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Sustainability and Really Cool
Technologies (Energy, Water, Waste)
‘Learning-by-Notes’ Package for
Year 10 Students
Lesson 2: Energy
Powerful Solutions for Getting off Oil
Teaching Sustainability in High Schools:
Subject Supplement
Developed by:
Funded by:
As part of the:
Sustainability and Really Cool Technologies
Subject Supplement
© The Natural Edge Project (‘TNEP’) 2008
The material contained in this document is released under a Creative Commons Attribution 3.0 License. According to
the License, this document may be copied, distributed, transmitted and adapted by others, providing the work is
properly attributed as: “Desha, C., Hargroves, K., Smith, M. and Stasinopoulos, P. (2008) Sustainability and Really
Cool Technologies: Energy, Water, Waste – Subject Supplement, The Natural Edge Project, Australia. This material
was produced for the Sustainable Living Challenge by The Natural Edge Project, supported by Griffith University and
the Port of Brisbane Corporation.”
Project Leader: Mr Karlson ‘Charlie’ Hargroves, TNEP Director
Principle Researcher: Ms Cheryl Desha, TNEP Education Director
TNEP Researchers: Mr Michael Smith, Mr Peter Stasinopoulos
Copy-Editor: Mrs Stacey Hargroves, TNEP Copy Editor
This document is available electronically, and is supported by a teacher supplement. Enquires should be directed to:
Mr Karlson ‘Charlie’ Hargroves, Co-Founder and Director, The Natural Edge Project
http://www.naturaledgeproject.net/Contact.aspx.
Disclaimer
While reasonable efforts have been made to ensure that the contents of this publication are factually correct, the
parties involved in the development of this document do not accept responsibility for the accuracy or completeness of
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Acknowledgements
The development of the ‘Sustainability and Really Cool Technologies: Energy, Water, Waste has been supported by a
grant from the Port of Brisbane Corporation as part of the Sustainable Living Challenge. In particular the authors
would like to thank the support and mentoring provided by Ms Nikki Owen, Mr Rick Morton and Mr Brad Kitchen (The
Port of Brisbane Corporation). Content was peer reviewed by Mr Cameron Mackenzie (Queensland Department of
Education), and Mr Ben Roche (National Manager, Sustainable Living Challenge, University of New South Wales).
The development of this publication has been supported by the contribution of non-staff related on-costs and
administrative support by the Centre for Environment and Systems Research (CESR) at Griffith University; and the
Fenner School of Environment and Society at the Australian National University. The material has been researched
and developed by the team from The Natural Edge Project.
The Sustainable Living Challenge (www.sustainableliving.com.au)
The Sustainable Living Challenge is a leading Australian secondary schools program that encourages students and their
teachers to explore sustainability issues as a part of the school experience. It aims to encourage young people to raise their
awareness, engage their minds and develop their skills to be better able to respond to the challenge of sustainability in their
future personal and professional lives. The annual program is available to all Australian schools (Grade 7 – 12) and is free to
enter. The Queensland Node of the Sustainable Living Challenge is hosted by Griffith University.
The Port of Brisbane Corporation (www.portbris.com.au)
The Port of Brisbane Corporation is a Government Owned Corporation responsible for the operation and management of
Australia’s third busiest container port. Its vision is, ‘To be Australia’s leading port: here for the future’. Sustainability for the
Port of Brisbane Corporation means making economic progress, protecting the environment and being socially responsible.
In response to the recent drought, and the wider global debate on climate change, the Port is committed to working with the
port community to showcase the Port of Brisbane as a sustainable business precinct. Initiatives aimed at reducing the Port of
Brisbane’s ecological footprint include energy efficiency, a green corporate fleet and constructing green buildings.
The Natural Edge Project (www.naturaledgeproject.net)
The Natural Edge Project (TNEP) is an independent non-profit Sustainability Think-Tank based in Australia, administratively
hosted by Griffith University and the Australian National University. TNEP operates as a partnership for education, research
and policy development on innovation for sustainable development. Driven by a team of early career Australians, the Project
receives mentoring and support from a range of experts and leading organisations in Australia and internationally, through a
generational exchange model. TNEP’s initiatives are not-for-profit. All support and revenue raised is invested directly into
existing initiatives and development of future initiatives.
