Are electrical grids fit to power the future? – Nature

Report on Power Grid Modernization and its Contribution to Sustainable Development Goals

1.0 Introduction: The Imperative for a Sustainable Energy Infrastructure

The modernization of the electrical grid is a critical component in achieving global sustainability targets. The 2003 blackout, affecting 50 million people and incurring costs up to US$10 billion, highlighted the vulnerability of existing infrastructure. Today, the grid faces increased strain from the integration of intermittent renewable energy sources and rising demand from technologies such as data centers and electric vehicles. Research and development initiatives, such as those at Stony Brook University, are pivotal in creating a resilient and clean energy system, directly addressing several Sustainable Development Goals (SDGs), including:

• SDG 7 (Affordable and Clean Energy)
• SDG 9 (Industry, Innovation, and Infrastructure)
• SDG 11 (Sustainable Cities and Communities)
• SDG 13 (Climate Action)
• SDG 4 (Quality Education)
• SDG 8 (Decent Work and Economic Growth)

2.0 Technological Innovations for SDG 7 (Affordable and Clean Energy)

2.1 Integrating Renewable Energy Sources

A primary challenge in advancing SDG 7 is the integration of variable power sources like wind and solar into a grid designed for consistent fossil fuel generation. Key technological solutions are being developed to manage this complexity:

• Power Conversion Technology: Researchers are engineering compact power converter modules to balance electrical loads without constructing large new power stations. A suitcase-sized system has been developed that can handle 150 kilowatts, sufficient for 30 homes, and efficiently convert power from various sources (e.g., wind, solar) to the standard frequency and voltage for household use.
• Advanced Fuels for Energy Storage: To address the mismatch between energy supply and demand, research is focused on generating and storing clean fuels. This includes producing hydrogen from water via electrolysis and converting it into storable ammonia. These local fuel reserves can power microgrids during peak demand, reducing reliance on fossil fuel power plants and contributing to SDG 13 (Climate Action).
• Carbon-Neutral Synthetic Fuels: By blending hydrogen or ammonia with carbon captured from the atmosphere or exhaust, researchers are creating synthetic hydrocarbon fuels. These fuels behave like gasoline or diesel but are carbon-neutral, offering a pathway to decarbonize existing internal combustion engines. Recent demonstrations include:
  • A 250 kW hydrogen-only generator.
  • Replacing 60% of natural gas with hydrogen in traditional engines.
  • Displacing 70% of fossil fuels in diesel engines.

3.0 Building Resilient Infrastructure for SDG 9 and SDG 11

3.1 Enhancing Grid Stability and Security

To build resilient infrastructure (SDG 9) and ensure the reliability of services in communities (SDG 11), innovations are focused on preventing catastrophic grid failures.

• Ultrafast Switching Devices: A collaborative project is underway to build an ultrafast switching device using lab-grown diamonds. This technology can stop and start electricity flow in under 100 microseconds, allowing it to isolate faults before they cause cascading outages. The goal is to create a palm-sized 5 amp, 20 kV switch to safeguard the grid.
• Microgrid Development: The concept of localized microgrids, powered by locally generated fuels, enhances community resilience. By dispersing power generation, the impact of a major power plant failure due to accident or attack is significantly reduced. This is particularly vital for critical infrastructure such as hospitals and office campuses.

4.0 Workforce Development for SDG 4 (Quality Education) and SDG 8 (Decent Work)

4.1 Addressing the Green Energy Skills Gap

The transition to a sustainable energy future is dependent on a skilled workforce. A significant shortage of trained power engineers has been identified by utility partners, particularly for managing new technologies like High-Voltage Direct Current (HVDC) systems used in offshore wind projects. This gap threatens progress towards SDG 7 and SDG 8.

4.2 A Multi-Tiered Educational Strategy

To cultivate the necessary human capital, Stony Brook University has implemented a comprehensive, multi-level training approach that aligns with SDG 4 by providing inclusive and quality education for sustainable development.

1. Community College Partnership: A 30-hour training program in HVDC technology is offered to electrical engineering students, equipping them with practical skills for immediate entry into the clean energy workforce.
2. High School Outreach: A summer program teaches high school students to use drones for inspecting power lines and substation sites. This initiative introduces teenagers to potential careers in the energy sector while demonstrating cost-effective, modern maintenance techniques.
3. Graduate-Level Specialization: In partnership with the energy company Eversource, a graduate program in advanced analytics and transmission mapping has been established. Students learn to analyze critical grid data, including peak demand, electric vehicle charging patterns, and solar power feedback, preparing them for high-level utility positions or advanced doctoral research.

