What to do with CO 2?

Transcription

1 What to do with CO 2? Teacher Module Developed by Katherine Romanak 1, Hilary Clement Olson 2, Sue Hovorka 1 and Sigrid Clift 1 (adapted from the Stabilizaton Wedges Activity from A collection of files, websites and online resources related to this particular presentation of the activity can be found at: 1. Gulf Coast Carbon Center, Bureau of Economic Geology, Jackson School of Geosciences, The University of Texas at Austin 2. Institute for Geophysics, Jackson School of Geosciences, The University of Texas at Austin Contents: Module Overview Background Information for Teachers Did You Know? Glossary Learning Experience 1: Carbon Mitigation Scientist Learning Experience 2: Global Trends in Energy and Population Learning Experience 3: Impacts of Increased CO 2 Emissions Learning Experience 4: CO 2 Levels are Increasing Learning Experience 5: Carbon Sequestration Learning Experience 6: Stabilization Wedges Game Proposal Worksheet Policy Cards What to do with CO 2? 1

2 TOPIC: CARBON SEQUESTRATION AND ENERGY MODULE TOPIC What to do with CO 2? OVERVIEW The objectives of these activities are for students to better understand: 1. the various ways humans having been responsible for increased levels of CO 2 in the atmosphere, 2. the possible ramifications of increasing levels of CO 2 in the atmosphere, 3. how CO 2 is can be stored deep underground in geologic formations to reduce levels in the atmosphere, 4. the concept of an energy strategy and how these strategies can be used to decrease CO 2 emissions, and 5. how an energy strategy affects the energy portfolio that is created in a state or country. BACKGROUND INFORMATION FOR TEACHERS Did You Know? Carbon emissions from fossil fuel burning are projected to double in the next 50 years, keeping the world on course to more than triple the atmospheres carbon dioxide (CO2) concentration from its pre-industrial level. This path is predicted to lead to significant global warming by the end of this century, along with decreased crop yields, increased threats to human health, and more frequent extreme weather events. In contrast, if emissions can be kept flat over the next 50 years, we can steer a safer course. The flat path, followed by emissions reductions later in the century, is predicted to limit CO2 rise to less than a doubling and skirt the worst predicted consequences of climate change. Keeping emissions flat for 50 years will require trimming projected carbon output by roughly 7 billion tons per year by 2060, keeping a total of 200 billion tons of carbon from entering the atmosphere. This amount of carbon savings is referred to as the stabilization triangle by the Carbon Mitigation Initiative at Princeton University. To keep pace with global energy needs at the same time, the world must find energy technologies that emit little to no carbon, plus develop the capacity for carbon storage. Many strategies available today can be scaled up to reduce emissions by at least 1 billion tons of carbon per year by This reduction is referred to as a wedge of the triangle. By embarking on several of these wedge strategies now, the world can take a big bite out of the carbon problem instead of passing the whole job on to future generations. What to do with CO 2? 2

3 Each of the 15 strategies used in this activity has the potential to reduce global carbon emissions by at least 1 billion tons per year by 2060, or 1 wedge. A combination of strategies will be needed to build the eight wedges of the stabilization triangle. One of these strategies is carbon sequestration, essentially, capturing CO2 from fossil fuel power plants, then storing it deep underground to keep it out of the atmosphere. Scientists and engineers at The University of Texas Gulf Coast Carbon Center are working on this technology and have already stored over 1 million tons of carbon deep underground at a site called Cranfield. We encourage you to explore more about carbon sequestration research and technology at The University of Texas at Austin at the following websites: No one strategy will suffice to build the entire stabilization triangle. New strategies will be needed to address both fuel and electricity needs, and some wedge strategies compete with others to replace emissions from the same source. Still, there is a more than adequate portfolio of tools already available to build the stabilization triangle and control carbon emissions for the next 50 years. (reference: Socolow, Robert, H., and Stephen W. Pacala, 2006, A Plan to Keep Carbon in Check, Scientific American, p online at: The various strategies include: Efficiency & Conservation 1. Increased transport efficiency 2. Reducing miles traveled 3. Increased building efficiency 4. Increased efficiency of electricity production Fossil-Fuel-Based Strategies 5. Fossil-based electricity with carbon capture & storage (CCS) 6. Fossil-based hydrogen fuel with CCS 7. Coal synfuels with CCS 8. Fuel switching (coal to gas) Nuclear Energy 9. Nuclear electricity Renewables and Biostorage 10. Wind-generated electricity 11. Solar electricity 12. Wind-generated hydrogen fuel 13. Biofuels 14. Forest storage 15. Soil storage Source: accessed 3/3/2010 What to do with CO 2? 3