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Lesson 2 - Energy:
Powerful Solutions for Getting off Oil
I ask citizens and governments everywhere to do their part by conserving energy and
reducing the use of fossil fuels for the good of the world community. This is our duty to
those who share this world with us and to those who follow us: Wherever we see a threat
to our environment we must take action.
Arnold Schwarzenegger, Governor of California, addressing World
Environment Day Conference, 1 June 2006
Educational Aim
The aim of this lesson is to provide an overview of climate change and ‘peak oil’, and introduce
ways of reducing our greenhouse gas emissions and reliance on fossil fuels like oil as an energy
source. In particular, we will consider:
1) Using energy more efficiently in everyday places like our homes, and
2) Using different forms of fuel and technology to power vehicles.
Key Words for Searching Online
Australian Greenhouse Office, Department of Environment & Heritage, biodiesel, biofuels,
climate change, greenhouse gases, global warming, energy efficiency, green building, hybrid
vehicle, hydrogen fuel cell, renewable energy, solar photovoltaics, wind power.
Key Learning Points
1. The effects on climate due to pollution, land clearing and the industrial economy are now
very apparent. Climate change will have serious economic, social, environmental and health
risks for Australia, including increased droughts, floods and bushfires, the loss of agricultural
production and irreparable damage to the Great Barrier Reef.
2. According to the Intergovernmental Panel for Climate Change (IPCC), to achieve
stabilisation of atmospheric carbon dioxide (CO2) concentrations at 550 parts per million
(ppm) (double the ’natural’ levels of CO2) it is necessary to reduce emissions by 40-60
percent by the end of the century, and 65-85 percent by 2150. Further reductions will be
required beyond 2150.
3. The combustion of ‘non-renewable’1 energy sources - coal, oil, and natural gas - accounts
for roughly 80 percent of all carbon dioxide emissions. Extracting and using fossil fuels also
emits methane, some carbon dioxide, and large quantities of carbon monoxide and other air
pollutants. Industry accounts for nearly half (43 percent) of the global CO2 emissions from
1
Fossil-fuels, such as coal and oil, are often referred to as ‘non-renewable’ energy sources because it takes millions of years for the
earth to regenerate these resources. This means that our society is depleting these resources faster than they are being
replenished.
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fossil-fuel combustion, buildings are nearly one third (31 percent), followed by transport (22
percent and growing rapidly), and agriculture (4 percent).2
4. We use oil for almost everything – from fuelling our cars and providing electricity to our
homes, to making plastics, chemicals and Styrofoam cups. But this valuable resource is
running out. Many experts believe that the World’s major oil stocks have all been found, and
the available source of oil will soon reach its peak (sometime in the next 25 years). If this is
true then as the availability of oil decreases, and demand for it increases, the price for the
resource will increase and the global economy will experience volatile oil prices. This will
result in an increase in the price of everything that oil is made of, including petrol for the
family car.
5. Both the decline of oil and the threat of global warming are pushing a change in the way we
consume energy. Experts argue that we already have all the technologies needed to achieve
the necessary reductions in greenhouse gas emissions,3 that is 60 percent reductions over
the next 50 years.
6. One of the cheapest ways to reduce CO2 emissions and reduce our use of fossil fuels, like
oil, is through energy efficiency – using less energy to provide the same service or using the
same energy to provide more services. A sustainable home can achieve over a 50 percent
improvement in energy efficiency compared to ‘a normal home’, through:4
-
Turning off lights and appliances at the power point (not just putting them on standby),
such as TVs and computers when they are not being used.
-
Designing the house to reduce the amount of heat coming through windows and walls,
therefore reducing the amount of air-conditioning needed to keep the house cool in
summer.
-
Using wall and roof insulation to reduce the amount of heat lost in winter or cooling lost
in summer (reducing the amount of electricity required to warm/cool the house).
