What to do with CO 2?

What to do with CO 2? Teacher Module Developed by Katherine Romanak 1, Hilary Clement Olson 2 and Sigrid Clift 1 (adapted from the Stabilizaton Wedges Activity from www.princeton.edu/wedges) 1. Gulf Coast Carbon Center,, 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: Vista Overview......... 2 Background Information for Teachers Did You Know?........ 2 Glossary......... 4 Learning Experience 1: Carbon Mitigation Scientist..... 4 Learning Experience 2: Global Trends in Energy and Population.... 4 Learning Experience 3: Impacts of Increased CO 2 Emissions.... 8 Learning Experience 4: CO 2 Levels are Increasing...... 9 Learning Experience 5: Carbon Sequestration...... 10 Learning Experience 5: Stabilization Wedges Game..... 10 Proposal Worksheet....... 12 Appendix 1: Correlation to the Texas Essential Knowledge and Skills.. 13 What to do with CO 2? 1

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 2060. 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

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: www.gulfcoastcarbon.org www.storeco2now.com 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. 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: http://cmi.princeton.edu/wedges, http://www.gulfcoastcarbon.org, http://www.storeco2now.com, accessed 3/3/2010 What to do with CO 2? 3

Glossary Source: NOAA, http://www.esrl.noaa.gov/gmd/education/terms.html; The Free Dictionary, http://encyclopedia2.thefreedictionary.com; Wikipedia, http://en.wikipedia.org/wiki/permeability, http://en.wikipedia.org/wiki/porosity, http://en.wikipedia.org/wiki/combustion, accessed 3/3/2010 Carbon dioxide - CO 2 Climate change Combustion 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 4 + 2 O 2 CO 2 + 2 H 2 O + energy Emissions Green House Gases (GHGs) Greenhouse effect Hydrocarbon Porosity Reservoir rock 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 as a percentage between 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 What to do with CO 2? 4

reservoir rocks are sandstones with high porosity and permeability, but can also include fractured limestones and dolomites. 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

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. Information about is included in the powerpoint of this activity and you can find more information about her at: http://www.storeco2now.com/katherineromanak 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 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

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. 1910 Model T, photographed in Salt Lake City Source: http://en.wikipedia.org/wiki/ford_model_t, accessed 3/6/2011 Figure. Looking south above en:interstate 80, the Eastshore Freeway, near Berkeley, California on a Saturday afternoon. Picture taken on May 14, 2005. Source: http://en.wikipedia.org/wiki/file:i-80_eastshore_fwy.jpg, accessed 3/6/2011 What to do with CO 2? 7

Figure. The General Motors Hy-wire hydrogen car on display at the Test Track attraction at Disney World's Epcot. Source: http://en.wikipedia.org/wiki/future_car_technologies, 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: Impact of Increased CO2 Emissions This is a short activity to explore what students know about the global impact 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 Time Frame: 5 minutes Materials Flip chart, whiteboard or blackboard What to do with CO 2? 8

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 this 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: http://cmi.princeton.edu/wedges/slides.php 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

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 Movie resource online: http://www.youtube.com/watch?v=vr7hyfcxk38, http://www.youtube.com/watch?v=r0i6dhepswu&feature=related 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. 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). 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: What to do with CO 2? 10

(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: http://cmi.princeton.edu/wedges/slides.php Cards illustrating various proposals that might fit into particular strategies, e.g., increasing the number of nuclear power plants for electricity, etc. Advance Preparation (1) Format materials from the Princeton University website (2) Prepare cards to illustrate various proposals for particular strategies you can create these from some of the suggestions at the Princeton website Procedures for Guided Inquiry Activity (1) See the Lesson Plan from the Princeton Group at http://cmi.princeton.edu/wedges/slides.php Spend about 20 minutes having students come up with their wedge strategy model. (2) 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 perhaps national government. Various proposals come across their desk for funding. They must now choose which proposals (given a list of 10) they will fund based on their wedge strategies. Have students spend about 10 minutes on this part of the activity. (3) After students decide on the 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. First, they should examine the similarities and difference 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 goups. (4) 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? 11

WORKSHEET FOR PROPOSALS Proposals Accepted: What challenges will you face because you accepted this proposal? Proposals Rejected: What challenges will you face because you rejected this proposal? What to do with CO 2? 12

APPENDIX 1 Correlation to the Texas Essential Knowledge and Skills (6 th, 7 th and 8 th grade science) 112.18. Science, Grade 6, Beginning with School Year 2010-2011. (What to do with CO 2 ) (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (B) use models to represent aspects of the natural world such as a model of Earth's layers; (C) identify advantages and limitations of models such as size, scale, properties, and materials; and (5) Matter and energy. The student knows the differences between elements and compounds. The student is expected to: (A) know that an element is a pure substance represented by chemical symbols; (C) differentiate between elements and compounds on the most basic level; and (7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to: What to do with CO 2? 13

(A) research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources (10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation; 112.19. Science, Grade 7, Beginning with School Year 2010-2011. (What to do with CO 2 ) (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (B) use models to represent aspects of the natural world such as human body systems and plant and animal cells; (C) identify advantages and limitations of models such as size, scale, properties, and materials; and (6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to: What to do with CO 2? 14

(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur; (9) Earth and space. The student knows components of our solar system. The student is expected to: (A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere 112.20. Science, Grade 8, Beginning with School Year 2010-2011. (What to do with CO 2 ) (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and (B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; (C) identify advantages and limitations of models such as size, scale, properties, and materials (5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: What to do with CO 2? 15

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; (11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to: (D) recognize human dependence on systems and explain how human activities such as use of resources have modified these systems. 112.36. Earth and Space Science, Beginning with School Year 2010-2011 (What to do with CO 2 ) (c) Knowledge and skills. (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; (B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories; (C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed; (D) distinguish between scientific hypotheses and scientific theories; (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (D) evaluate the impact of research on scientific thought, society, and public policy; (E) explore careers and collaboration among scientists in Earth and space sciences; and What to do with CO 2? 16

(9) Solid Earth. The student knows Earth's interior is differentiated chemically, physically, and thermally. The student is expected to: (A) evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate; (12) Solid Earth. The student knows that Earth contains energy, water, mineral, and rock resources and that use of these resources impacts Earth's subsystems. The student is expected to: (A) evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems; (B) describe the formation of fossil fuels, including petroleum and coal; (C) discriminate between renewable and nonrenewable resources based upon rate of formation and use; (D) analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs; and (E) explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources. (13) Fluid Earth. The student knows that the fluid Earth is composed of the hydrosphere, cryosphere, and atmosphere subsystems that interact on various time scales with the biosphere and geosphere. The student is expected to: (C) analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years; (D) discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate; (E) investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences; and (14) Fluid Earth. The student knows that Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric interactions. The student is expected to: What to do with CO 2? 17

(B) investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers; and (C) explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate. What to do with CO 2? 18