59
NOTES: ‘Science Teachers for Climate Awareness’ Designed for use of science teachers in talking about low emission energy resources. We suggest adapting this ppt to your own liking or combining with others. For suggestions for improvements please contact KB at PLEASE NOTE: This is not yet a complete presentation but is provided for ideas and feedback. It will be updated as time allows! (Slides after about #38 are from old presentation and may be a bit repetitive.) Be sure to look at the ‘notes’ pages below for suggestions for how to use and more detail. This version 30 March 2010

NOTES: ‘Science Teachers for Climate Awareness’ Designed for use of science teachers in talking about low emission energy resources. We suggest adapting

Embed Size (px)

Citation preview

Page 1: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

NOTES: ‘Science Teachers for Climate Awareness’ Designed for use of science teachers in talking about low emission energy

resources. We suggest adapting this ppt to your own liking or combining with others. For suggestions for improvements please contact KB at PLEASE NOTE: This is not yet a complete presentation but is provided for ideas and

feedback. It will be updated as time allows! (Slides after about #38 are from old presentation and may be a bit repetitive.)

Be sure to look at the ‘notes’ pages below for suggestions for how to use and more detail.

This version 30 March 2010

Page 2: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

We CAN We CAN reducereduce the CO the CO22 and other and other greenhouse gases in our atmospheregreenhouse gases in our atmosphere

Page 3: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

What are the problems?

Emission of greenhouse gases from Generation of electric power Transport Industry Home and Commerce Land use and Agricultural emissions

Page 4: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

What are the problems? We have to reduce our dependency on fossil fuels:Total fossil:410,000 PJ

Total non fossil:70,000 PJ(ie. 15%)

Page 5: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

What are the problems?

Australia is even worse!

ABARE: past use and future projections

We use about 6,000 of those 410,000 PJ (ie. 1½%)

We are We are here!here!

(Our population is ~ 0.3%)

Page 6: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Energy units A quick word on energy units:

The basic unit of energy is the joule (J) It is about the energy of a falling apple 1 Megajoule (MJ) is 106 J 1 Gigajoule (GJ) is 109 J 1 Terajoule (TJ) is 1012 J 1 Petajoule (PJ) is 1015 J

Page 7: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

‘Energy’ & ‘Power’ ENERGY is a quantityENERGY is a quantity

Examples:Examples: Fuel tank of a car – approx 2 GJ Fuel tank of a car – approx 2 GJ Example: Coal in Latrobe Valley – approx 300,000 PJExample: Coal in Latrobe Valley – approx 300,000 PJ

POWER is the POWER is the raterate of energy use of energy use 1 watt = 1 joule per second1 watt = 1 joule per second

1 kilowatt = 1 kilojoule per second etc.1 kilowatt = 1 kilojoule per second etc. Examples:Examples: Light bulb 15 watts = 15 joules every secondLight bulb 15 watts = 15 joules every second Power station 2000 MW = 2000 MJ every secondPower station 2000 MW = 2000 MJ every second

= 173,000 GJ each day= 173,000 GJ each day = 63 PJ per year= 63 PJ per year

Page 8: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Energy units

Examples Apple falling Food/day Car petrol tank Jumbo jet fuel Large City/day

UnitsTorch bulb in a few seconds Radiator in ¼ hr

Power station each second

Power station in 1½ hours

Power station in a week

joule (J) 1 J1 J 10,000,000 J 2,000,000,000 J 10,000,000,000,000 J 1000,000,000,000,000 J

Megajoule (MJ) 10^6 J (106) 0.000001 MJ 10 MJ10 MJ 2,000 MJ 10,000,000 MJ 1000,000,000 MJ

Gigajoule (GJ) 10^9 J (109) 0.000000001 GJ 0.01 GJ 2 GJ2 GJ 10,000 GJ10,000 GJ 1000,000 GJ

Petajoule (PJ) 10^15 J (1015) 0.000000000000001 PJ 0.00000001 PJ 0.000002 PJ 0.01 PJ0.01 PJ 1 PJ1 PJ

Page 9: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Energy units Electrical energy is measured in kilowatt.hours

(that is, a 1000 W appliance for 1 hour) 1 kWh = 3.6 MJ (Megajoule) Hazelwood produces about 1600 Megawatts which

means 1600 MWh each hour or ~ 6,000,000 MJ which is 0.006 PJ each

hour or 50 PJ each

year

Page 10: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

And 17,000,000 tonnes of COAnd 17,000,000 tonnes of CO22

(30 tonnes every minute)

Page 11: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Energy units

Fossil fuels are sometimes measured in ‘Quads’, a quadrillion BTU

(British Thermal Units) 1 Quad = 1055 PJ (≈ 1000 PJ) A Quad is huge! Total world fossil fuel use per

year is about 400 Quad We will try to use PJ as far as

possible

Quads

Page 12: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Most electricity is produced from fossil fuels:

This must This must NOTNOT be be allowed to allowed to happen!happen!

What are the problems?

Fossil Fossil fuelsfuels

PS: 20 trillion PS: 20 trillion kWhkWh= 72,000 PJ= 72,000 PJ

Page 13: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

What are the problems? Again – we are worse!

Mostly hydro!

X!X!Wind, Solar Wind, Solar and Biomass and Biomass currently currently about 1%about 1%

Page 14: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The solutions !

