Energy and the Environment, 2nd Edition Instructor Manual

Type:

Instructor Manual

Resource:

Energy and the Environment

Edition:

2nd Edition

Author(s):

Robert A. Ristinen Jack J. Kraushaar

1

Chapter 1: Energy Fundamentals, Energy Use in an Industrial Society Lecture Lead-Ins Get to Know Your Students Besides handing out syllabi on the first day of class, pass out note cards so students can provide some brief information about themselves. In addition to the basic information (name, major or anticipated major, areas of interest), the cards could also be used to ask about any concerns the students may have regarding the class, such as past hardships with science classes, or if they have any specific questions that they hope will be addressed during the course. By allowing the students to complete this exercise and then collecting and reading the cards anonymously, their concerns and questions can be addressed in the context that other student may have the same potential issues.

By further reading the cards in more detail after class, the interests of the students can be determined, providing an opportunity to identify any repeating points the students make that can then be addressed throughout the semester. Things to look for would be if they mention that they like group exercises, guest speakers, videos, etc. The first day of class is also an opportunity to gather information that you feel will help the semester be successful for you and the students. It should be noted that it can be interesting to review the cards at the end of the course with the students to see if the questions from the first day have been addressed.

Another item that can make the first day of class more fun is to develop an extra credit question that will provide an ongoing discussion throughout the semester. For example, have the students predict what the price of gasoline will be at a local station on the last day of class, with the two students that are the closest to the actual price getting the extra credit point. Class discussion can also be promoted by providing extra credit to students who submit and discuss newspaper articles related to energy issues, with a limit of two or three articles per student. This is always a good way to get the class started each day, demonstrating that the issues discussed during class are relevant to the everyday lives of the students.

U.S. Energy Sources A good introduction to the course is to discuss with students the five main categories of energy sources that fuel our society. Talk with them about coal, natural gas, petroleum, nuclear energy, and renewables. What percentage of U.S. energy consumption do the fuel sources compose?

Table 1.1 on page 17 outlines this. Discuss where the sources come from, in terms of domestic versus foreign, and how that affects the future of that energy source in America. This discussion is a good baseline for the text and the class.

2 Active Learning Ideas Energy of the Future Have students pair off or get into small groups to discuss what, realistically, the world will look to as a reliable, abundant, inexpensive source of energy once fossil fuels are mostly exhausted or become to expensive. There are many renewable technologies currently available that offer some opportunity, but must come down in cost to be economically feasible on a large-scale.

Students should take into account energy sources that occur in certain areas, i.e., wind on the plains, solar in the southwest, geothermal in the Rocky Mountains, etc. Watch for the most appropriate and logical answers by having them answer the following questions: 1.

What type of energy sources will be used to produce power in the future?

2.

Will there be a centralized grid for electrical power or will homes/neighborhoods run individually using decentralized power generation?

3.

What types of fuels will be used by automobiles and other transportation vehicles?

Energy Lights Exercise A commonly used expression in American culture is “a picture is worth a thousand words.”

Present the photo of the Earth at Night, which can be found at the link below (the photo is also found on the cover of the textbook). This photo represents the lights that would be present in the world if the entire planet experienced night at the same time. Have the students get into small groups and answer the following questions regarding what can be interpreted from the photo: A website link for the picture is: http://www.solarviews.com/cap/earth/earthlights.htm 1.

What was your initial reaction upon seeing this photo?

2.

What does this photo indicate about energy usage on a worldwide basis? Compare and contrast each of the major continents, as well as some of the major countries such as the United States, China, India, Russia, Mexico, Brazil, etc.

3.

Based on this photo, how is geography related to energy usage?

4.

What would this photo have looked like 200 years ago?

5.

What will this photo look like 200 years from now?

6.

Does this photo create any causes for concern or optimism?

7.

What was the biggest surprise in looking at the photo?

3 Lecture Extenders Automobile Trends Gasoline prices have risen sharply in the recent past and experts predict no return to past prices.

This is due to many things: rise in global demand from rapidly industrializing nations such as India and China, geopolitical uncertainty in key oil producing regions such as Nigeria, Venezuela, and the Middle East, and the plethora of issues associated with the limited number of refineries in the United States. Despite the rise in oil prices, consumers in the U.S. have shown a resiliency to changing their preference for the SUV and light truck category vehicles (i.e. the minivan). Indeed, people complain about high gasoline prices, but during the first half of 2005 when prices increased significantly, sales of SUVs remained strong. The interesting trend to note is that while foreign auto producers recognized the rise in oil price and associated gasoline prices and altered their product line to shift to more fuel efficient vehicles, the major American auto companies kept their production skewed towards the SUV and light truck lines. Discuss the following questions with the class: 1. Why is it that Americans still prefer larger vehicles even though the gasoline prices continue to rise?

2. Why do American auto companies still rely so heavily on SUVs and light trucks instead of shifting production to more fuel efficient cars and trucks as foreign manufacturers are doing?

The Future of Energy The United States relies on fossil fuels for the majority of its energy consumption. Present the table below and have students think about what the future energy production in the United States will look like. Do students foresee a shift from fossil fuels to nuclear and or renewables in the future or a continued reliance on fossil fuels? What percentages use do they estimate in 20 years for the energy sources listed below?

Source Coal Natural Gas Petroleum Nuclear Renewables

Present Use 22.3% 24.1% 38.1% 7.6% 7.9%

In 20 Years ? ? ? ? ?

4 Answers to Questions and Problems 1. The two major problems created are: (1) the fossil fuel resources are limited, and (2) unintended environmental consequences result from the extensive use of the fossil fuels; this leads to atmospheric pollution that causes health problems and possible world climatic change.

2. Biking, running, walking, closing a door, studying, eating etc.

3. 10 lbs x 10 feet = 100 ft lb or 100 ft lb x 1.36 joule/ft lb = 136 joules 4. The energy has become heat energy caused by the friction of moving the cart along the surface. The energy came from your muscle, from food you ate.

5. It had kinetic energy after just being thrown, potential energy at the top of its flight, and it had potential energy just before being thrown and after being caught.

6. Some possible ways include nuclear energy, biomass, hydropower, solar, wind, geothermal, tidal, and wood.

7. 93.81QBtu / 265 million people = 0.354 QBtu per person ; 1 QBtu of coal equiv. = 47.8 x 10^6 tons of coal ; 47.8 x 10^6 QBtu x 0.354 = 16.92 tons of coal/yr 8. 1 watt = 1 joule/sec ; 80 watts = 80 joules/sec ; 5 min = (300 x 80) = 24,000 joules ; 4.184 joules = 1 Calorie ; 1 joule = 1 / 4.184 Calories ; 24,000 joules = 24,000 / 4.184 = 5,736 Calories 9. It is added to the background energy of the universe.

10. 1 watt = 3.41 Btu/hr ; 3.41 x 1000 = 3,410 watts/hr x .90 = 3,069 Btu/hr 11. 1 lb = .12 gal ; 40 gal = 40 / .12 = 333.3 lb ; 1400 watts x 3.41 Btu/hr = 4,774 Btu/hr ; 333.3 lb x 50 F = 16,665 Btu ; 16,665 Btu/hr / 4,774 Btu = 3.5 hours 12. 93.81 x .01 = 0.9381 QBtu would have to be added. This is equal to 161,353,200 barrels of oil (172,000,000 x .9381) and 44,841,180 tons of coal (47,800,000 x .9381).

5 Recommended Web links United States Department of Energy (DOE). Energy Sources. Found at http://www.doe.gov/engine/content.do?BT_CODE=ENERGYSOURCES Homepage for the Department of Energy’s energy sources. Offers links to the different sources.

United States Department of Energy (DOE). Energy Efficiency and Renewable Energy. Found at http://www.eere.energy.gov/ A gateway to hundreds of Web sites and thousands of online documents on energy efficiency and renewable energy as well as Department of Energy Offices and Programs for energy efficiency and renewable energy.

Energy Information Administration at the DOE. Renewables. Found at http://www.eia.doe.gov/fuelrenewable.html Information on renewables.

Center for Renewable Energy and Sustainable Technology. Renewable Energy Policy Project.

Found at http://www.crest.org/ Renewable Energy Policy Project’s goal is to accelerate the use of renewable energy by providing credible information, insightful policy analysis, and innovative strategies amid changing energy markets and mounting environmental needs by researching, publishing, and disseminating information, creating policy tools, and hosting highly active, on-line, renewable energy discussion groups.

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Chapter 1: Energy Fundamentals, Energy Use in an Industrial Society Lecture Outline 1.1 Introduction 1.2 Why Do We Use So Much Energy?

1.3 Energy Basics 1.3.1 1.3.2

General (background information) Forms of Energy A. Chemical B. Heat C. Mass D. Kinetic E. Potential F. Electric G. Electromagnetic

1.3.3

Power

1.4 Units of Energy 1.4.1 1.4.2 1.4.3 1.4.4 1.4.5

The Joule The British Thermal Unit The Calorie The Foot-Pound The Electron-Volt

1.5 Scientific Notation 1.6 Energy Consumption in the United States 1.7 The Principle of Energy Conservation 1.8 Transformation of Energy from One Form to Another 1.9 Renewable and Nonrenewable Energy Sources 1.9.1 1.9.2

Nonrenewable Energy Sources Renewable Energy Sources

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

7

Chapter 2: The Fossil Fuels Lecture Lead-Ins Where to Invest?