4 Glossary Source: NOAA, The Free Dictionary, Wikipedia, accessed 3/3/2010 Carbon dioxide - CO 2 Climate change Combustion Emissions Green House Gases (GHGs) Greenhouse effect Hydrocarbon Porosity Reservoir rock A colorless, odorless gas consisting of molecules made up of two oxygen atoms and one carbon atom, produced by numerous processes, including respiration and burning of carbon-based fuels. It is the principal greenhouse gas in the Earth's atmosphere after water vapor A significant and lasting change to the state of the climate in a given area; typically this change occurs gradually due to natural variations, but change may also be forced more rapidly due to human activities which alter the composition of the atmosphere, the land surface, or ecosystems; although often used interchangeably with the term global warming, climate change can refer to other changes (e.g. changes in precipitation) in addition to rising temperatures, Sequence of exothermic chemical reactions between a fuel and an oxidant accompanied by the production of heat and conversion of chemical species. In a complete combustion reaction, a compound reacts with an oxidizing element, such as oxygen, and the products are compounds of each element in the fuel with the oxidizing element. For example: CH O 2 CO H 2 O + energy Substances discharged into the air (usually by a smokestack or automobile engine). Gases in the atmosphere that contribute to the Greenhouse Effect due to properties which absorb and emit infrared radiation. In Earth's atmosphere, these gases include water vapor, carbon dioxide, water vapor, methane, nitrous oxide and chlorofluorocarbons (CFCs). A process which warms the earth s atmosphere due to the absorption of radiation energy by several trace gases; these greenhouse gases allow solar radiation to reach the earth s surface but then absorb the energy as it is reemitted as infrared radiation, acting to contain the heat within the atmosphere; this occurs naturally and is increased by humans Substance containing the elements carbon and hydrogen. Measure of the void spaces in a material, and is a fraction of the volume of voids over the total volume, between 0 1, or 0 100%. A naturally occurring storage area that traps and holds petroleum, water or other substance in small spaces (pores) within the rock. The reservoir rock must be permeable and porous to contain the gas or water, and it has to be capped by impervious rock in order to form an effective seal and prevent the substance from escaping. Typical reservoir rocks are sandstones with high porosity and permeability, but can also include fractured limestones and dolomites. What to do with CO 2? 4

5 ACKNOWLEDGEMENTS Thanks to the various scientists, engineers, students, teachers and members of the general public who have previously completed or assisted with these activities and have given important feedback and suggestions for changes. What to do with CO 2? 5

6 Learning Experience 1: Carbon Mitigation Scientist A short presentation by a scientist or about a scientist who is working in carbon mitigation technology, specifically carbon sequestration. Examples are or Dr. Tip Meckel at The University of Texas at Austin, and you can find more information about them at our activity website: (including YouTube videos about them and their work). Objectives This learning activity is designed to: (1) introduce students to a real scientist who is working in the field of carbon mitigation technology (2) show that science can be a fulfilling career with real-world applications Time Frame: 10 minutes Materials powerpoint, video and other materials about scientists and engineers involved in carbon mitigation technology (example: the DVD Environmental Tech produced by The History Channel (25 min.) has a short 10-minute segment on carbon sequestration) Learning Experience 2: Global Trends in Energy and Population How is our energy demand/use increasing over time and what is projected for the future? What trends are going on in global population and what will be their energy demands? Objectives This engage activity: (1) allows students to think about trends in energy and population through human history and looking forward toward the future (2) highlights the changes in technology and lifestyle that have been brought about by the availability of energy (3) highlights the increasing population and the increasing desire for cheap, affordable energy Time Frame: 15 minutes Materials various pictures provided by teacher or students (internet is a good source and examples are shown below) of past, present and future images of energy use and world population What to do with CO 2? 6

