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Climate Change Student Booklet Essential information on climate change for secondary school pupils For more information on climate change, visit www.bp.com/climatechange Climate Change Student Booklet The world’s climate Climate is the word we use for the typical weather patterns of a particular region over a long period of time – at least 30 years. Long-term changes in typical weather patterns for a region are called climate change. We can divide the Earth’s climate into five main groups: ffTropical (equatorial and monsoon) ffMediterranean ffDry (desert and savannah) ffPolar ffTemperate What affects climate The diagram shows the climate zones across the world. Polar Desert Savannah Temperate Equatorial Other climates Climate on the other hand is affected by a number of longer term physical factors: Changes and wobbles in the orbit of the Earth: these affect the distance between the Earth and the Sun. The angle at which sunlight enters the Earth’s atmosphere changes too. Stream f ul G Weather is affected most immediately by changes in the atmosphere – the air is constantly moving, heating up and cooling down, and drying or becoming loaded with water vapour. Volcanic activity: ash and gases reduce the sunlight that reaches the Earth, cooling it at the surface. am e tr fS ul G Mediterranean A country’s climate will influence every part of its life, from the clothes people wear to the houses that are built, and over time even the daily pattern of life. Ocean currents: the oceans are constantly on the move because of the wind as well as changes in the temperature of the water and the amount of salt dissolved in it. The currents carry warm and cold water around the globe, which impacts on the temperature of land masses. Grea t ocean c onveyo rb elt Areas near the Poles have huge variations in the number of hours of sunlight each day, depending on the time of year. Areas close to the Equator have the most regular hours of sunshine and are therefore hottest. The changing surface of the earth: as tectonic plates shift, the extent of rocks, ice sheets and oceans changes. This affects the temperature of the prevailing winds. Living organisms: the number and types of organisms and their activity have an impact on climate. Changing output of solar radiation: over the course of time the power of the Sun has varied. There is evidence that this also affects the Earth’s climate. Ocean currents affect climate on a global scale but also at a more local level. The warmer water of the Gulf Stream (see diagram) makes the UK much milder in winter than other places at the same latitude. Industrial Revolution transforms industry Page 2 1988 1800s Timeline The public start to become aware of changes in climate and how it might be linked to burning fossil fuels www.bp.com/climatechange Climate Change Student Booklet The greenhouse effect The average temperature of the Earth’s surface is about 15°C. Scientists believe that without the greenhouse effect from greenhouse gases the temperature would be about 33°C cooler, at -18°C. This would make it the same temperature as the Moon, which is the same distance from the Sun but has no atmosphere. Without the greenhouse effect, life on Earth would probably not exist. Scientists talk about two different types of greenhouse effect: natural and enhanced. The enhanced greenhouse effect The Earth’s atmosphere is made up of many gases, including several greenhouse gases such as carbon dioxide (CO2), water vapour, methane (CH4) and nitrous oxide (N2O). These act as the Earth’s insulation. There is evidence that the concentration of greenhouse gases in our atmosphere has increased dramatically since the Industrial Revolution. This is especially true for carbon dioxide and methane. As a result the atmosphere is trapping a far greater amount of infra-red radiation than it used to. This is called the enhanced greenhouse effect. Most scientists believe this to be the reason for a rapid increase in the Earth’s temperature, particularly over the last 50 years. N G A R E E N T H M O O U S S E P G H A E S 3 1 R E E S 4 2 E A R T H Energy from the Sun in the form of sunlight can pass through these gases to reach the surface of the Earth 1 . When the Earth’s surface absorbs energy from the Sun the solar energy is converted into heat 2 . The heat energy is emitted back from the Earth’s surface as infrared radiation 3 . Greenhouse gases then absorb some of the infrared radiation and trap the heat increasing the temperature of the lower part of the atmosphere 4 . This is called the greenhouse effect because, as in a greenhouse, a lot of the Sun’s energy can enter, but little can leave. Rio de Janeiro Earth Summit launches World Sustainable Development programme www.bp.com/climatechange The graph shows changes in atmospheric CO2 concentration and global temperature increase projected to 2100. Because the future is uncertain, the graph is not drawn as a single line beyond 2000. The shaded area shows a range of possible scenarios. 