The United States generates about 36% of its energy from petroleum, of which more than 50% is imported, while about 22% and 24% come from coal and natural gas, respectively. Only about 16% comes from sources other than fossil fuels; nuclear (~8%) and renewables (~8%). In the wake of Hurricane Katrina (August-September 2005) the domestic oil production, refining, and pipeline capacity was disrupted, resulting in sharp price spikes for petroleum products including gasoline. Prices that were already creeping higher due to increased worldwide demand shot upwards of $3.25 a gallon in most parts of the nation. Shortly after the disaster, it was speculated that natural gas prices would increase in cost by as much as 70% the following winter. After an event such as this, we can see just how fragile the petroleum refining and natural gas distribution system is. A reliable energy supply is vital to the United States as our economy and way of life is based on an energy-intensive existence. Ask students if time, effort, and money would be better spent repairing and expanding facilities that handle fossil fuels (more volatile in terms of supply), or putting this time, effort, and money toward expanding renewable technologies and nuclear energy (more reliable as they are domestically controlled)?

Coal vs. Nuclear Much of the electricity generated in the United States comes from burning coal. Coal is abundant in the United States, which contains about 20% of the world’s estimated reserves. However, the use of coal to fuel power plants has many negatives. The mining of the coal severely scars the land when mined in an open-pit fashion, and combustion produces many pollutants including carbon dioxide, sulfur oxides, nitrogen oxides, and mercury emissions. There is also fly-ash that must be beneficially reused or landfilled after the coal is burned. One alternative to coal powered electricity production is nuclear power. There is far less fuel required to produce the electricity, with no greenhouse gas emissions. The amount of waste is far less as well, although it is highly radioactive and must be stored carefully for up to 10,000 years; there is also always the danger of plant melt-down i.e. Chernobyl. Discuss the following question with the class. When looking at both options and the current state of the environment, is it wise to focus so heavily on fossil fuel technologies such as coal to fuel power plants, or once again begin to construct new nuclear plants, as is being proposed by the Bush administration?

8 Active Learning Ideas Converting Coal to Gasoline During World War II, the Germans devised the Fischer-Tropsch process by which coal can be heated and treated with pressurized steam to break apart coal to produce gasoline and its byproducts. They did so because they were cut off from the oil supply of the Middle East. This process is believed to be cost-competitive when oil is approximately $30/barrel. Now that the price of oil is more than double that amount, should we begin to consider converting coal to gasoline here in the United States?

Source: http://ronbeas2.blogspot.com/2005/08/gasoline-from-coal.html Which Fossil Fuel is the Most Versatile/Important?

Consider the three main fossil fuels: coal, oil, and natural gas. Each of them has many applications in today’s global economy. Scientists and engineers are continually devising ways to overcome limitations of fuels to make them more useful in our lives. For instance, natural gas can now be cooled to the point where is becomes liquid, enabling it to be shipped to far-off locations, as opposed to burning it off which has been a common practice for many years. This can provide a supply of the clean burning fuel to areas that previously had not had access to such a fuel, or could supply areas that are running low on natural gas for years to come. Have students pair off or get into groups and answer the following questions.

1. Which of the three main fossil fuels is the most versatile?

2. List the uses of each fuel that you can identify.

3. Which of the three is the most important to the U.S. economy? Why? 4. Which fuel will have the most important role in the future? Why?

9 Lecture Extenders Arctic National Wildlife Refuge There has been heated debate for some time about opening the Arctic National Wildlife Refuge to oil and gas exploration. The 19 million acre refuge lies in the northeast corner of Alaska. The Coastal Plain, the portion that would be opened to exploration, is 1.5 million acres in size, or about the size of the state of Delaware. To this point, there has been little oil and gas exploration in the area. There is believed to be a high potential for economically recoverable reserves because of the close proximity of the Prudhoe Bay, Lisburne, Endicott, Milne Point, and Kuparuk fields. These fields produce approximately 1.5 million barrels of oil per day (about 25% of the U.S. domestic production), about the same as what comes from the Gulf of Mexico. Estimates put out by the U.S. Department of Interior place the economically recoverable reserves from ANWR between 600 million and 9.2 billion barrels. With U.S. domestic oil production declining every year, and demand increasing, opening ANWR to drilling is looking more attractive to many.

New drilling techniques minimize the impact on nature, but it would still alter one of the most pristine environments left in North America. Waterfowl, migratory birds, and caribou migrate through this area every year. The critical question is, should ANWR be opened to exploration and production or not?

Source, Information can be found at http://www.anwr.org/

10 Recommended Web links United States Department of Energy (DOE). Energy Sources. Found at http://www.doe.gov/engine/content.do?BT_CODE=ENERGYSOURCES The gateway to a comprehensive listing of energy web pages provided by the U.S. Department of Energy. Energy web pages include: bioenergy, coal, electric power, fossil fuels, fusion, geothermal, hydrogen, natural gas, nuclear, oil, renewables, solar, and wind.

United States Department of Energy (DOE). Office of Fossil Energy. Found at http://www.fe.doe.gov/ Contains information about the fossil fuels as well as hydrogen.

United States Department of Energy (DOE). Energy Efficiency and Renewable Energy. Found at http://www.eere.energy.gov/ A gateway to hundreds of Web sites and thousands of online documents on energy efficiency and renewable energy.

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Chapter 2: The Fossil Fuels Lecture Outline 2.1 Introduction 2.2 Petroleum 2.3 History of the Production of Petroleum in the United States 2.4 Petroleum Resources of the United States 2.5 World Production of Petroleum 2.6 The Cost of Gasoline in the United States 2.7 Petroleum Refining 2.8 Natural Gas 2.9 The History of Use of Natural Gas 2.10

The Natural Gas Resource Base in the United States

2.11

The Natural Gas Resource Base for the World

2.12

The Formation of Coal

2.13

Coal Resources and Consumption

2.14

Shale Oil

2.15

Tar Sands

2.16

Summary

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

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Chapter 3: Heat Engines Lecture Lead-Ins Introduction The first day of lecture on heat engines offers an opportunity to open the eyes of the class to the true efficiency of energy production and heat engines. Consider coal-fired electricity generation for example. When the coal is burned to produce the steam that turns the turbines, the overall efficiency of a plant is roughly 38%. The remainder of the heat is lost to the environment unless some is used for cogeneration in a combined heat and power (CHP) systems, which can achieve efficiencies greater than 50% (70% for the cogeneration system at the University of Colorado at Boulder, which is described in this Chapter). Once the electricity is generated, it must be transmitted over power lines for long distances, over which some 20% of that power may be lost.

(One should also consider all the energy it took to mine the coal and transport it to the plant.)

This efficiency demonstration illustrates that by the time the electricity actually reaches the end uses, there is only a fraction of what was there when the coal entered the boiler. Now consider other heat engines and their general efficiencies: steam engines about 30%, gasoline engines about 20%, diesel engines about 30%, and gas turbines about 20-30%. These figures show just how much energy is lost to due to factors such as friction and heat dissipation when heat energy is converted to mechanical energy, even with today’s advanced technology and designs.

13 Active Learning Ideas “Drinking Bird” ‘The drinking bird illustrates the conversion of thermal energy into mechanical energy. The bird consists of two hollow glass chambers (head and bottom), joined by a double walled glass tube.

The outer tube provides mechanical support, and the inner tube extends into the bottom chamber below the surface of a colored fluid with properly high vapor pressure. The head of the bird is coated with a fuzzy material, and is initially soaked in water so that it will begin to cool by evaporation. This provides the temperature difference from head to tail necessary to run the heat engine. As the head cools, the colored fluid is observed to rise up from the bottom of the bird through the neck, gradually shifting the center of gravity of the bird toward its head. The bird bends at the hips and dips its bill into a glass of water (thus keeping the head wet and cooler than the tail). As the fluid continues to rise into the head, the fluid level in the bottom of the bird eventually drops below the end of the connecting tube. This allows vapor to be pulled up through the neck to equilibrate the pressure. The fluid runs back down into the bottom of the bird, the bird stands up again, and the cycle repeats indefinitely.’

Purchase a drinking bird and explain this process while allowing the bird to “drink.”

Drinking birds can be purchased at many places online including http://www.thedrinkingbird.com/?gclid=CPXm94vHxYECFQEdIgodljNcmg Source: Carnegie Mellon Department of Physics: found at http://bednorzmuller87.phys.cmu.edu/demonstrations/thermodynamics/heatengines/demo531.ht ml

The Most Important Heat Engine There are many types of heat engines. Some of the most common are the gasoline (automobile, small engines etc.) diesel (automobile, semi, train, ship etc), and steam engines (train). Have the students break up into groups or pair off and answer the following questions.

1. Of the three, which do you think is the most important to the U.S. economy currently?

2. Which has had the biggest role in shaping the U.S. over the years?

3. Which do you foresee having the biggest role in the future? Why?

14 Lecture Extenders Electricity Efficiency The chapter discusses how most new coal-fired electricity generation plants have an efficiency of ~38% for converting the energy from the burning of coal into electricity, resulting in about 62% of the heat energy produced being lost to the environment. By using cogeneration, much of that waste heat can be used for space and water heating in homes, offices, and in industrial applications. The example of the University of Colorado, Boulder, shows that by using such cogeneration technology the University has increased the overall efficiency of the facility to 70%.

By reviewing the economics of the plant, it can be seen that not only is the electricity produced at this plant cheaper than that produced at the public utility, but the plant will have paid for itself in 15 years, with the life expectancy being much longer at 40 to 50 years. This plant is fueled by natural gas, but is so clean and quiet most cannot tell the difference between the plant and a normal building. For the recovery and use of the waste heat, the spaces and applications that are using the heat must be relatively close so the heat is not lost in transport; that is why it works so well on campus. Discuss with the class why, if so many benefits can result from this technology, are more neighborhood scale cogeneration plants not constructed?

Power Demand The power demand in the United States increased by roughly by 30% from 1988-1998.

