews and Jelley (2007)). Chapter 2 – Thermal Energy: Sections 2.1, 2.2 fromradiative heat transfer (p23). Chapter 11 – Energy and Society: Sections 11.1, 11.3, 11.5 and 11.6which cover energy and society.3: Introduction to the Electricity Sector in the United StatesThis class provides an overview of the electricity sector in the United States, with an emphasis ongeneration. It will cover both generation, and the transmission and distribution infrastructure, includingthe role of regulation and market competition. The class will cover how different types of generationcapacity (baseload, intermediate, peaking) are dispatched to meet the daily hourly load profiles, and howthis effects prices and environmental emissions. The economics of various generation technologies (onboth a marginal and levelized cost basis) will be covered, including the impact of fuel prices and pricevolatility. Part of the latter half of the class will cover the attempt to deregulate the California electricitymarkets and why and how the market failed in 2000.Federal Energy Regulatory Commission (FERC), “Executive Summary and Sections 1, 2 and 3”, 2006State of the Market Report (2007). 6 http://www.ferc.gov/market-oversight/st-mkt-ovr/som-rpt-2006.pdf. This report while old is more detailed in a number of ways than the more recent updates(see below)FERC “2010 State of the Markets” (2011) and 2011 State of the Markets” (2012) for more recent butbriefer updates. http://www.ferc.gov/market-oversight/reports-analyses/st-mkt-ovr/som-rpt-2010.pdfhttps://www.ferc.gov/market-oversight/reports-analyses/st-mkt-ovr/som-rpt-2011.pdfMcLean, Bethany and Elkind, Peter, “Chapter 17: Gaming California”; The Smartest Guys in theRoom: The Amazing Rise and the Scandalous Fall of Enron, Portfolio (2003).Joskow, Paul, “California’s Electricity Crisis”, MIT whitepaper, September 28, 2001. 7http://www.hks.harvard.edu/hepg/Papers/CALIF.%20-%20Joskow%209-01-UPDATE.pdf(Supplementary reading - Optional)6 The 2006 report is used because it is much shorter than the later reports, and useful to introduce some keyideas and figures in electric (and natural gas) markets. 2010 and 2011 presentations provide update of somemarket information.7 This paper is quite long. Skim through it initially, though it is useful for understanding how the realchallenges associated with deregulating power markets.DRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

Energy Science (Andrews and Jelley (2007)). Chapter 2 – Thermal Energy: Sections 2.3, 2.4. onefficiency of thermal power plants Chapter 10: Section 10.1* on power generation, Chapter 11,Section 11.2 on economics of power plants.4: Wind Power and HydroThe majority of this class will cover wind power. Specifically, it will cover the science behind thetechnology (“how it works”), the economics and environmental impact of wind farms and also discusssome market structure, policy and resource considerations, including the use of economic incentives (suchas production tax credits (PTCs)), technological improvements, installed capacity and how changingfossil fuel prices and other commodity costs are affecting the relative and absolute economics of thistechnology. The latter part of the class will cover hydroelectric power which has some interestingsimilarities and differences to wind.Note: A similar approach – with varying degrees of detail and rigor, will be used for other technologiesWiser, Ryan and Bollinger, Mark, 2010 Wind Technologies Market Report, Lawrence BerkeleyNational Laboratory for the U.S Department of Energy, Energy Efficiency and Renewable Energy,June 2011. http://eetd.lbl.gov/ea/emp/reports/lbnl-4820e.pdfBonneville Power Administration, Hydropower: How the Federal Columbia River Power Systemworks for you, (2011)*. http://www.bpa.gov/corporate/pubs/Hydro_101.pdf,http://www.bpa.gov/power/pg/fcrps_brochure_17x11.pdfStone, Richard. “Three Gorges Dam: Into the Unknown” Science, 321, August 2008.Department of Energy, “Executive Summary and Overview”, 20% Wind Energy by 2030: IncreasingWind Energy’s Contribution to U.S. Electricity Supply, DOE/GO-102008-2567, May 2008*.http://www1.eere.energy.gov/windandhydro/pdfs/41869.pdf (Supplementary reading - Optional)Energy Science (Andrews and Jelley (2007)). Chapter 5 - Wind Power: Sections 5.1 to 5.5, 5.7* and5.9 to 5.16, and Chapter 4 - Hydropower, Wave Power and Tidal Power: Sections 4.1, 4.2, 4.4.1 and4.5 for hydropower and 4.6*, 4.7 and 4.8 for tidal power.5: Solar EnergyThe majority of this class will cover solar energy and focus on the two main technologies – Photovoltaiccells (PV) and Concentrated Solar Power (CSP), with more emphasis on the former, including its use asdistributed or grid-independent resources. As for wind the class will cover the science (“how it works”),economics and environmental impact of solar technologies and also discuss some market structure, policyand resource