1997 U 1992 S The natural greenhouse effect Kyoto Protocol – worldwide measures to reduce greenhouse gas emissions agreed by many governments Page 3 Climate Change Student Booklet The human contribution to climate change Population has increased slowly over the course of human history. The world’s population reached 1 billion by about 1830. By 1930 the population had doubled. By 2030, the population of the world is expected to reach 9 billion! This increase in population, along with greater industrialisation, has led to a massive rise in the demands on our Earth’s resources. Generating electricity We need energy to generate electricity. We need electricity to provide light and heat to our homes, factories and streets. We also need electricity to run all the machines we rely on in our daily lives. Most power stations generate electricity by burning fossil fuels. Burning fossil fuels releases carbon dioxide into the atmosphere. Generating electricity accounts for about one third of global greenhouse gas emissions. It is estimated that we will need to generate twice as much electricity as we do now, worldwide, by 2050. Buildings and waste Poor building design wastes energy. This means more electricity has to be generated to get the energy we need. We are often wasteful too – we leave lights on, leave our machines on standby or switched on when we are not using them. Disposing of and treating rubbish and other waste can use energy and can also produce carbon dioxide and/or other greenhouse gases such as methane. Industry Energy is needed to make the huge number of products we use in our everyday life. It is also needed to make their packaging and to transport them. If this energy is supplied by electricity made from fossil fuels then it is adding to the carbon dioxide emitted. Of course, during every stage of manufacture and transport some energy is also wasted, usually in the form of heat. Transportation The amount of traffic on the roads and in the air has increased enormously. This is partly because we now travel more, both for work and for pleasure. It is also because we buy more goods from overseas and these have to be transported to reach us. 22% of annual UK emissions – equivalent to 120 million tonnes of CO2 – are from road transport. Globally, emissions from air travel account for 2% of all CO2 emissions and this is increasing very fast. Deforestation and farming In many areas of the world large areas of forest are being cleared. This is happening for many reasons: ffDemand for wood to use in manufacture ffNeed for more land for growing food crops ffNeed for more land to grow crops to use as biofuels ffNeed for more land for housing and industry Once the trees have been cut down they are often burned. This transfers their stored carbon into carbon dioxide. Moreover, animal farming releases methane which contributes to GHG emissions and rice production in paddy fields also produces significant amounts of methane. The UK Government imposes a climate change levy on UK businesses Page 4 2001 2000 Timeline Governments continue to negotiate terms for the Kyoto Protocol www.bp.com/climatechange Climate Change Student Booklet Effects of climate change Climate change doesn’t just mean that the world will suddenly become much hotter. Some areas may even experience lower temperatures. In the most extreme predictions, the average temperature will rise by about 5.8°C by the end of the century but even a rise of just above 2°C could have some severe consequences. Even in our lifetime we may see more dramatic events that are related to climate change. Rising sea levels and flooding Sea level could rise between 20 and 60 cm by the end of the century. Oceans expand as temperatures rise and melting land ice also causes the sea level to rise. It could affect 85% of the world’s population who live in coastal regions. As a result, large areas of land could disappear under water. Droughts and water shortages In some parts of the world, especially northern Africa, the Middle East and the Indian subcontinent, water resources for drinking and irrigation will be affected by reduced rainfall and desert areas are likely to get bigger. Food shortage With the increased temperature, the growing season may get longer and hence increase productivity in temperate climates such as the UK. In contrast, Africa, and parts of the Middle East and India, are expected to experience significant reductions in how much cereal they can grow. Biodiversity affected There will be less biodiversity as habitats change. By the 2070s, large parts of northern Brazil and central southern Africa could lose their tropical forests because of reduced rainfall and increased temperatures. This will lead to fewer surviving varieties of the plants and animals that give us fertile soils, clean air and water as well as natural resources. Extreme weather events Hurricanes, storms and flooding will become more common, particularly in low lying areas. As well as the immediate damage caused by these events, the long-term impact on economies and environments is serious too. It includes the displacement of people, loss of crops and water supplies, increased coastal erosion and destruction of ecosystems. 