According to the Bush Administration, the nation needs to build 65 new power plants per year for the next 20 years in order to meet the growing needs of the United States. The Administration supports a mixture of conventional fossil fuel fired plants and new nuclear technology. One major issue to consider is the effect these new plants will have on the rivers and lakes they draw water from in order to cool their operations. The rise in the temperature of the receiving water bodies has a major effect on the ecosystems around the discharges. In addition to thermal pollution, hydropower dams, coal sludge spills, airborne coal dust, and oil and methane drilling all pose threats to river ecosystems. Ask the class how these threats can be mitigated in the future as our power demand increases?

15 Recommended Web links Heat Engine Information. Found at http://hyperphysics.phyastr.gsu.edu/hbase/thermo/heaeng.html Provides information about heat engine cycle, pressure-volume diagrams, first and second laws of thermodynamics, and energy reservoir model.

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Chapter 3: Heat Engines Lecture Outline 3.1 The Mechanical Equivalent of Heat 3.2 The Energy Content of Fuels 3.3 The Thermodynamics of Heat Engines 3.4 Generation of Electricity 3.5 Practical Heat Engines 3.5.1 3.5.2 3.5.3 3.5.4

Steam Engines Gasoline Engines Diesel Engines Gas Turbines

3.6 Heat Pumps 3.7 Cogeneration

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

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Chapter 4: Renewable Energy Sources I: Solar Energy Lecture Lead-Ins Introduction An appropriate lead-in to the first chapter on renewable energy sources (solar energy) is to explain the advantages and disadvantages of solar power.

The advantages include: 1. Solar energy is free, although there is a cost in the building of ‘collectors’ and other equipment that is required to convert solar energy into electricity or hot water.

2. Solar energy does not cause pollution. However, solar collectors and other associated equipment/machines are manufactured in factories that do generate some pollutants during the manufacturing process.

3. Solar energy can be used in remote areas where it is too expensive to extend the electricity power grid, such as mountainous areas or in poorer nations lacking such infrastructure.

4. Many everyday items such as calculators and other low power consuming devices can be effectively powered by solar energy.

5. It is estimated that the world’s oil reserves will last for 30 to 40 years at the current rates of consumption and discovery. On the other hand, solar energy is infinite (as long as the sun is burning).

The disadvantages include: 1. Appreciable amounts of solar energy can only be harnessed when it is daytime and sunny.

2. Solar collectors, panels and cells are relatively expensive to manufacture, although prices are falling rapidly.

3. Solar power stations can be built, but they do not match the power output of similar sized conventional power stations; i.e. the large solar-thermal power plant in Barstow, California, only produces 10 MW, while a “normal” size coal-fired plant is around 1000 MW. Solar power stations are also very expensive.

4. Unreliable climate means that solar energy is also unreliable as a source of energy.

Cloudy skies reduce the effectiveness of solar power generation.

5. Large areas of land are required to capture the suns energy. Collectors are usually arranged together, especially when electricity is to be produced and used in the same location.

6. Solar power is used to charge batteries so that devices can be used at night. However, the batteries are large, heavy, and need storage space. They also need replacing from time to time.

Source: http://www.technologystudent.com/energy1/solar7.htm

18 Solar Potential Students should be made aware of how much potential there is for solar energy. As the chapter explains, we only need 0.16% of the solar energy received to meet all the energy needs of the United States. As of 1994, only 0.077% of our nation’s power needs were met by solar energy.

As listed above, there are some major factors currently working against solar power including cost and reliability. Still, the potential of solar energy is worth discussing briefly. You may also want to focus on new policy initiatives that mandate the installation of solar panels on new construction.

19 Active Learning Ideas Building a Solar Oven The United States Department of Energy has listed online a number of plans for building simple solar cooking ovens. Navigate to the website, and pick a plan on your own or with the class. The oven can be constructed by you, by students outside of class for extra-credit, in class as one large group, or have several groups build their own; then test the oven(s) in class. This demonstration will show the true heating power of the sun, when harnessed correctly.

Navigate directly to this page at http://solarcooking.org/plans.htm or click on Solar Cooking Plans at the bottom of the USDOE page http://www.eere.energy.gov/education/science_projects.html#highschool

Demonstrating The Seasons We all know that the Earth is tilted on its axis at approximately 23.5 degrees. It is this tilt that provides us with four seasons (at least in most climates). In order to help students visualize the tilt of the Earth, there is a simple demonstration that can be performed.

Materials needed: a globe mounted on its axis, a small table lamp with no shade, and a sign labeled “north.”

1.

2.

3.

4.

5.

Have the students gather around the area where you will be working.

Place the lamp (shade removed) on the floor and turn it on. The lamp represents the sun.

Put the “North” sign down in the correct direction.

Find where we live on a tilted globe.

Place the globe on the ground on the south side of the sun. The globe should be tilted toward North. This is the summer position for the Northern Hemisphere. Ask the students what they notice about the sun's rays.

6. Rotate the globe counter clockwise. One rotation represents one day or 24 hours. When light is shining on our location, it is day. When it is dark, it is night.

7. Repeat your observations for each of the other seasons. Move the globe counter clockwise from summer (South) to fall (East) to winter (North) and spring (West). Make sure that the globe is always tilted toward north. Have students pay attention to the amount of sunshine we get during each season. Also, have them observe if the sunlight hits the Earth's Northern Hemisphere at a large or small angle.

8. Remind students that when Earth makes one revolution (summer, fall, winter, and spring) one year has passed. It takes one year or 365 1/4 days for Earth to make one complete revolution around the sun.

Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=2501

20 Lecture Extenders Solar Energy on an Individual Home Scale Solar water heaters were once very popular around the turn of the 20 th century. At the time, they replaced wood and coal burning stoves, as well as artificial gas that was produced from coal which was expensive (many times more than what we pay for natural gas today). For example, in 1937, 30% of the homes in Pasadena, California, used solar hot water heaters. However, with the discovery of cheaper fossil fuels in the American west, namely oil and natural gas, fossil fuels became much cheaper and more attractive than the solar heaters, and thus replaced them.

Currently, the solar hot water heaters are making a comeback; there are more than half a million installed in California alone.

This story illustrates how times change due to the price of energy. Solar hot water heating was once popular and is coming back again due to increases in the price of energy. Discuss with the class the following questions.

1. With the price of fossil fuels on the rise, do you feel that solar water heaters will continue to make a noticeable comeback?

2. Do you foresee portable solar devices being applied more, such as the use of photovoltaic (PV) panels being used to light billboards?

3. As a required exercise or for extra credit, you can have students bring in pictures of local renewable energy installations that they have been able to find in the community, as it is interesting to see how many different applications they can identify.

Solar Energy in Developing Nations When most people think of solar energy as a power source, they think of expensive solar panels that produce electricity or heat water. It is commonly believed that these technologies are only used in wealthier nations such as the United States and European nations. However, solar energy is effectively used all over the world, and increasingly in developing nations such as China. This large nation has great potential for developing and utilizing solar energy.

Applications include solar cookers, solar water heaters, passive solar houses and school buildings, plastic sheet insulation of gardening buildings, and solar animal and poultry pens. For instance, solar stoves developed in the early 1980’s now number 140,000 in rural China, a sign the “Sunlight Plan” implemented by the State Council is a success. In Tibet, more than 10% of the total households own solar stoves. The distribution of solar water heaters across the country has also helped to decrease energy demand and the burning of wood and dung. As for housing and school buildings, the application of passive solar technology has spread rapidly in recent years. Many farmers are planning to build homes using this technology even though they cost 20%-30% more than a traditional home. Passive technology used in school buildings allows students to be comfortable even during the coldest times of the year in the harsh Chinese mountain climate.

Solar technology has the benefit of convenience; it can be used in remote locations in small-scale applications such as individual homes. Developing nations such as China are implementing the technology to provide power for citizens and to move away from burning wood or dung in order to clean the environment and allow for reforestation. However, the technology is still rather expensive and the production of the solar panels causes some pollution. Ask the students if they feel developing nations such as China would be better off purchasing solar technology for citizens, or invest in a centralized power grid and power plants (most likely fueled by coal)?

Source: http://www.undp.org/seed/energy/policy/ch_7.htm

21 Recommended Web links The American Solar Energy Society. Found at http://www.ases.org/ This is a “national organization dedicated to advancing the use of solar energy for the benefit of U.S. citizens and the global environment. ASES promotes the widespread near- and long-term use of solar energy.” It is the United States section of the International Solar Energy Society (http://www.ises.org/ises.nsf!Open). It has 23 chapters in 34 states.

Solar Energy Industries Association. Found at http://www.seia.org/ The Solar Energy Industries Association (SEIA) is the national trade association of solar energy manufacturers, dealers, distributors, contractors, installers, architects, consultants, and marketers. They work to expand the use of solar technologies in the global marketplace.

United States Department of Energy. Solar Energy Technologies Program. Found at http://www.eere.energy.gov/solar/ National Renewable Energy Laboratory. Solar Research. Found at http://www.nrel.gov/solar/ Contains information on research being conducted at the Lab, mostly on PV (photovoltaics).

Solarbuzz: Portal to the World of Solar Energy. Found at http://www.solarbuzz.com/index.asp Connect to solar energy companies worldwide, follow solar energy developments, or access research and consultancy services.