-
Using energy efficient appliances (e.g. washing machine, refrigerator). Some appliances
even come with a government rebate (such as front-loading washing machines).
-
Using energy efficient lighting such as compact fluorescent light bulbs (CFLs), which are
over 50 percent more efficient than traditional light bulbs, and last much longer.
-
Capturing natural lighting during the day through careful design of the home or building.
7. Alternative sources of energy such as solar power, wave power, tidal power, hydro power,
geothermal power and wind power can play a significant part in reducing greenhouse gas
emissions. Consider your home: typically houses use electricity from the grid, which usually
comes from fossil-fuelled power stations hundreds of kilometres away. These power stations
emit huge amounts of CO2 and other greenhouse gases, all of which contribute to global
warming. On the other hand, ‘renewable energy’ sources located close to the home, such as
solar power (photovoltaic cells) and wind power (wind turbines) harness nature’s energy to
produce electricity without emitting greenhouse gases. Besides being a cleaner form of
2
3
4
UNEP/UNFCCC
(2001)
Climate
Change:
Information
Kit,
UNEP,
Geneva,
p
25.
Available
at
http://unfccc.int/resource/iuckit/cckit2001en.pdf. Accessed 2 June 2007.
Pacala, S. and Socolow, R. (2004) ‘Stabilization Wedges: Solving the Climate Problem for the Next 50 Years with Current
Technologies’, Science, vol 305.
For more information on how to make some of these changes to your home, visit the Australian Greenhouse Office’s Your Home
Design Guide at http://www.greenhouse.gov.au/yourhome/, as well as Sustainability Victoria’s Energy Saving Fact Sheets for
around the home at http://www.sustainability.vic.gov.au/www/html/2038-energy-saving-fact-sheets.asp. Accessed 9 August 2007.
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energy provision, renewable energy sources are becoming cheaper to use than nonrenewable sources. Renewable energy sources also use much less heat to create electricity,
and because they can connect directly to the home, electricity can still be provided even
during a grid power outage.
8. Biofuels are another form of greenhouse-reducing renewable energy source. Biofuels are
created from biomass - which is any form of ‘waste’ derived from plant or animal matter.
Examples include agricultural waste such as the corn husks from crops, cow manure, or
even the cooking oil from a fast food takeaway! Biofuels can be used in vehicles or in
generators for buildings. They can improve air quality and typically reduce CO 2 emissions by
78 percent for biodiesel, and 68 percent for ethanol, compared to conventional fuels.
9. One of the main consumers of oil and emitters of greenhouse emissions is transport
(particular cars, trucks, buses and aircraft) due to the use of combustion engines. Cars are
the source of between 70-90 percent of atmospheric pollution and 14 percent of total
greenhouse emissions in Australia.5
10. Much is being done to explore new ways of powering vehicles that use less oil and produce
fewer emissions. ‘Hybrid vehicles’ are very quickly gaining popularity around the world.
Hybrid vehicles use at least two different fuel sources; usually a petrol internal combustion
engine and an electric motor powered by battery. Hybrid vehicles use sophisticated
technology that uses half the petrol of a typical car. In a Hybrid car, when you want to slow
down, the electric motor acts as a brake. By doing this the battery recharges and stores
energy (a technology called ‘regenerative breaking’).6
11. Hydrogen fuel cells and the ‘hydrogen economy’ are considered a big solution to our future
clean energy needs. Fuel cells use hydrogen and oxygen to create electricity, with only
water and heat as by-products. Much research is being conducted to run vehicles and
buildings on fuel cells, however the technical challenges to be overcome include figuring out
where to source the hydrogen and how to transport it (a particular problem with the
development of vehicles).
12. Almost all of the major car companies (around the world and in Australia) have research and
development projects on the development of vehicles using Hydrogen fuel cell technology.