7 related to: power generation, automobile transportation, air transportation, space travel, building construction, population density in cities Advance Preparation 1. Teacher should pick out a selection of 3 photos (examples shown below) to promote discussion about the worldwide trends in energy demand/use and population growth through time, and what might be predicted for the future. Or, teacher could assign students to bring in their own selection of 3 photos to discuss. Ideally, each picture should illustrate an historical trend from past -> present -> future. Figure Model T, photographed in Salt Lake City Source: accessed 3/6/2011 Figure. Looking south above Interstate 80, the Eastshore Freeway, near Berkeley, California on a Saturday afternoon. Picture taken on May 14, 2005 Source: accessed 3/6/2011 What to do with CO 2? 7

8 Figure. The General Motors Hy-wire hydrogen car on display at the Test Track attraction at Disney World's Epcot Source: accessed 3/6/2011 Procedures for Guided Inquiry Activity 1. Ask students to discuss trends they see in energy use and population in groups of 3 students 2. After discussion, ask the students what trends they see now and what they predict for the future. Ask them how population growth will impact world energy demand. Learning Experience 3: Impacts of Increased CO2 Emissions This is a short activity to explore what students know about the global impacts of increasing concentrations of CO2 in the atmosphere. Objectives This learning activity is designed to allow students to: (1) Share with each other their knowledge of the possible impacts of continued increase in CO2 concentrations in the earth s atmosphere (can be done as a What do you Know? activity) Time Frame: 5 minutes Materials Flip chart, whiteboard or blackboard What to do with CO 2? 8

9 Procedures 1. Teacher leads discussion asking students what will be the possible impacts of increasing CO2 concentrations in the atmosphere (e.g., more severe storms, drought, increased wildfires, extinctions, rise in sea level) and makes a list on the board. Thinking Questions (1) How worried are you about the potential results of increasing levels of CO2 in the atmosphere? Are you worried enough to take action? Learning Experience 4: CO 2 levels are increasing What are the projected numbers for CO 2 concentration levels in the atmosphere? Objectives This short discussion gives students an idea of: (1) Past, present, and potential future levels in the atmosphere CO 2 (2) A bathtub model within which to frame the concept of changing levels of atmospheric CO 2 concentrations Time Frame: 5 minutes Materials Slides from the Carbon Mitigation Initiative at Princeton University available at: Procedures for Guided Inquiry Activity (1) Present and discuss the bathtub model for CO 2 concentrations in the atmosphere. Thinking Questions (1) How have you personally created to increasing CO 2 concentrations in the atmosphere today? What to do with CO 2? 9

10 Learning Experience 5: Carbon Sequestration Scientists and engineers have determined that one of the options to releasing CO 2 into the atmosphere is to capture it and store or sequester it underground. What exactly does that mean? Some students have misconceptions about reservoir rocks and imagine a big cave, which seems like it might collapse or blow out if you fill it with CO 2. A short presentation illustrates how CO 2 could be stored underground in pores in the rock and how it is trapped by reservoir seals. Objectives This learning activity is designed to demonstrate: (1) Storage of fluids underground in reservoir rocks (2) Concepts of porosity (3) Trapping mechanisms for CO 2 underground in reservoirs Time Frame: 20 minutes Materials Reservoir rock: sandstone with lots of porosity that can absorb water readily Seal rock: shale Aquifer model or reservoir model if you have one available to you Video resources online: or activities about CO2 and its properties available at Advance Preparation 1. You could prepare a reservoir model like the one used in the activity: CO2: Too Much of a Good Thing ( using lamp oil, water and marbles in a jar. Familiarize yourself with various online video resources. Procedures for Guided Inquiry Activity Introduce the concept of carbon sequestration using videos, powerpoints, speakers and materials. The sandstone and shale are good demonstrations of the ability of rocks to store (sandstone) fluids in the earth, as well as to prevent them from escaping by acting as a seal (shale). What to do with CO 2? 10