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Chapter 4: Renewable Energy Sources I: Solar Energy Lecture Outline 4.1 Introduction 4.2 Energy from the Sun 4.3 A Flat-Plate Collector System 4.4 Passive Solar 4.5 Solar Thermal Electric Power Generation 4.5.1 4.5.2

Power Towers Parabolic Dishes and Troughs

4.6 The Direct Conversion of Solar Energy to Electrical Energy 4.7 Solar Cooling

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

23

Chapter 5: Renewable Energy Sources II: Alternatives Lecture Lead-Ins Introduction Reading this chapter allows one to see how small the contribution any one source of renewable energy, aside from hydropower which contributes 10% of U.S. power, makes to our overall energy supply. The chapter explains how each of the alternatives discussed; hydropower, wind power, ocean thermal energy conversion, biomass, biomass-municipal solid waste, biomassderived liquid and gaseous fuels, geothermal, and tidal energy all make a contribution, but all have inhibiting factors that currently limit our use of that specific source on a large-scale. When considering hydropower these would include alteration of habitat, loss of free-flowing streams and land flooded by reservoirs, limited life due to siltation, and the possibility of dam failure. For wind power some inhibiting factors include cost (capital and maintenance), size of structures, need for consistent and strong winds, bird and bat kill, and noise. For tidal energy they would include large capital costs, interference of other industries such as shipping and fishing, the disturbance of marine life, and lack of continuous electric output. A good way to begin this chapter and have the class become educated about all the alternatives would be to list the advantages and disadvantages or limiting factors of each of the alternatives. In this manner they will see where certain renewables are attractive, and where and why some may not be. This discussion will also contribute to the understanding that a “portfolio” of renewable energy is required to fully take advantage of the benefits and mitigate the negative aspects of the various renewable energy technologies.

24 Active Learning Ideas Wind Energy Potential The National Renewable Energy Laboratory has a map showing the wind resource potential for the United States, which can be found at http://www.nrel.gov/wind/images/wherewind800.jpg.

Have the students pair off or get into small groups to discussion the map, having them answer the following questions to see what can be interpreted from the photo: 1. Looking at this map, would you say the United States has abundant wind energy resources?

2. Where are the most significant wind resources located?

3. Are these areas heavily populated?

4. To your knowledge, what parts of the nation are currently taking advantage of these wind resources?

Power the Future After reading the chapter, students will have a basic idea of the different sources of renewable energy that are available and their advantages and disadvantages / limitations to widespread use.

Have the students pair off or get into small groups and brainstorm about the development of a plan to implement one or two renewable energy alternatives that would be most appropriate for their area and could be used to supplement conventional power generation. (i.e., wind on the northern Great Plains, geothermal in the intermountain west, hydropower in the Pacific Northwest, combustion of solid waste anywhere, etc.) Some basic questions can help them along.

1.

What renewable energy resources are abundant near your location?

2.

Have these renewable energy resources been utilized extensively at this time?

3.

Can these resources be used to produce power on a utility scale or a neighborhood or household scale?

4.

Will it be financially feasible to produce power in this manner?

5.

Does the government offer tax incentives to produce power in this manner?

6.

Would there be any concerns from local citizens regarding the development of these renewable energy alternatives (NIMBY, aesthetics, etc.?

25 Lecture Extenders Hydropower Dam Controversy Hydroelectric power generation accounts for roughly 10% of the power generation in the United States, far and away the largest contribution coming from a renewable source. There are many advantages to hydropower over electricity generated by burning fossil fuels, including zero emissions and no release of thermal pollution to the environment. These hydroelectric plants can last for decades, and require little maintenance. They also serve other purposes aside from power generation including storage of water for irrigation and drinking, and flood control.

However, there are also downsides to hydropower, including sometimes shortened life-span due to siltation behind the dam, the danger of dam failure, and most notably the loss of free-flowing streams and the land and habitat that is flooded by the dam. A contentious issue in the Pacific Northwest is the effect that dams are having on fish populations in California and the Pacific Northwest. The once abundant fish are now in danger or becoming extinct in many parts of the west. In fact, The U.S. Fish and Wildlife Service reports that 214 of the 400 stocks of salmon, steelhead, and sea-run cutthroat trout in the California and the Pacific Northwest are at risk of extinction, and that 106 have already become extinct. Some say fish ladders help the fish migrate back to their spawning grounds, while others say the only way to allow for these fish to make a come back is to return the rivers back to their original condition. Pose the following questions to the class: 1. Are the power generation, irrigation, and flood control benefits from hydropower facilities worth the disadvantages that have been identified? Think about this question from both an economic and environmental perspective.

2. Do you feel that more hydropower facilities should be constructed?

Source: http://www.fws.gov/species/species_accounts/bio_salm.html Wind Turbine “Bird Kill”: How Serious is the Problem?

There are many issues that need to be taken into account when considering wind turbines for the generation of electrical power, including: is there an adequate wind resource, what is the appropriate generator for the area and wind speed, how tall do the towers have to be, where should the tower be located, zoning issues, noise, maintenance costs, aesthetics, and bird kill.

Many nature enthusiasts object to wind turbines because of the potential for bird kill caused by the rotor blades, but how serious is the problem? A study conducted by Western EcoSystems Technology Inc. presents the percentage of annual bird fatalities by source, with the following results: Buildings and Windows Cats High Tension Lines Vehicles Pesticides Communication Towers Wind Turbines Other

55% 13% 8% 7% 7% 2.5% 0.01%-0.02% 7.5%

After looking at that information, ask the students how serious they feel the issue of bird kill is?

Why are communication towers, with a fairly similar kill percentage, not a target of resistance?

Source: Wallace P. Erickson, Western EcoSystems Technology Inc.

26 Recommended Web links International Hydropower Association. Found at http://www.hydropower.org/4_0.htm The International Hydropower Association is a non-governmental mutual association of organizations and professionals working or studying in the hydropower sector. Currently, the Association has 1072 Individual and 102 Corporate Members, including eleven Sponsors, and membership now spans 83 countries.

American Wind Energy Association. Found at http://www.awea.org/ Since 1974 the American Wind Energy Association (AWEA) has advocated the development of wind energy as a reliable, environmentally superior energy alternative in the United States and around the world.

United States Department of Energy. Wind and Hydropower Technologies Program. Found at http://www.eere.energy.gov/windandhydro/ The Wind and Hydropower Technologies Program works with industry to develop the advanced technology needed to convert more of the nation's wind into electricity, and pursues R&D to develop more environmentally friendly technologies to maintain the nation's existing hydropower capacity.

Danish Wind Energy Association. Found at http://www.windpower.org/en/core.htm The Danish Wind Industry Association (DWIA) is a non-profit association whose purpose is to promote wind energy at home and abroad. The association was founded in 1981. DWIA today represents 99.9 per cent of Danish wind turbine manufacturing measured in MW and more than 112 companies with activities in the Danish wind industry.

National Renewable Energy Laboratory (NREL). Biomass Research. Found at http://www.nrel.gov/biomass/ Biomass R&D efforts at NREL are focused on biomass characterization, thermochemical and biochemical biomass conversion technologies, biobased products development, and biomass process engineering and analysis.

United States Department of Energy. Biomass Program. Found at http://www.eere.energy.gov/biomass/ The U.S. Department of Energy (DOE) Biomass Program develops technology for conversion of biomass (plant-derived material) to valuable fuels, chemicals, materials and power, so as to reduce dependence on foreign oil and foster growth of biorefineries.

United States Environmental Protection Agency. Municipal Solid Waste. Found at http://www.epa.gov/epaoswer/non-hw/muncpl/ Comprehensive website dealing with municipal solid waste. Answers FAQs, provides state data, and provides links to publications.

American Coalition for Ethanol. Found at http://www.ethanol.org/ ACE is the grassroots voice of the ethanol industry, a membership-based association dedicated to the use and production of ethanol.

United Stated Department of Energy. Geothermal Technologies Program. Found at http://www.eere.energy.gov/geothermal/ EERE's Geothermal Technologies Program works in partnership with U.S. industry to establish geothermal energy as an economically competitive contributor to the U.S. energy supply.

27 California Energy Commission. Ocean Energy. Found at http://www.energy.ca.gov/development/oceanenergy/ Generating technologies for deriving electrical power from the ocean include tidal power, wave power, ocean thermal energy conversion, ocean currents, ocean winds and salinity gradients.

Introduction to ocean energy and the provision of several links to ocean energy sites.

28

Chapter 5: Renewable Energy Sources II: Alternatives Lecture Outline 5.1 Introduction 5.2 Hydropower 5.3 Wind Power 5.4 Ocean Thermal Energy Conservation 5.5 Biomass as an Energy Feedstock 5.6 Biomass: Municipal Solid Waste 5.7 Biomass-Derived Liquid and Gaseous Fuels 5.8 Geothermal Energy A. B. C. D. E. F.

Hot Water Reservoirs Natural Steam Reservoirs Geopressured Reservoirs Normal geothermal Gradient Hot Dry Rock Molten Magma

5.9 Tidal Energy 5.10

Summary of the Potential of Some Alternative Energy Sources

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

29

Chapter 6: The Promise and Problems of Nuclear Energy Lecture Lead-Ins Is Nuclear Energy a Wise Strategy A good topic to begin with when discussing nuclear energy is to ask students why they think it is wise or unwise to utilize nuclear energy. Do they feel new plants should be constructed? Issues to consider include pollution, as there are no greenhouse gas emissions but there are radioactive wastes that must be stored, generation costs (include construction and decommissioning), fuel costs, risk of meltdown/safety/national security issues, health implications etc. There are many issues to take into account, and a comprehensive dialogue into these issues allows the class to hear the viewpoints of others and how they reach their opinions on nuclear energy. For instance, a common viewpoint is the safety concern of a meltdown, but as the chapter cites, “the chance of an accident killing 100 people was said to be about the same probability of 100 people being killed by the impact of a meteor.” When the class is arguing these points, be sure to watch for those basing opinions on assumptions and those basing them on facts. Make sure at the end of the discussion that the class is forming opinions based on facts, which is often the difference between “real” risk and “perceived” risk.