The Western Australian government conducted a trial of three hydrogen fuel cell buses in
Perth from 2002-2004 as part of an international project to promote sustainable
transportation.7 Brisbane will begin trialling this technology from 2008.8 Fuel cells can also
be used in other ways, such as the computer company NEC’s development of a fuel-cell
notebook laptop.9
5
Manins, P.C. (2000) Environmental impact of the new Australian Hybrid Cars, Proceedings of the 15th International Clean Air and
Environment Conference: Clean Air Society of Australia and New Zealand, Sydney, 26–30 November, pp 117–122.
6
See Fuel Economy website at http://www.fueleconomy.gov/feg/hybrid_sbs.shtml. Accessed 2 August 2007.
7
See WA Government Sustainability Case Studies at http://www.sustainability.dpc.wa.gov.au/CaseStudies/Hydrogen percent20Fuel
percent20Buses/Hydrogen percent20Fuel percent20Cell percent20Buses.htm. Accessed 2 August 2007.
8
Campbell, I. (2004) Zero Emission Hydrogen Buses for Australia, Department of Environment and Water Resources,
Commonwealth Government, Australia. Available at http://www.environment.gov.au/minister/env/2004/mr05oct204.html. Accessed
June 2007.
9
Moses, A. and Nadel, B. (2006) ‘All about Laptop Batteries: Updated’, CNet.com.au articles, CNet Networks. Available at
http://www.cnet.com.au/laptops/laptops/0,239035649,239145143-3,00.htm. Accessed 2 August 2007.
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Brief Background Information
The Intergovernmental Panel for Climate Change (IPCC), a body of over 4000 notable climate
scientists, suggest that stabilising greenhouse gas concentrations to at least twice the levels
before the industrial revolution (started in the mid 1700s) will require reductions in annual global
emissions by 60 percent or more.10 Australia’s Chief Scientist Robin Batterham suggested that
an 80 percent reduction is required in Australia’s CO2 emissions by the end of the 21st Century.11
So what is Causing Australia’s Greenhouse Emissions?
Australia’s greenhouse emissions result from a number of sources, including electricity
production, transport, agriculture, livestock, industrial processes, combustion of fossil fuels,
landfill emissions, waste and land use. The dominant source of emissions of CO 2 in Australia
and globally is the burning of fossil fuels such as coal, oil and natural gas to satisfy industry and
society’s increasing demand for energy in the form of electricity and transportation fuel.12
Reducing Our Dependence on Oil
Many experts have believed for some time that the World’s major oil stocks have all been
located and the availability of oil has reached its peak, as shown in Figure 2.1 below. Figure 2.2
shows a number of options to meet demand for energy services once the availability of oil has
peaked and the remaining reserves are more expensive to extract.
World Peak 2006 (exact year debatable)
1997
Production (giga barrels per year)
32
16
Historic
Forecast
0
1960
Year
1980
2000
2020
2040
World Oil Production
Figure 2.1. Predicted Life Cycles of Oil Production
Source: DITR (2005)13
10
IPCC (2001) Climate Change 2001: Synthesis of the Third Assessment Report, Intergovernmental Panel on Climate Change,
United Nations Environment Program/World Meteorological Organisation, Cambridge University Press.
11
Peatling, S. (2004) ‘Carbon Emissions Must Be Halved, says Science Chief’, Sydney Morning Herald, July 19 2004.
12
See SEAV - Greenhouse Gases at http://www.greenhousegases.gov.au/About_Greenhouse_Gases/greenhouse_gases_intro.html
13
Rand,
D.
and
Baswal,
S.
(2005)
Australian
Hydrogen
Activity
Report,
DITR.
Available
at
http://www.industry.gov.au/assets/documents/itrinternet/Australian_Hydrogen_Activity_Report20061120100635.pdf. Accessed 2
June 2007.
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Figure 2.2. Dependence on Fossil Fuels
Source: Robinson, B. (2002)14
Using Existing Technologies to Reduce Greenhouse Emissions
Table 2.1 below describes existing technologies that could each prevent 1 billion tons a year
worth of carbon emissions by 2054. Of these technologies, only seven are needed to achieve
the necessary CO2 reductions.