2003 2002 With the rise in sea levels, many coastal zones will suffer from salination – when salty sea water mixes with the fresh water. About 30% of the world’s population have problems finding enough water now. This figure is predicted to double in the next 30 years. All 15 states of the EU agree to the Kyoto Protocol to pave the way for new international attempts to reduce greenhouse gas emissions www.bp.com/climatechange The UK Government produces the Energy White Paper, which sets targets for improvement: ff 20% improvement in efficiency in the domestic sector by 2010 ff Further 20% improvement by 2020 ff 20% increase in the electricity generated by renewable sources by 2020 ff 60% cut in carbon dioxide emissions by 2050 Page 5 Climate Change Student Booklet What can we do? We can’t stop the effects of the greenhouse gas emissions that have already taken place. However, by acting now we can influence the future and reduce the impact of climate change on society. While most now agree that human activity is contributing to climate change, it’s difficult to decide who is responsible and exactly what should be done. The problem is made worse because some countries, particularly in Asia, are growing fast. This growth means more energy consumption and a bigger impact on climate change. There needs to be a unified response to climate change which takes into account the needs of all countries, whether ‘developing’ or ‘developed’. For it to work, we all need to take positive steps globally, nationally and locally. International actions ff Governments have already drawn up agreements to limit the amounts of greenhouse gases they produce. The first step was taken in 1997 when the Kyoto Protocol was initiated as part of the United Nation’s Framework Convention on Climate Change. Governments agreed to reduce, on average, the amount of greenhouse gases their countries produced by 5.2% below 1990 levels. 175 countries have now made a commitment to achieve the aims of the Kyoto Protocol. ff The Intergovernmental Panel on Climate Change was set up in 1988 to assess the scientific and technical aspects of climate change. It reports on the work of scientists from all regions of the world. In 2007 it released its 4th Assessment Report, bringing together all global findings. ff Work is needed to further limit deforestation and to replace trees that have already been cut down (reforestation). ff Businesses too have an international responsibility in this area. BP, while continuing to fulfil the needs of its customers for conventional fuel, is also rapidly increasing the supply of low-carbon energy. ff Some industries are also limited by the EU’s Emission Trading Scheme (ETS), which caps greenhouse gas emissions and allows companies to buy and sell emissions permits with each other. What BP is doing ffIn 1997 BP acknowledged the growing scientific consensus on human influence on the climate. ffIn 2005 BP launched BP Alternative Energy, a business providing low-carbon energy from wind, hydrogen and natural-gas fired power. ffSince 2006 BP has been developing a range of advanced biofuels such as butanol and ethanol from crops to meet the demand for renewable transport fuels. ffBP has established the Energy Biosciences Institute at the University of California, Berkeley with an investment of $500 million over 10 years as part of its research work. ffBP has formed Hydrogen Energy – along with Rio Tinto – to develop power stations coupled to carbon capture and storage facilities which will remove CO2 from fossil fuels (coal, oil and gas) and store it permanently in geological formations deep underground. ffBP’s targetneutral initiative aims to educate motorists and encourage them to reduce CO2 emissions by funding carbon offset schemes. Launch of Sustainable Mobility Project Report by the World Business Council for Sustainable Development // British Prime Minister Tony Blair says that climate change is the world’s “greatest environmental challenge” // Russia signs up to the Kyoto Protocol Page 6 2006 2004 Timeline The Stern Review on the Economics of Climate Change, commissioned by the UK Government, warns that without strong early action to combat climate change, the world will have to pay a severe economic penalty later www.bp.com/climatechange Climate Change Student Booklet National actions ffMany governments are working with researchers, environmental groups and businesses to provide solutions and develop new technology to help reduce emissions. ffBy using less carbon intensive fossil fuels, e.g. natural gas rather than coal, we can drastically reduce emissions of carbon dioxide. ffMany governments are using more renewable energy such as wind power, wave and