30 Active Learning Ideas Nuclear Plant Engineer There is a basic demonstration online by Henrik Eriksson of several nuclear plant accident scenarios. His demonstration uses three different scenarios. When accidents occur, the user has interactive privilege to stop the plant from melting down by manipulating valves, pumps, and moderator (control) rods. Break the students up into groups, partners, or let them work as individuals. Play the scenarios once or twice and have them write down what they think should be done to avert disaster. Then try a few of their ideas and see if they work. (You could also take the students to a computer lab and let them try the exercise themselves).

The website is http://www.ida.liu.se/~her/npp/demo.html

Demonstration of Pressurized and Boiling Water Reactors In addition to the book’s examples and descriptions of the Pressurized and Boiling Water Reactors, you could offer some information presented by the University of Wisconsin-Madison College of Engineering. The webpage offers simple explanations and diagrams of how these two types of nuclear reactors operate. Use of these diagrams would allow visual learners another chance to better understand the processes.

The website is http://reactor.engr.wisc.edu/power.html

31 Lecture Extenders The Problem of Nuclear Waste Disposal There have been several ideas presented for the disposal of nuclear waste, including burying it in the deepest parts of the oceans or sending it into the sun on rockets, but the only solution that has gained serious attention and consideration is that of “deep geologic disposal,” or removal of the waste from the biosphere. The site most likely for this deep geological disposal facility is in Yucca Mountain, Nevada, as it meets the criteria of distance from population, appropriate climate (dry), appropriate depth to the water table and nearness to the nuclear weapons test site. Here, waste could be stored in steel canisters for thousands of years. However, for now, without this facility, spent fuel rods are currently stored on-site at power plants in water tanks or dry storage casks. The issue of storage on-site, or movement and storage at a central facility raises many questions.

1. The proposed capacity at Yucca Mountain is 70,000 tons, which would most likely be reached by 2030 if no other nuclear waste facilities were built. Therefore, after 2030 an additional nuclear waste storage facility would be needed. Does it make sense to build a facility that would be full so soon, or would it be better to identify a site that would allow for the construction of a larger facility with a longer lifespan?

2. What would be the reaction in your community if a nuclear waste facility was proposed for a nearby location?

3. Is it safer to have all the waste in one central location or is it better to have it spread out across the country at individual facilities?

4. Do you feel that the transportation of nuclear waste to the centralized facility is a significant risk?

5. What would be the implications if an earthquake or other disaster, such as a leak in the containers because of poor design, caused the waste at a Yucca Mountain type facility to leak into the ground water? Keep in mind the fact that these materials will be highly radioactive for 1000’s of years.

True Cost of Nuclear Power The book discusses the cost of nuclear power plants, and why the rates for nuclear power are higher than from coal plants. For example, one of the main reasons for the difference is the construction costs, which rose from $190 to $2,800 per kilowatt hour from 1985 to 1989, mostly due to changes in mechanical and electrical construction requirements to make the plants safer after the Three Mile Island accident. As of the early 1990s, the cost per kilowatt hour of electricity from a coal plant was about 3 cents compared to a little over 5 cents from a nuclear plant. In an effort to bring the costs down to make the plants more competitive, studies are being conducted to design “evolutionary rectors” that will incorporate changes learned over the years, allowing for new nuclear reactors that can produce power for about 3.8 to 4 cents per kilowatt hour, including decommissioning costs. However, another issue that should be taken into consideration when discussing power production is the “true costs” which would include externalities. When comparing coal and nuclear, this idea includes considering environmental impacts such as greenhouse gas emissions, particulates, the mining of the fuel for both coal and nuclear, and the release of radioactivity. Discuss with the class this idea of giving economic value to environmental impacts and see which type of power generation they feel is more affordable in terms of “true cost,” taking both economic and environmental considerations into account.

32 Recommended Web links United States Department of Energy (DOE). Office of Nuclear Energy, Science & Technology.

Found at http://www.ne.doe.gov/ United States Department of Energy (DOE). United States Department of Energy and Other Fusion Energy Research Sites. Found at http://www.pppl.gov/common_pages/doe_fusion_links.html Links to United States Department of Energy Laboratory Websites and Fusion Websites.

International Atomic Energy Agency (IAEA). Found at http://www.iaea.org/About/index.html The IAEA is the world’s center of cooperation in the nuclear field. Its was set up as the world’s “Atoms for Peace” organization in 1957 within the United Nations family. The Agency works with its Member States and multiple partners worldwide to promote safe, secure, and peaceful nuclear technologies.

Nuclear Energy Institute. Found at http://www.nei.org/index.asp?catnum=2&catid=136 The Nuclear Energy Institute is the policy organization of the nuclear energy and technologies industry and participates in both the national and global policy-making process. NEI’s objective is to ensure the formation of policies that promote the beneficial uses of nuclear energy and technologies in the United States and around the world.

33

Chapter 6: The Promise and Problems of Nuclear Energy Lecture Outline 6.1 Introduction 6.2 A Short History of Nuclear Energy 6.3 Radioactivity 6.4 Nuclear Reactors 6.5 The Boiling Water Reactor 6.6 Fuel Cycle 6.7 Uranium Resources 6.8 Environmental and Safety Aspects of Nuclear Energy 6.9 The Chernobyl Disaster 6.10 Nuclear Weapons 6.11 The Storage of High-Level Radioactive Waste 6.12 The Cost of Nuclear Power 6.13 Nuclear Fusion as an Energy Source 6.14 Controlled Thermonuclear Reactions 6.15 A Fusion Reactor

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

34

Chapter 7: Energy Conservation Lecture Lead-Ins Energy Price Trends A good way to introduce the Energy Conservation chapter is to inform students of the trends in energy prices. Showing them the prices for crude oil, gasoline, heating oil, natural gas, and diesel fuel, and what they are expected to be in the near future will allow them to see the severity of the energy situation.

Navigate to the Department of Energy’s webpage (http://www.eia.doe.gov/emeu/steo/pub/contents.html) that shows a price summary box in the upper right hand corner of the page presenting an 18-month forecast for energy supplies for these energy sources. This will also show the prices going back two years. Energy in essence “fuels” our lives, and the entire American economy is very dependent on affordable supplies. By gaining an idea of how much energy prices may increase, students may see how important it is to find ways to conserve energy and save money.

Source: http://www.eia.doe.gov/emeu/steo/pub/contents.html

How Best to Approach Energy Conservation?

Discuss with the class what one way they would attack energy conservation; that is, what “sector” of energy usage would they choose to work with to conserve: buildings and appliances (38% of energy usage), industry (36%), or transportation (26%)? Which sector would they work with and what particular actions would they take to improve energy efficiency within that sector? One method would be to work with the transportation sector and increase fuel economy on all vehicles. This would require hard lobbying with automotive unions and petroleum interests, and could take several years. Another, more feasible option would be to work with the buildings and appliances sector and require better insulation in new construction, and/or provide tax incentives for existing homes that install better insulation, windows, and doors (it should be noted that several tax breaks for these activities will be available starting in the 2006 tax year). These changes would likely not be as political and could make a more immediate impact on energy usage. After all, 20% of energy usage in the United States is for space heating.

35 Active Learning Ideas Reducing Energy Usage Have students look at Table 7.5 on page 229. Have them examine the list of energy uses and brainstorm about what they can do at their home to significantly reduce energy usage. What habits and routines can they alter that will reduce the usage of the most demanding electric applications? Have them come up with a list of the uses that they feel they can reduce or eliminate, and other ways that they can significantly cut power usage, such as shutting off the computer when they are not home or installing fluorescent bulbs. By providing them with this opportunity, they can give serious thought to how they can individually conserve energy. As a guide, have them answer the following questions for each of the uses. Some examples have been listed.

1.

What type of use/appliance?

Heating Dish washer Water heater Computer

2.

How often is it used/how high (temperature) is set (i.e. thermostat/water heater thermostat)?

72 degrees 4 times per week Set at 140 degrees On all the time

3.

How much can you reduce/turn down/off the appliance?

Can turn down to 68 degrees Can hand wash dishes Can turn down to 120 degrees Can put in “sleep” mode when gone

You could also use this opportunity to discuss the differences between technology changes and lifestyle changes. Most students will agree that it is easier for them to buy an energy efficient appliance than it is for them to change their lifestyle. Another interesting question that can be posed to students regarding lifestyle changes is whether they would be willing to give up their automobile or their computer. The rationale that they use for this decision often gets to the heart of the technology versus lifestyle discussion.

Home Energy Saver The National Renewable Energy Laboratory recommends a do-it-yourself energy audit that anyone can perform as long as they have some billing information and knowledge of their home.

Navigate to http://hes.lbl.gov/ and perform the audit. You can assign hypothetical home information to students to try the exercise in groups or as individuals, or have the students gather the information and perform the audit on their residence, or simply perform the audit on your home or a hypothetical home in front of the class as a simple demonstration.

Source: http://hes.lbl.gov/

36 Lecture Extenders Efficiency Trends There have been many strides made in the last several decades towards a more energy efficient society. For instance, energy intensive vacuum tubes once used in televisions, radios, and computers have given way to much more efficient technologies such as transistors and microprocessors. Recycling can conserve a significant amount of energy: it takes one-third as much energy to make a beverage can from recycled aluminum as it does from virgin aluminum.

There are also bottle recycling programs where bottles are sterilized and reused, negating the need for virgin materials altogether. Appliances such as refrigerators have increased efficiency over the years as well as lighting, with traditional fluorescent bulbs and compact fluorescent bulbs becoming ever-more popular. When all was said and done, from 1970 to 2003, U.S. energy consumption grew only 28% while the U.S. Gross Domestic Product (GDP) increased 175%. With all of these developments over the past years, ask the class if they believe that strides of the same magnitude can be made over the next few decades, greater, or lesser, and why they feel that way? You may also want to discuss how the Unites States compares to other countries in terms of energy consumption versus GDP and energy consumption per capita.