14
Robinson, B. (2002) Global Oil Vulnerability: the Australian Situation, sustainability background paper, State Sustainability
Strategy CD-ROM, Department of the Premier and Cabinet, Perth.
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Table 2.1: Existing technologies that could each prevent 1 billion tons a year
worth of carbon emissions by 2054
Existing Technology
Description of Carbon Emissions Reduction
1. Car efficiency
Doubling the fuel efficiency of 2 billion cars from 7.8 to 3.9 litres
per 100 km.
2. Reducing car dependency
Decreasing the number of car kilometres travelled by half.
3. Green buildings
Using best-efficiency practices in all residential and commercial
buildings.
4. Decarbonising energy
supply
-
Replacing 1400 coal electric plants with natural gas-powered
facilities.
Capturing and storing emissions from 800 coal electric plants.
Producing hydrogen from coal at six times today's rate and
storing the captured CO2.
Capturing carbon and storing the CO2.
Adding double the current global nuclear capacity to replace
coal-based electricity.
Increasing wind electricity capacity by 50 times relative to
today, for a total of 2 million large windmills worldwide.
Producing current coal-based electricity with twice today’s
efficiency.
Installing 700 times the current capacity of solar electricity.
Using 40,000 square kilometres of solar panels (or 4 million
windmills) to produce hydrogen for fuel cell cars.
5. Reducing CO2 emissions
through agriculture
Increasing ethanol production 50 times by creating biomass
plantations with an area equal to 1/6th of world cropland.
6. Conserving forests
Eliminating tropical deforestation and creating new plantations on
non-forested land to quintuple the current plantation area.
7. Conserving soils
Adopting conservation tillage in all agricultural soils worldwide.
Source: Pacala, S. and Socolow, R. (2004)15
15
Pacala, S. and Socolow, R. (2004) ‘Stabilization Wedges: Solving the Climate Problem for the Next 50 Years with Current
Technologies’, Science, vol 305.
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Case Study – Building as the Termites Do!
How Does Nature Cool and Heat Homes?16
Engineers and architects have been studying termite mounds to learn how nature keeps its
structures at an even temperature. From these insights they designed the Eastgate Complex, a
nine storey building located in Harare, Zimbabwe. In Zimbabwe’s hot climate the building is
‘unusual’ in that it is naturally ventilated without a traditional heating and air-conditioning system.
Termites build and live in mounds17 that regulate humidity and maintain an internal temperature
of 30°C despite external temperatures dropping as low as 3°C at night and reaching over 38°C
during the day. The mounds are relatively large, at up to 4.8 metres high and 4.8 metres wide.
Their walls are approximately 40 to 60 centimetres thick and are made of soil and saliva, which
combine to produce a hard, cement-like material. Termites require a consistently mild climate
because they are producers of fungus (their primary food source), which is sensitive to
temperature and humidity variations.
Climate control in termite mounds is achieved through the combined use of insulation, and the
natural phenomena of ‘hot air rises’ and the Venturi18 effect. The Eastgate Complex is likely the
only building whose climate control is based on the cooling and heating principles identified in
termite mound architecture. The building controls the air flow to provide natural cooling instead
of using energy intensive - and greenhouse gas producing - air-conditioning. The natural
ventilation system eliminated the traditional heating and air-conditioning system, which led to
lower building and energy costs, using 10 percent less energy than buildings of a similar type.
The building also costs US$3.5 million less to build and offers rent fees 20 percent lower than
the average and on the hottest days provides indoor comfort at 3-4°C lower than outdoor
temperatures. Termite mounds also have other features that we can learn from. Termite
mounds’ soil content makes them fire resistant. The soil contains clay, which consists of
inorganic materials (minerals and water) and thus is incombustible. Termite mounds contain
twice the concentration of clay as does the surrounding soil surface. Some mounds contain
chrysotile (more commonly known as white asbestos), which also comes from the surrounding
soil. Chrysotile is incombustible and thus improves fire resistance. Termite mounds’ materials
are all sourced on-site and are all biodegradable.