tidal energy, biomass and biofuels. Some countries could also use more nuclear energy. ffOther national projects such as the Sleipner Project in Norway aim to store CO2 and stop it getting into the atmosphere. CO2 is pumped into tiny holes in a layer of rock 1,000m under the sea. Local actions ffImproving public transport. With over 400 million motor vehicles on the road, worldwide, each emitting carbon dioxide and other pollutants, it is important to reduce the use of cars locally. ffLocal recycling schemes save energy and resources. They can also reduce the use of landfill sites. This is important because landfill sites can release methane gas. ffSchools and public buildings can improve their waste management and use of goods and energy. By 2020 the UK Government wants all schools to be models of energy efficiency and to use more renewable energy. It also wants schools to set an example for sustainable travel. Focus on the Stern Review Stabilising emissions This diagram shows that the amount of carbon we emit could double by 2050. In 2006 the UK government released a report by Sir Nicholas Stern, the former chief economist of the World Bank, on the economics of climate change. While assessing the likely environmental impact of carbon emissions, he also identified the economic impact extreme weather could have on GDP, global output and consumption. Among the options for change suggested were: A wedge can involve using greener fuels, storing carbon and increasing efficiency. Examples of a wedge include: ffcutting non-energy emissions such as those from deforestation and from agricultural and industrial processes ffGas replacing coal in 1,400 large new power stations. ffpromoting cleaner energy and transport technology ffDoubling the fuel efficiency of 2 billion cars. ffdeveloping carbon capture and storage to allow continued use of fossil fuels. 2007 The wedges above the solid green line stand for ways to help stabilise emissions. Each one represents a saving of 1 billion tonnes of carbon per annum by 2050. G8 members agree that reducing the effect of greenhouse gas emissions is a global priority // Nobel Peace Prize awarded to Al Gore and the IPCC for informing the world of the dangers posed by climate change www.bp.com/climatechange ffreducing demand for goods and services ffincreasing energy efficiency The future Can we make a difference? Page 7 What can you do? Tackling climate change isn’t just a job for politicians and global businesses. We can all contribute to living our lives in a sustainable way for the future good of the planet. And it’s not difficult. Look at the following simple steps and start taking them today. Close curtains at night to keep in the heat. Use the car less – cycle or take public transport to school and to the shops. Turn off non-essential appliances and lights. Switch off machines rather than leave on standby. Keep the heating on a lower setting – just turning it down by one degree makes a difference. Use a lower temperature when you do the laundry. Save water by taking a shower instead of a bath and don’t leave the taps on when you brush your teeth. Change to energy-saving light bulbs, which last up to 12 times longer than traditional light bulbs. If you use a dishwasher, make sure it’s full before you switch it on. Make sure you reuse and recycle as much as possible, from paper to glass and plastics. Give unwanted goods to community groups or charity shops for others to use, thus reducing the need for energy to be used making new ones. When making a hot drink, only boil as much water as you need (but make sure the water covers the element if you’re using an electric kettle). Fix leaking taps – a dripping tap wastes enough water in a week to fill half a bath. Block up draughts around doors and windows. Buy energy efficient appliances and gadgets. And if you and your family want to make an even bigger difference: Make sure your home is well insulated. Loft insulation, cavity wall insulation and double-glazing all help stop heat escaping. They’ll cut your fuel bill too. Switch to a green fuel provider for your electricity. Investigate the possibility of generating your own power from a renewable source. As well as wind and solar power, there’s also biomass, ground source heat pumps and even hydro. Start a recycling scheme at school or lobby your council for one if it’s not available already. Your hot water thermostat shouldn’t need to be set higher than 60ºC (140ºF). ©BP International Ltd 2007. Permission to photocopy for educational purposes BP Educational Service PO Box 105, Rochester, Kent ME2 4BE Tel: +44 (0)870 333 0428 Fax: +44 (0)870 333 0449 Email: [email protected] www.bp.com/bpes The paper used for this booklet meets the strictest environmental standards as certified by EMAS/ISO14001 and is fully recyclable. The pulp used to produce the paper is generated locally and is fully sustainable and totally chlorine-free. For more information on climate change, visit www.bp.com/climatechange