CAFE Standards (Corporate Average Fuel Economy) The Energy Policy Conservation Act (EPCA) was enacted by Congress in 1975, and established Corporate Average Fuel Economy (CAFE) standards for passenger cars and light trucks. The Act was passed in response to the 1973-1974 Arab oil embargo, with the aim of saving energy and reducing oil use. The original goal was to double new car fuel economy by model year 1985.

Under EPCA, passenger cars and light trucks with a gross weight of 8,500 lbs. or less manufactured for sale in the United States had to meet CAFE standards. The CAFE standards are applied on a fleet-wide basis for each manufacturer. This means that the fuel economy ratings for a manufacturer's entire line of passenger cars must average at least 27.5 mpg for the manufacturer to comply with the standard. If a manufacturer does not meet the standard, it is liable for a civil penalty of $5.50 for each 0.1 mpg its fleet falls below the standard, multiplied by the number of vehicles it produces (i.e. If a manufacturer produces 2 million cars in a particular model year, and its CAFE falls 0.5 mpg below the standard, it would be liable for a civil penalty of $55 million. For light trucks (including vans and sport utility vehicles), which make up the majority of new vehicles sales, the 2004 CAFE standard is 20.7 mpg, set to increase to 21.0 mpg for Model Year (MY) 2005, 21.6 mpg for MY 2006, and 22.2 mpg for MY 2007. Passenger car CAFÉ standards have remained steady at 27.5 miles per gallon since 1990, and are not currently scheduled to change.

Discuss with the class the issues attached to CAFE standards.

1. With the price of crude oil and gasoline as volatile as it is, do you think it would be wise to consider once again increasing the CAFE standards for the passenger car fleets, as well as continuing to make increases in the light truck standards?

2. What do you feel is a reasonable goal to set in miles per gallon for cars and light trucks?

3. How do these increases affect automakers?

4. Why do these increases have such a hard time being passed by Congress?

5. Are the level of the penalties significant, when considering the annual revenues of the large automobile companies?

Sources: Export.gov at http://www.ita.doc.gov/td/auto/cafe.html and National Highway Traffic Safety Administration at http://www.nhtsa.gov/cars/rules/CAFE/overview.htm

37 Recommended Web links The United States Department of Energy. Energy Efficiency. Found at http://www.energy.gov/engine/content.do?BT_CODE=ENERGYEFFICIENCY The Department of Energy is committed to reducing America’s dependence on foreign oil and developing energy efficient technologies for buildings, homes, transportation, power systems and industry. Underneath the Energy Efficiency link are several other pages including Energy Saving Tips, Buildings, Homes, Weatherization, Financing, Industry, Transportation, Power Utilities, State Activities, and Energy Star. These Programs offer a comprehensive look at energy conservation activities.

The United States Department of Energy. A Consumer’s Guide to Energy Efficiency and Renewable Energy. Found at http://www.eere.energy.gov/consumer/ Explore your options for saving energy and using renewable energy at home, at work, in your community, and while driving.

Energy Star. Found at http://www.energystar.gov/ Energy Star is a government-backed program helping businesses and individuals protect the environment through superior energy efficiency.

United States Department of Energy – Energy Efficiency and Renewable Energy. Fuel Economy.gov. Found at http://www.fueleconomy.gov/ Gas mileage (MPG), greenhouse gas emissions, air pollution ratings, and safety information for new and used cars and trucks.

American Council for an Energy Efficient Economy. Found at http://www.aceee.org/ The ACEEE is a non-profit organization dedicated to advancing energy efficiency as a means of promoting both economic prosperity and environmental protection. Contains useful resources such as a Consumer Guide to Home Energy Savings.

38

Chapter 7: Energy Conservation Lecture Outline 7.1 A Penny Saved Is a Penny Earned 7.2 Space Heating 7.2.1 7.2.2 7.2.3 7.2.4 7.2.5

Thermal Insulation Air Infiltration Furnaces, Stoves, and Fireplaces Solar and Other Sources of Heat Energy Standards for Home Heating

7.3 Water Heaters, Home Appliances, and Lighting 7.3.1 7.3.2 7.3.3 7.3.4

Water Heating Appliances Lighting The Energy-Conserving House

7.4 Energy Conservation in Industry and Agriculture 7.4.1 7.4.2 7.4.3 7.4.4 7.4.5 7.4.6

Housekeeping Waste Heat Recovery and Cogeneration Process Changes Recycling New Developments Help from Public Utilities

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

39

Chapter 8: Transportation Lecture Lead-Ins Transportation Options An appropriate way to lead into the transportation chapter is to discuss with the class what transportation options are available in the community. Talk about how many ways there are to get around, what means of transportation are most popular and appropriate for certain people and areas, and why that is so. Transportation options would generally include automobile, bus, train, subway, light rail, bicycle, and walking (boat/ship in some cases). For instance, the automobile makes sense for individuals that lives in the suburbs and have a busy schedule that calls for them to be in different places at different times. The subway fits people that live in a large city that rarely have to leave the metro-area. The bicycle fits the individual that lives near work and has a safe route to and from work and a place to store the bicycle, although will be climate related as well. Walking is an option for those individuals that live near work, such as in large, densely built cities like New York City or Chicago. Trains are effective for those that have to commute long distances between large metro-areas like between Milwaukee and Chicago, which is serviced by Amtrak. Discuss these types of scenarios and why they are efficient and effective for those that use them. You may also want to discuss the lack of mass transit systems in many metropolitan areas of the United States, as well as the effectiveness of these systems when operated efficiently, as evidenced by the negative impacts of the mass transit strike in New York City in December of 2005.

40 Active Learning Ideas Community Bus Route Mapping Often times, residents that ride the bus in larger cities complain about the routes utilized and how often they are operated. Many of those that could ride the bus decided not to because of poorly planned routes and timing. They prefer to drive to work, often alone, even if the distance is short, simply because of the convenience and independence. All of these drivers that could and would not mind using public transportation then add to the congestion on the roads and to the greenhouse gas emissions and air pollution that is dirtying the air of many large cities and metropolitan areas. If the routes and timing were improved, however, some of these drivers would switch to public transit. There are a few things that can be done with this exercise if desired.

1.

Give the students a first-hand experience of the busing system in the area. Have them ride the bus around for a few hours. Have them take notes of where the routes run, if the bus is on schedule, if the routes make an “even collection” of the area and make stops at commonly desired locations, and note who rides the bus (economic status, age etc.)?

Have them write up a short paper and/or share their experience with the class to see if there are common perceptions of how the busing system performs.

2.

Collect bus route maps for the City or metro area. Pass them out to the students and have them draw in what they think would be acceptable routes; see if they feel the routes should be different, how different, and why? Are there places that are under/over served? Also have them explain if the timing and periodicity of the routes is acceptable.

3.

Have the students make an economic comparison of the cost of a bus pass to the cost of operating their own vehicle, considering things such as the car payment, fuel costs, maintenance costs, insurance, etc.

41 Lecture Extenders Automobile Society The United States has an extreme reliance on the automobile; if one does not own or have access to a car getting around can be difficult. There are several things that have led to this situation. The invention and popularization of the internal combustion engine and automobile, of course, relatively inexpensive fuel in terms of gasoline and diesel fuel, and an expansive network of paved roadways throughout the nation, including the Interstate Highway System brought into being by Federal Highway Act of 1956. With the car being the transit method of choice, development patterns over the last several decades have been implemented to suit the automobile, namely low-density construction not of pedestrian scale, unlike cities that were built before the dominance of the automobile, such as New York City and many cities in Europe.

The current predominant style of low-density development, known as urban sprawl, is not an efficient or desired manner of development. Large amounts of land are necessary, great amounts of impervious surface are put down leading to water runoff and water quality problems, destinations are spread out over large distances, and this type of development makes it hard to get around by any other means than an automobile. Talk with students about what the future of development should be. Do they see efforts being undertaken to reverse the trend of urban sprawl in their communities? As gasoline and diesel become more expensive, a shift to more multi-use development where commercial development is combined with residential development can reduce the dependency on the automobile. Other residential areas could be clustered in central areas, with homes built on smaller lots closer together allowing for the preservation of open or green space. This type of community, built on a pedestrian scale, would allow for a more efficient society with increased use of public transit, bicycle, and walking, a reduction in reliance on the automobile, and a related reduction in taxes necessary to maintain the network of roads necessary to support the automobile.

Gas Prices Gasoline prices are highly volatile. Following the Hurricane season of 2005, prices for gasoline and diesel shot upward as production in the Gulf of Mexico was hit hard and pipelines were damaged. People complained about the prices and accused the gas stations and oil companies of price gouging. This anger regarding high prices at the pump is not new, as gas prices had been going up for the past several years. Present the numbers below provided by the United States Department of Energy, showing gasoline prices from 1950-2004 (found at http://money.howstuffworks.com/gas-price1.htm) and allow students to see how prices of today stack up against prices from years past (which have been adjusted for inflation). Also, provide a comparison by examining gasoline prices for other countries around the world (which can be found online at http://money.cnn.com/pf/features/lists/global_gasprices/price.html). After viewing how much gasoline costs in some other nations, ask students if they feel our prices are still high?

Year 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995

Price in $ 1.91 1.85 1.79 1.68 1.59 1.80 2.59 1.90 1.51 1.28

Year 2001 2002 2003 2004

Price in $ 1.66 1.31 1.52 1.79

Source: United States DOE

42 Recommended Web links United States Department of Transportation (DOT). Found at http://www.dot.gov/index.cfm Serves the United States by ensuring a fast, safe, efficient, accessible and convenient transportation system that meets our vital national interests and enhances the quality of life of the American people, today and into the future.