Figure 2.3. The Eastgate Complex, design based upon the Termite mound
Source: Thomas, J. (2006)19
16
Case study also available from Hargroves, K. and Smith, M. (2005) The Natural Advantage of Nations: Business Opportunities,
Innovation and Governance in the 21st Century, Earthscan, London, Chap 18: Greening the Built Environment, pp 368-370.
See Biomimicry Guild - Termite at http://database.biomimicry.org/item.php?table=organism&id=1069. Accessed 2 June 2007.
18
For a definition of the Venturi effect, in Google (www.google.com) type ‘define: venturi effect’.
19
Thomas, J. (2006) ‘Biomimetic Building Uses Termite Mound as Model’, TreeHugger.com, USA. Available at
http://www.treehugger.com/files/2006/08/biomimetic_buil_1.php. Accessed 9 August 2007.
17
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Key References - Energy
(Alphabetical Order)
1. Australian Greenhouse Office - School Resource Kit: Fact Sheets at
http://www.greenhouse.gov.au/publications/index.html#school; and Your Home Design
Guide at http://www.greenhouse.gov.au/yourhome. Accessed 7 August 2007.
2. CSIRO Marine & Atmospheric Research website, http://www.cmar.csiro.au/. Accessed 7
August 2007.
3. Dennis, R., Diesendorf, M. and Saddler, H. (2004) A Clean Energy Future for Australia, a
report by the Clean Energy Group of Australia.
4. Fuel Economy website, http://www.fueleconomy.gov/feg/hybrid_sbs.shtml. Accessed 7
August 2007.
5. Gore, A. (2006) An Inconvenient Truth book
www.climatecrisis.net. Accessed 7 August 2007.
and
documentary,
website
at
6. Hargroves, K. and Smith, M. (2005) The Natural Advantage of Nations: Business
Opportunities, Innovation and Governance in the 21st Century, Earthscan, London, Chapter
17: Profitable Greenhouse Solutions. The chapter’s supporting website is freely available at
www.naturaledgeproject.net/NAON_ch17.aspx. Accessed 7 August 2007.
7. International Energy Association (2002) Renewables Information 2002, IEA. Available at
www.iea.org/stats/files/ren2002.pdf. Accessed 7 August 2007.
8. International Union of Concerned Scientists (IUCS) (2004) Renewables Are Ready: A Guide
to Teaching Renewable Energy in Junior and Senior High School Classrooms, IUCS.
Downloadable from http://www.ucsusa.org/publications/#Energy. Accessed 7 August 2007.
9. Sustainability Victoria’s Energy Saving Fact Sheets for around the
http://www.sustainability.vic.gov.au/www/html/2038-energy-saving-fact-sheets.asp.
Accessed 7 August 2007.
home,
10. The How Stuff Works website, http://www.howstuffworks.com/. Accessed 7 August 2007.
Enter key words of ‘renewable energy’, ‘wind power’, ‘solar power’, ‘wave power’, ‘hydrogen
economy’, ‘hybrid vehicle’.
11. Turton, H., Ma, J., Saddler, H. and Hamilton, C. (2002) ‘Long-Term Greenhouse Gas
Scenarios: A pilot study of how Australia can achieve deep cuts in emissions’, The Australia
Institute Newsletter, No. 48. Available at www.tai.org.au. Accessed 7 August 2007.
12. UNEP/UNFCCC (2002) Climate Change: Information Kit. UNEP, Geneva. The Kit can be
freely
downloaded
from
http://unfccc.int/files/essential_background/application/
pdf/infokit_02_en.pdf. Accessed 7 August 2007.
13. US Department of Energy (n.d.) Welcome to Hydrogen and Fuel Cells! A middle school
activity
guide,
US
Department
of
Energy,
USA.
Available
at
http://www.eere.energy.gov/hydrogenandfuelcells/education/pdfs/activity_guide.pdf.
Accessed 7 August 2007.
14. US National Renewable Energy Laboratory - Learning about Renewable Energy at
http://www.nrel.gov/learning/student_resources.html. Accessed 7 August 2007.
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