11 Learning Experience 6: Stabilization Wedges Game The wedges game is a great way to introduce the concept of energy strategies and an energy portfolio. Objectives This learning activity is designed to demonstrate: (1) How a series of energy strategies can help the world constrain and reduce the levels of CO2 in the atmosphere. (2) How an energy portfolio might be derived from a series of energy strategies (3) How compromises must be made in order to reach our goal of reduced greenhouse gas emissions. Time Frame: 50 minutes Materials Slide show and game materials from Carbon Mitigations Initiative at Princeton University: Cards illustrating various proposals that might fit into particular strategies, e.g., increasing the number of nuclear power plants for electricity, etc. these were created by us to complement the wedges activity and are available at our activity site: Advance Preparation (1) Format materials from the Princeton University website (2) Prepare materials you may want to use from the NEED project (3) Prepare cards (cut them up into little strips) to illustrate various proposals for particular strategies (example shown below) Procedures for Guided Inquiry Activity (1) See the Lesson Plan for the Wedges Activity from the Princeton Group at You will start with a presentation reviewing the various strategies for reducing CO2, or, if you have an extra class period, you can use materials from other sources and let students present the information themselves in small groups to the class. An excellent set of resources is provided by the National Energy Education Development Project (NEED). Their Energy Infobook website has.pdf files for various primary energy sources, which you can download and pass out to your class ( What to do with CO 2? 11

12 (2) Next, you will spend about 20 minutes having students come up with their wedge strategy model according to the Princeton Group s instructions ( (3) After students have created their wedge model including the various strategies they would choose, have students now imagine they are working as a representative for their local, state or national government, or perhaps world organization. Various proposals come across their desk for funding. They must now choose which proposals (given a set of 10) they will fund based on their wedge strategies. (You might have them choose 6 policy proposals.) Have students spend about 10 minutes on this part of the activity. For policy proposals, you can download a series of 14 policy proposal cards at Mix and match groups of 10 cards and place them in envelopes. Pass these envelopes out to the groups (each group will have different policy proposals). (4) After students decide on the (for example, 6) proposals they will fund out of the initial 10, have two different groups partner up. Now they must look at reaching a compromise plan of which proposals they will accept. (You might have them select 6 total policies from their combined 12.) First, they should examine the similarities and differences of their wedge strategies. It will probably be easiest to come up with a compromise plan if they discuss their similarities. Let students spend about 10 minutes discussing the pros and cons of some of their plans and how they fit into the different wedge strategies. Students should fill out the worksheet on Proposals Accepted/Rejected and how their choices will create challenges, perhaps with different stakeholder groups. (5) Wrap-up. As a class, the teacher should ask about what kinds of strategies groups developed and how that impacted the types of proposals they approved/funded. Have students present some of their strategies if you have time. 15 minutes. What to do with CO 2? 12

13 WORKSHEET FOR PROPOSALS Proposals Accepted: What challenges will you face because you accepted this proposal (for example, which stakeholder groups will be unhappy)? Proposals Rejected: What challenges will you face because you rejected this proposal (for example, which stakeholder groups will be unhappy)? What to do with CO 2? 13

14 Increase efficiency of 1/4 of the cars in the world to 60 mpg Increase power plant efficiency Capture CO2 from 200 coal-fired power plants and inject it underground (carbon sequestration) Soil conservation for carbon storage on 1/4 of the world s soils Use solar, wind, nuclear to make hydrogen 1/8 of the world s people use public transportation instead of cars Increase world forest area by 1/12 Grow biofuels over 1/12 of the world s agricultural lands Install solar panels over 200 square miles Build 175 nuclear power plants Stop 1/2 of forest loss 1/2 million wind turbines Best possible conservation practices at 1/4 of the world s homes and businesses Replace 225 coal burning power plants with gas burning power plants Policy cards for the activity: What to do with CO2 What to do with CO2? 14