National Transportation Safety Board. Found at http://www.ntsb.gov/ The National Transportation Safety Board is an independent Federal agency charged by Congress with investigating every civil aviation accident in the United States and significant accidents in the other modes of transportation -- railroad, highway, marine and pipeline -- and issuing safety recommendations aimed at preventing future accidents.

American Bus Association. Found at http://www.buses.org/about_aba/ The American Bus association represents the business concerns of both U.S. and Canadian privately owned motorcoach and tour operators (in Washington D.C.). ABA also creates awareness of the motorcoach industry among consumers in North America (USA, Canada and Mexico), and communicates publicly on important issues like motorcoach and highway safety.

American Public Transit Association. Found at http://www.apta.com/research/ APTA works to strengthen and improve public transportation, and serves and leads its diverse membership through advocacy, innovation and information sharing. APTA and its members and staff work to ensure that public transportation is available and accessible for all Americans in communities across the country.

Federal Railroad Administration (US DOT). Found at http://www.fra.dot.gov/ The purpose of FRA is to: promulgate and enforce rail safety regulations; administer railroad assistance programs; conduct research and development in support of improved railroad safety and national rail transportation policy; provide for the rehabilitation of Northeast Corridor rail passenger service; and consolidate government support of rail transportation activities. Today, the FRA is one of ten agencies within the U.S. Department of Transportation concerned with intermodal transportation.

American Public Transit Association. U.S. Light Rail Transit System Links. Found at http://www.apta.com/links/transit_by_mode/lightrail.cfm Describes light rail, and provides links to existing and proposed systems, heritage/vintage trolley systems, and general sites related to light rail.

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Chapter 8: Transportation Lecture Outline 8.1 Introduction 8.2 Power and Energy Requirements 8.3 Electric Batteries, Flywheels, Hybrids, Hydrogen, Alcohol 8.3.1 8.3.2 8.3.3 8.3.4 8.3.5

Electric Vehicles Flywheel-powered Vehicles Hybrid Vehicles Hydrogen, Fuel Cells Alcohol as a Transportation Fuel

8.4 Traffic Safety 8.4.1 8.4.2 8.4.3

The Record Collisions Nontechnical Traffic Safety Measures

8.5 Mass Transportation

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

44

Chapter 9: Air Pollution Lecture Lead-Ins Introduction An appropriate way to start the air pollution chapter is briefly talk about the major air pollutants that affect air quality. Discuss carbon monoxide, hydrocarbon emissions (VOCs), nitrogen oxides, sulfur dioxide, and particulates. Talk about the sources for the pollutants (Table 9.2 on page 294 presents the amount of these pollutants for 1990 and the sources for them). Also be sure to include lead, ozone, and carbon dioxide in the discussion as well. By reviewing the different pollutants and their sources, students will be able to understand how they differ and what the major sources and impacts are for each, providing a good base for the chapter.

Ozone / Smog Action Days The chapter discusses different types of smog including classic and photochemical smog, as well as thermal inversions. It explains how different air pollutants (basic ingredients of nitrogen dioxide and hydrocarbons) interact with sunlight to create smog. This smog causes respiratory problems and stains the air with a reddish-brown tint. Cities across the nation often declare ozone action days or smog action days when the air quality decreases due to high concentrations of the air pollutants composing smog. Weather patterns and forecasts make it rather easy to predict when there will be such problems. The weather characteristics include low-wind, sunny, warm days. Of course, thermal inversions contribute to poor air quality as the pollutants cannot be dissipated out of the area. Cities such as Los Angeles and Mexico City, which are surrounded by mountains, have air movement problems, many cars, and sunny days that make them prone to such air quality problems. When ozone or smog action days are declared, recommendations are made to stay indoors if possible, carpool to reduce auto emissions, and to even wait to use lawn equipment such as mowers etc. to reduce additional air emissions. Talk with the students and ask them if the see people altering habits as recommended on such days, or do people seem to maintain their daily routines and ignore the warnings? Obtain local information and present the number of ozone action days that have occurred over time. Discuss any trends that may be occurring and discuss whether or not the students have perceived any differences in overall local air quality.

45 Active Learning Ideas Economics vs. Clean Air This exercise is a close variation of that offered by the Lawrence Berkeley National Laboratory.

Imagine that you are a resident of the city of Pineappletown with a population of approximately 1 million people. This city is located in a subtropical area and attracts many tourists and elderly citizens. In fact, 25% of the population living in this city today is over the age of 65, and this number is expected to reach 40% by the year 2015. The city has two major industries. Tourism, due to the weather and recreation such as golf, and the industry (agriculture) for which the city is named. Pineappletown produces 10% of the world's pineapples which are in high demand. This city has enjoyed growth and prosperity for over 50 years, but this may be about to change.

Oil deposits have been discovered 10 miles north of Pineappletown, and a major oil company has moved in to begin extracting the oil. Although citizens initially were not alarmed by this new industry, they have recently been informed that a refinery will be built adjacent to the oil fields.

The oil company met with the City Council and the citizens of Pineappletown and discussed the new refinery. They explained that they would bring 500 new jobs to the area and those local taxes and licenses paid by the oil company would net the city approximately $500,000 per year in additional revenue. With an unemployment rate in Pineappletown currently at 8%, the new jobs would be a very welcome. The oil company also explained that they follow strict safety guidelines and would meet all local, state, and federal emission standards.

Although this opportunity seemed promising, citizens raised a number of issues, and the oil company's responses were cause for concern. Citizens asked the oil company what the potential health hazards would be for its elderly population. The oil company responded that the increased levels of their industrial pollutants cause irritation to a person's air passageway and lungs, but that they would not be permitted to emit high levels for more than 10 days per year without risking fines or further penalties. A concern about the effect of pollution on agricultural products was raised. The company had no data on the effect of its emissions on fruit such as pineapples.

However, they had two additional industrial plants located in agricultural areas which had not experienced problems. The primary crops in these areas were corn, soybeans, and carrots.

An inquiry about the effects of soot on buildings and landscape got a similar response from the company; they did not have any direct information about the impact of their facilities on local environments. When asked if there were any other potential environmental effects, the company mentioned that there would be an increase in traffic due to transportation of their product. This would include highway utilization by oil tankers and railcar shipping. The company explained to the citizens that they would pay local and federal road taxes to help cover costs for increased traffic.

The meeting went early into the next morning, and citizens and the company agreed to meet again the following week to discuss the industrial plant further. When asked if they would delay plans to begin building, at least until all the concerns of the public had been addressed, the company responded that they had met all legal requirements and that their funding required that they begin construction within 60 days or risk loss of their loan.

46 Activity Organize students into small groups and have them discuss the following questions. Groups include Company Representatives, Citizens, City Council, Medical Personnel, and Environmentalists. Appoint a spokesperson for each group. After each group has prepared answers to their questions, have the class decide what course of action, if any, the town should take. You the Professor act as the Mayor and respond to each group based on the merit of their arguments.

Company Representatives: 1.

2.

3.

4.

How do you think the meeting went?

Is there any additional information you should provide?

What do you expect to be asked at the next meeting?

Should you offer additional incentives to create better public relations?

Citizens: 1.

2.

3.

4.

How do you think the meeting went?

What additional questions would you like to ask the company?

What are your choices of action?

How would you explore the validity of the company claims?

City Council: 1. How do you think the meeting went?

2. What is your position with regard to the oil company project?

3. What do you plan to do at the next meeting?

Medical Personnel: 1. How do you think the meeting went?

2. What concerns do you have for your patients, especially those with lung problems?

3. What will you ask the oil company to do to protect your patients?

Environmentalists/Agriculture 1. How do you think the meeting went?

2. What recommendations will you make to the City Council to help protect the environment/agriculture?

3. How will you monitor the changes in the environment once the plant is built?

Source: http://www.lbl.gov/Education/ELSI/pollution-main.html

47 Testing pH of Rainfall Acid rain forms when sulfur and nitrogen oxides combine with water vapor and falls to the earth.

The pH scale ranges from 0 to 14, with 0 being the most acidic, 14 the most basic (alkaline), and 7 being neutral. Pure rainwater has a pH of about 5.6. Although no official records were kept prior to the 1950’s in the United States for rain pH, evidence from this time indicates that the rain and snow pH was about 5.6. The leading cause of acid rain is sulfur dioxide, the main emitter of sulfur dioxide being electric utilities at 14.2 x106 ton/yr; the next closest is industrial processes at 3.1 x106 ton/yr (1990 figures). When pH goes below 5.0, plants and fish are significantly affected.

What is the pH in your area? Obtain some pH test strips and collect rain water or pure snow and melt it down. Test the water and see what the pH in your community is. Then think about your location and if you are downwind of heavy industry or electric utilities, and how far away are those utilities and industries? (Figure 9.12 on page 316 presents a map showing approximate pH values for the greater portion of North America.)

48 Lecture Extenders The Cost of Cleaning up Utilities American utilities and industries have spent about $350 billion since 1970 to lessen harmful air emissions; each year the cost for pollution control totals an additional $33 billion. When considering pollution control equipment for a new plant, the costs account for up to 40% of the total cost of a new power plant and 35% of operational costs, according to the Electric Power Research Institute. These costs amount to about $10 billion of the nation's electric bills each year. Recently, under the Bush Administration, some of the provisions in the Clean Air Act were weakened. One notable provision was the New Source Review. It, “required older power plants and smokestack industries to improve pollution equipment when they made a major upgrade that would increase emissions. The provision was designed to promote cleaner air by requiring the filthiest plants to eventually clean up or close down and be replaced by cleaner alternatives” (Chicago Tribune 2005).