5.0 Conclusion: An Integrated Strategy for a Sustainable Future

The modernization of the electrical grid requires a holistic approach that simultaneously advances technology and develops a skilled workforce. The initiatives detailed in this report illustrate how targeted research and educational programs can directly support the achievement of multiple Sustainable Development Goals. By creating innovative solutions for energy conversion, storage, and grid stability, while also building a robust pipeline of talent, these efforts are helping to construct a clean, reliable, and resilient energy infrastructure fit for the 21st century.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article discusses several issues related to modernizing the electrical grid, integrating renewable energy, and training a skilled workforce. These topics directly connect to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education – The article emphasizes the need for a new, skilled workforce and details several educational and training initiatives by Stony Brook University to meet this demand.
• SDG 7: Affordable and Clean Energy – A central theme is the transition to a “clean, sustainable future for the power grid” by integrating renewable energy sources like wind and solar and developing cleaner fuels such as hydrogen and ammonia.
• SDG 8: Decent Work and Economic Growth – The article highlights a significant labor shortage in the energy sector (“need 80 power engineers yesterday”) and describes workforce development programs aimed at creating a new pool of skilled labor, which is essential for economic growth and creating decent jobs.
• SDG 9: Industry, Innovation, and Infrastructure – The entire article focuses on innovating and upgrading critical infrastructure (the electrical grid) to make it more resilient, efficient, and sustainable. It details technological advancements like new converter modules, ultrafast switches, and advanced analytics.
• SDG 11: Sustainable Cities and Communities – The development of technologies to prevent large-scale power outages, such as the one in 2003 that affected 50 million people, contributes to making communities safer and more resilient. The concept of microgrids to ensure continuous power for critical facilities like hospitals also supports this goal.
• SDG 13: Climate Action – The research on replacing fossil fuels with cleaner alternatives is a direct climate change mitigation strategy. The article mentions replacing “60% of natural gas” and “70% of fossil fuels” with hydrogen and creating carbon-neutral synthetic fuels by capturing carbon from the atmosphere.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s content, several specific SDG targets can be identified:

1. Target 4.4 (under SDG 4): “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.”
   • Explanation: The article explicitly describes Stony Brook University’s efforts to address the shortage of technically trained people through a “30-hour training programme for electrical engineering students,” a “summer programme for high school students,” and a “graduate level” program, all designed to equip students with essential career skills for the modern energy sector.
2. Target 7.2 (under SDG 7): “By 2030, increase substantially the share of renewable energy in the global energy mix.”
   • Explanation: The article discusses the challenge of integrating “intermittent renewable sources” like wind and solar power into the grid. The research and development of technologies to balance loads and manage variable power sources directly support increasing the share of renewables.
3. Target 9.1 (under SDG 9): “Develop quality, reliable, sustainable and resilient infrastructure… to support economic development and human well-being.”
   • Explanation: The primary focus of the research mentioned is to prevent catastrophic grid failures like the 2003 outage. The development of an “ultrafast switching device” to isolate problems before they spread and the creation of microgrids are aimed at building a more reliable and resilient power grid.
4. Target 9.5 (under SDG 9): “Enhance scientific research, upgrade the technological capabilities of industrial sectors… encouraging innovation.”
   • Explanation: The work at Stony Brook’s laboratories, such as developing compact converter modules, lab-grown diamond switches, and advanced fuels like hydrogen and ammonia, exemplifies the push for scientific research and innovation to solve challenges in the energy sector.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several quantitative and qualitative indicators that can measure progress:

• Indicator for Target 4.4: The number of students participating in and completing the specialized training programs mentioned. The article refers to a “30-hour training programme,” a “summer programme for high school students,” and a “graduate level” program. Tracking enrollment and graduation rates from these programs would measure the increase in youth and adults with relevant skills.
• Indicator for Target 7.2: The percentage of fossil fuels displaced by cleaner alternatives. The article provides specific figures from lab work, such as the ability to “replace 60% of natural gas… with hydrogen” and “displace 70% of fossil fuels” in diesel engines. These percentages serve as direct indicators of progress.
• Indicator for Target 9.1: Reduction in the scale and economic impact of power outages. The article cites the 2003 outage that affected “50 million people” and cost “up to US$10 billion.” A reduction in these figures over time would indicate improved infrastructure resilience.
• Indicator for Target 9.5: The development and deployment of new technologies. The article mentions specific technological goals, such as building a “palm-sized 5 amp, 20 kV switch” and a converter system for “30 homes” that is “only the size of a suitcase.” The successful creation and adoption of such technologies are clear indicators of innovation.

4. Summary Table of SDGs, Targets, and Indicators

Source: nature.com