considerations. PV discussion will range from single cell silicon PV to the use of multijunctioncells (often) in concentrated PV.McConnell, Robert and Symko-Davis, Martha, “ What’s New in Concentrating PV” , PV FAQ, U.SDepartment of Energy, Energy Efficiency and Renewable Energy (2008).Kutcher, Charles F. “Chapters on CSP and PV”, Tackling Climate Change in the U.S.: PotentialCarbon Emissions Reductions from Energy Efficiency and Renewable Energy by 2030, AmericanSolar Energy Society, January 2007. http://ases.org/images/stories/file/ASES/climate_change.pdf(Supplementary reading - Optional)Energy Science (Andrews and Jelley (2007)). Chapter 6 - Solar Energy: Sections 6.1, 6.2, 6.3*, 6..4,6.5, 6.6, 6.7.2, 6.8, 6.9, 6.10, 6.11DRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

.6 &7: Conventional Generation: Coal, Gas and NuclearThis selection of topics, which is likely to be two classes will cover “conventional” generation,specifically coal, natural gas and nuclear powered technologies following a similar format to the earliertreatment of renewable energy technologies. Both current and anticipated future technologies, such asIntegrated Gasification Combined Cycle (IGCC) will be covered. All these technologies work on theprinciple of a “heat engine” which places significant physical limits on achievable energy efficiency ofconversion of heat to useful work (in this case mechanical energy which is then converted to electricity),and this will be explained. To do this we will cover some basic ideas in thermodynamics (energyconservation (1 st law) and limits to energy conversion to useful work (as in generating electricity, say)(2 nd law, including the concept and use of entropy). Idealized (Carnot) and real heat-to useful work“engines”, including the thermal steam turbine (using Rankine Cycle) and gas or combustion turbine (CT)(using a Brayton cycle) will be considered.It is critical to understand the potential role of these technologies since they represent the vast majority ofthe existing sources of power, and are likely to play a prominent role going forward, though the exact rolewill be dependent of policies, technological improvements and natural resources; it is also likely to varysignificantly by country. The environmental impact of these technologies and technological barriers tofuture investment vary markedly and these issues will be discussed.These technologies often have significant advantages (nuclear from a carbon mitigation perspective) andchallenges (e.g. coal, and to a lesser extent gas from a carbon perspective and nuclear from treatment ofwaste and potential nuclear proliferation concerns). These issues will be discussed explicitly.Technologies used in the US to reduce “acid rain” resulting from SO 2 and NO x emissions, primarily fromcoal generation will also be discussed briefly.Deutch, John, and Moniz, Ernest J. (Co-Chairs), “Chapter 2: The Role of Coal in Energy Growth andCO2 Emissions”, “Chapter 3: Coal-Based Electricity Generation” The Future of Coal, MITInterdisciplinary Study (2007). http://web.mit.edu/coal/Fowler, Michael, “Heat Engines: The Carnot Cycle”, from course notes of “Heat andThermodynamics”, University of Virginia (2008).EPA, Cap and Trade: Acid Rain Basics. http://www.epa.gov/airmarkt/cap-trade/docs/arbasics.pdfEPA, Cap and Trade: Acid Rain Program Results. http://www.epa.gov/airmarkt/captrade/docs/ctresults.pdfEnergy Science (Andrews and Jelley (2007)). Chapter 2 – Thermal Energy: Sections 2.3, 2.4, 2.5, 2.6,2.7, 2.8, 2..10 and 2.11; Chapter 8 – Energy from Fission: Sections 8.1, 8.2, 8.2.1, 8.2.2, 8.2.3*, 8.3*,8.4, 8.5*, 8.6 to 8.11.8: Carbon Capture and Sequestration (CCS)An important consideration of whether coal technology becomes an environmentally attractive option iswhether the carbon dioxide emissions can be separated and then stored (or sequestrated) in a costeffective manner. This class will cover carbon capture and sequestration, and will include discussion oftechnological, economics, environmental and policy challenges, and well as how the role of uncertaintyfactors into investment decisions; to a considerable extent the economic feasibility of CCS is likely todepend on how future carbon dioxide emissions are priced.IPCC, “Technical Summary”, IPCC Special Report: Carbon Dioxide Capture and Sequestration(2005). http://www.ipcc.ch/pdf/special-reports/srccs/srccs_technicalsummary.pdfDRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