Many in industry and utilities felt the rule was too cumbersome and costly, as adding pollution controls such as those made to coal-fired electric utilities are not cheap and can run into the tens of millions of dollars depending on the individual power plant and the type of pollution control equipment to be installed. Under the new rule, alterations to plants can be made without adding pollution control equipment as long as the alterations do not exceed 20% of the plant’s replacement cost. After presenting this information to the class, ask them how they feel about the change in the New Source Review Provision. Do they feel the old rule was too costly for industry and utilities, or should the industry and utilities have to pay to clean up their act for the health of society?

Sources: http://www.chicagotribune.com/features/chi-0312environmentalbattlegrounds-9story,1,5121523.story?coll=chi-newsspecials-hed ; www.ket.org/Trips/Coal/AGSMM/agsmmtech.html

49 Recommended Web links United States Environmental Protection Agency. Office of Air and Radiation. Found at http://www.epa.gov/air/ The Office of Air and Radiation (OAR) develops national programs, technical policies, and regulations for controlling air pollution and radiation exposure.

United States Environmental Protection Agency. Office of Air and Radiation – Six Common Air Pollutants. Found at http://www.epa.gov/air/urbanair/6poll.html EPA has set national air quality standards for six common pollutants (also referred to as "criteria" pollutants). Provides information on sources of the pollutant, why the pollutant is of concern, health and environmental effects, efforts underway to help reduce the pollutant, and other helpful resources.

United States Environmental Protection Agency. Clear Skies. Found at http://www.epa.gov/air/clearskies/ The President's Clear Skies legislation would create a mandatory program that would dramatically reduce power plant emissions of sulfur dioxide (SO2), nitrogen oxides (NOx), and mercury by setting a national cap on each pollutant Sierra Club. Sierra Club Clean Air Program. Found at http://www.sierraclub.org/cleanair/ Provides an environmental organization’s viewpoint on air pollution.

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Chapter 9: Air Pollution Lecture Outline 9.1 Spaceship Earth 9.2 The Earth’s Atmosphere 9.3 Thermal Inversions 9.4 Carbon Monoxide 9.5 The Oxides of Nitrogen 9.6 Hydrocarbon Emissions and Photochemical Smog 9.7 Reduction of Vehicle Emissions 9.8 Sulfur Dioxide in the Atmosphere 9.9 Particulates as Pollutants 9.10 Acid Rain 9.11 Summary of Air Pollution in 1998

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions

51

Chapter 10: Global Effects Lecture Lead-Ins Overview Chapter 10 discusses the global effects of human actions on the atmosphere. The chapter looks at two examples: depletion of the ozone layer in the stratosphere, and possible global climate caused by greenhouse gases. A good way to introduce the chapter is to discuss the causes of both of these events.

When discussing the depletion of the stratospheric ozone layer, discuss how man-made chlorinated fluorocarbons make their way into the stratosphere where the molecules are dissociated into free chlorine and other atoms by UV radiation, making the chlorine available to dissociate stratospheric ozone; the chlorine atoms take and give oxygen atoms, repeating the cycle over and over, magnifying the problem. Also talk about what the CFCs come from and why it is hard to cut their use: they are used as coolants in air conditioners and refrigerators, in building insulation, solvents in the electronics industry, and propellants in spray cans. There are some alternatives to the CFCs, but they contribute to global warming, are expensive to develop, and are not readily usable in devices designed for CFCs. When discussing global climate change, talk with students first about the concept of the greenhouse effect. Explain how the greenhouse gases trap heat in the atmosphere like the glass or plastic of a greenhouse traps heat. Then briefly talk about the different greenhouse gases (sources) and their general importance to warming the earth; including carbon dioxide (burning of fossil fuels), methane (anaerobic digestion, termite colonies, sewage treatment, and landfills), nitrous oxide (burning of fossil fuels and nitrogen fertilizers), and CFCs (coolants, some insulation, solvents in the electronics industry, and propellants).

Don’t Forget the Sunscreen As the chapter notes, the EPA has estimated that there will be an additional 200,000 deaths due to skin cancer in the next 50 years if stratospheric ozone depletion continues at its current rate.

Have the class look at figure 10.2 on page 330 which presents the expected abundance of stratospheric chorine and bromine, and discuss with them the importance of the Montreal Protocol, and more importantly, the Copenhagen Amendments, and the strict enforcement of those amendments.

52 Active Learning Ideas Ecological Footprint People all over the world live different lifestyles and consume different amounts of resources.

When adding up the biologically productive land per capita, it totals approximately 1.7 hectares, or about 4.2 acres per person, including farmland, pasture, forest, developed land, and ocean (this figure takes out biological preservation land). The Earthday Network offers on online quiz that estimates how many acres you use, and how many planets there would need to be if everybody lived like you. Navigate to http://www.earthday.net/footprint/index.asp, and have the students take the quiz independently, have a few volunteer in class as examples, perform a hypothetical example, or walk through the quiz using yourself as the guinea pig. The quiz is fun and informative. For a comparison, you could run the quiz acting as someone from a different part of the world living a different way of life (i.e. someone in rural China).

Source: http://www.earthday.net/footprint/index.asp

Ozone Layer Depletion The United States Environmental Protection Agency recommends “The Ozone Hole Tour” put together by the Centre for Atmospheric Science at the University of Cambridge, UK. Found within the site is a movie that shows the monthly averages of ozone data for the southern hemisphere. The pictures are taken by the TOMS (Total Ozone Mapping Spectrometer), a satellite-borne instrument. Show the short movie (the pace can be manually controlled to view individual months) found at http://www.atm.ch.cam.ac.uk/tour/part2.html, or view the October averages over 1980-1991 period at the bottom of the page (click on the pictures for larger pictures). This will provide students with a better understanding of yearly fluctuations in ozone concentration. From reading the chapter, students should know why October is the month where ozone concentrations over Antarctica drop. Ask them why.

Source: http://www.atm.ch.cam.ac.uk/tour/

53 Lecture Extenders Future of Global Climate The Kyoto Protocol is an international treaty on climate change. Negotiated in Kyoto, Japan, in December 1997, the goal of the countries which ratify this protocol is to reduce their emissions of carbon dioxide, methane, nitrous oxide, sulfur hexafluoride, HFCs (Hydrofluorocarbons), and PFCs (Perfluorocarbons). They can also “trade emissions” if some nations do not meet their goals and others have more than met their goals. The Protocol is a legal agreement under which member nations will reduce their collective emissions of greenhouse gases by 5.2% compared to those of 1990. National goals range from 8% reductions for the European Union, 7% for the United States, 6% for Japan, 0% for Russia, and in some cases permitted increases such as 8% for Australia, and 10% for Iceland. The agreement came into effect on February 16, 2005, following ratification by Russia in November of 2004. As of September 2005, 156 countries have ratified the agreement. Although the United States has signed the Protocol, it has not ratified nor withdrawn from it; thus the protocol is non-binding for the United States. The decrease in greenhouse emissions will reduce the effect they have on the global climate, but some scientific opinions state the work of the Protocol will not do much good. For instance, the IPCC has predicted an average global rise in temperature of 1.4°C to 5.8°C between 1990 and 2100.

Some current estimates tell that even if the Protocol is successfully implemented, will reduce that increase by only between 0.02°C and 0.28°C by the year 2050. Because of this, many critics and even environmentalists question the true value of the Kyoto Protocol. Discuss with the class the following questions.

1. Do you feel global warming is occurring?

2. Do you feel the Kyoto Protocol can make a difference in reducing greenhouse gas emissions?

3. Do you feel nations that ratify will actually reduce their emissions and try to meet the goals?

4. Do you think the United States will ever ratify the Protocol? If not, why not?

Source: http://en.wikipedia.org/wiki/Kyoto_Protocol

54 Recommended Web links The Ozone Hole Tour. Found at http://www.atm.ch.cam.ac.uk/tour/ United States Environmental Protection Agency. Ozone Depletion. Found at http://www.epa.gov/ozone/ Provides information about the science of ozone depletion, the regulatory approach to protecting the ozone layer, information on alternatives to ozone-depleting substances, as well as a number of other topics.

World Meteorological Organization. Global Atmospheric Watch (Ozone homepage). Found at http://www.wmo.ch/web/arep/ozone.html Contains ozone bulletins from years past, full length reports, and links to other sources of ozone information.

United States Environmental Protection Agency. Global Warming. Found at http://yosemite.epa.gov/oar/globalwarming.nsf/content/index.html Provides information climate, emissions, impacts, actions, a resource center, news and events, where you live, and information for visitors such as concerned citizens, educators, small business, industry, public officials, international, coastal residents, health professionals, meteorologists, and outdoor, enthusiasts.

United Nations. UNITED NATIONS FRAMEWORK CONVENTION ON CLIMATE CHANGE: Kyoto Protocol. Found at http://unfccc.int/resource/docs/convkp/kpeng.html The Kyoto Protocol.

United States Environmental Protection Agency. Global Warming-Publications. Found at http://yosemite.epa.gov/oar/globalwarming.nsf/content/ResourceCenterPublicationsGHGEmissio ns.html Provides U.S. greenhouse gas emission inventories.

Intergovernmental Panel on Climate Change. Found at http://www.ipcc.ch/ The Intergovernmental Panel on Climate Change (IPCC) has been established by WMO and UNEP to assess scientific, technical and socio-economic information relevant for the understanding of climate change, its potential impacts and options for adaptation and mitigation.

55

Chapter 10: Global Effects Lecture Outline 10.1 Introduction 10.2 Ozone Depletion in the Stratosphere 10.3 The Greenhouse Effect and World Climate Changes

Key Terms Suggested Reading and References Questions and Problems Multiple Choice Questions