Herzog, Howard and Katzner, James “The Future of Coal in a Greenhouse Gas Constrained World”MIT paper (2004). http://sequestration.mit.edu/pdf/GHGT8_Herzog_Katzer.pdf (Supplementaryreading – Optional)9: Electricity Storage & Integration Issues & GeothermalThis class first will cover the potential role electricity storage. There are a variety of potential electricitystorage technologies, including pumped hydro, compressed air energy storage (CAES), batteries andcapacitors that can provide an array of grid and generation applications, that in principle could lead to amore operationally efficient grid, including deferring the need for new transmission and distributionbuild, and facilitating the integration of large amounts of wind. There are a number of barriers to thelarge scale implementation of storage, however, including cost and market structure considerations. Theenvironmental benefits of storage are less clear cut, and somewhat application and location specific, andthis will be discussed.A second topic covered will be geothermal energy. This is really quite a separate topic from storagecovered above – though it does use energy stored in the Earth’s crust.Sioshansi Ramteen, Denholm, Paul, Jenkin, Thomas and Weiss, Jurgen, “Estimating the Value ofElectricity Storage in PJM: Arbitrage and Some Welfare Effects”, Energy Economics, 31, 269-277,March 2009.Energy Science (Andrews and Jelley (2007)). Chapter 10 - Generation and Transmission ofElectricity, Energy Storage, and Fuel Cells: Sections 10.5 to 10.14 on storage technologies and fuelcells.10: Biomass Energy and Introduction to TransportationThis class will cover Biomass and Biofuels; what they are, their sources, and how they can be used forheat, power generation and transportation. The class will include discussion of whether biofuels can beconsidered largely carbon neutral, the relative effectiveness of different biomass sources (sugar cane vs.corn vs. cellulosic), including the social and policy implications of subsidies and competing uses for land(e.g. food vs. fuel), and their potential value in reducing dependence on oil.Childs Staley, Britt and Bradley, Rob,”Plants at the Pump: Reviewing Biofuels’ Impacts and PolicyConsiderations”, Climate and Energy Policy Series, , World Resources Institute, July 2008.http://pdf.wri.org/plants_at_the_pump_brief.pdfEnergy Science (Andrews and Jelley (2007)). Chapter 7 - Biomass: Sections 7.1 to 7.6 [Completechapter]. The entire chapter is worth readingChilds Staley, Britt and Bradley, Rob, Plants at the Pump: Biofuels, Climate Change andSustainability, World Resources Institute, December 2007. http://pdf.wri.org/plants_at_the_pump.pdf(Supplementary reading – Optional)Fargione et al, “Land Clearing and the Biofuel Carbon Debt”, Science, 319, 1235, February 29, 2008. 8(Supplementary reading – Optional)11: Transportation8 There is quite a highly charged debate going on over the benefits and costs of biomass from a carbonneutrality perspective. This paper covers one side of the argument. Other papers will be added to this syllabusto facilitate a class discussion on the topic. It should not be assumed necessarily that the instructor endorseseverything written in this paper, or for that matter other reading material.DRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)

The transportation sector is a major user of crude oil, and in the United States there is significant desire toreduce dependence on oil for transportation for both environmental and security reasons. Reduced oildependence and lower carbon emissions may come about from an array of potential alternative vehicletechnologies and fuels, including the use of ethanol, (fuel-battery) hybrids (including plug-ins) and fuelcells, some of which have major infrastructure and policy implications. The various technology optionswill be discussed.12: Energy Efficiency – Demand Side Considerations, including the Smart GridEnergy efficiency improvements represent an important way to significantly reduce the use fossil fuels ina cost-effective manner. From a generation and transportation perspective this has largely been coveredin earlier classes. This class will focus on energy efficiency from a demand side perspective (e.g.buildings and industry and demand-side management in the power sector). The penetration of someexisting demand-side technologies is remarkably low given their currently realizable economic benefitsand some the reasons for this, and potential policy solutions will be discussed.Rosenfeld, Art, “The “Art” of Energy Efficiency: Protecting the Environment with BetterTechnology”, Annual Review of Energy and the Environment, 24, 33-88, 1999.Friedman, Thomas, “Chapter 10: The Energy Internet: When IT Meets ET”; Hot, Flat and Crowded,Farar, Strauss and Giroux (2008).Farrell, Diana and Remes, Jaana, “How the World Should Invest in Energy Efficiency”, TheMcKinsey Quarterly July 2008.Tversky, Amos and Kahneman, Daniel, “The Framing of Decisions and the Psychology ofChoice”, Science, 211: 453-458 (1981).DRAFT, August 23 rd 2012 (original version January 11, 2010, and previously updated August 24, 2010 andMay 20 , 2011, and January 6, 2012). Based in part with modifications on course instructor developed forEnvironmental Challenges for Energy Technology and Policy (Original syllabus drafted September 1 st 2008,updated August 15 th 2009)