Page 15: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

November 2009

That’s That’s ALLALL the the WORLD’sWORLD’s

energyenergy

Page 16: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

November 2009

NOTNOT including:including:CCS,CCS,Nuclear,Nuclear,Other Other ‘exotic’ ‘exotic’ sourcessources

The ‘WWS’ solution:WindWaterSolar

Page 17: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

HUGE HUGE RESOURCESRESOURCESAVAILABLEAVAILABLE

AVAILABE AVAILABE TECHNOLOGYTECHNOLOGY

COST COST EFFECTIVEEFFECTIVE

POLITICS POLITICS BIGGEST BIGGEST

OBSTACLEOBSTACLE

Page 18: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Tidal turbinesGeothermal

Hydro

Wind turbinesWave converters

Roof top PVSolar thermalSolar PV large

Page 19: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting
Page 20: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

NB: Australian NB: Australian coal cheaper coal cheaper than US power.than US power.

The REAL The REAL problem!problem!

Vested interests and Vested interests and confusion/apathy among confusion/apathy among ‘ordinary people’ ‘ordinary people’ – – leading to lack of leading to lack of political will. political will.

Page 21: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Australian Solutions! In the big picture:

Solar and Wind supplemented by

Hydro Geothermal Ocean (tidal and wave)

perhaps (in the short term) Gas Coal with CCS (?) Nuclear (??)

Page 22: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Australian Solutions!

Page 23: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Australian Solutions! The yellow

square is about 125 km square

Ample for ALL of Australia’s energy. (At only 10% collection efficiency)

35 PJ per day35 PJ per dayThat is about 250 Hazelwoods!That is about 250 Hazelwoods!

Page 24: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Australian Solutions! “A network of land-based 2.5 MW turbines …

operating at as little as 20% of their rated capacity could supply over 40 times current worldwide consumption of electricity”

Global potential for wind-generated electricity: Xi Lua, Michael B. McElroya, and Juha Kiviluomac

Australia’sAustralia’s86 PWh = 86 PWh = 310,000 PJ310,000 PJ(per year)(per year)

Current Current totaltotal energy useenergy useis 6,000 PJis 6,000 PJ

Annual

Page 25: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Australian Solutions! Introducing: Beyond Zero Emissions (BZE)

Five phase study to achieve zero emissions by 2020: Transport Stationary Energy* (mostly electricity generation) Land Use (including agriculture & forestry) Industrial Processes Export (replacing coal export revenue)

* Stationary energy report available now at www.beyondzeroemissions.org

Page 26: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Zero Carbon Australia 2020Stationary Energy:

A plan for repowering Australia with 100% renewable energy

in ten years

Page 27: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Oil and Gas Coal exportersGenerators

The CAN'T DO campaign

Funded by fossil fuel industryArmy of PR consultants and lobbyistsDirect lobbying of politicians and government departments

The CAN'T DO MANTRA“Renewable energy cant supply baseload power”“Renewable energy is too expensive”“Renewable energy will wreck the economy”“Renewable energy will cost jobs”

Page 28: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting
Page 29: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

Baseload Solar Thermal Power 24 hour Dispatchable power

Andosol 1,2 and Extrasol 3 Spain, operating now, 7.5 hours energy storage

Torresol Gemasolar Spain, coming on line 2010, 16 hours energy storagee

Page 30: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

What’s happening in Spain?

NB 2.700means2,700 to us!

- Coming- So far (?)

Page 31: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

ZCA-2020: Solar Thermal Power To Supply 60% of Australia’s energy Each module generates 220MW Ability to store energy and dispatch as needed, day or

night A plant or Solar Region will be made up of 19

modules and will have a capacity of 4,000MW There will be 12 plants distributed across Australia

220 MW Module 4000 MW Solar Region

Page 32: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

ZCA-2020: Wind Power

• To Supply 40% of Australia’s Energy

• Low-cost, technologically mature, first dispatch

• 8,000 turbines

• 24 geographically diverse regions

Page 33: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! – World wind powerAustralia

2008approx1,500 MW(14th place)

NB: .’s would be ,’s for us ie. 2.862 means 2,862

Page 34: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

China : 150,000 MW wind by 2020

‘Three Gorges of Wind’ Project , under construction now, equivalent electricity output of Three Gorges Dam

Page 35: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

ZCA Modelling: Meeting Australia’s demand

CST =Concentrated Solar Thermal

WF = Wind Farm

Page 36: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! The Australian scene: UNSW PV

Page 37: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! – The future?

Page 38: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! – The future?“It is a remarkable fact that, in maintaining our standard of living, each Australian produces enoughcarbon dioxide (CO2) to replace the column of atmosphere above one square metre of land every year.”

Page 39: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Three extraordinarily pressing reasons to cut oil use

Greenhouse gases threaten our planet Oil comes from politically unstable parts of the world If we divide the total of the world’s oil reserves by the

rate at which WE are using them we get about 12 years (7 for USA use)

Page 40: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Fossil fuels

Cutting car use has to be a priority

ABS

Page 41: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Reduce energy use

Better forms of transport – maybe these?

Page 42: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Reduce energy use

Better forms of transport – definitely these

Page 43: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Reduce energy use

These are a problem!

Page 44: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Reduce energy

use This could be fun.

Maybe we need to be a bit more relaxed about getting places!

Page 45: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Lower CO2 options

Sequestration of CO2 from power stations - ? More efficient coal stations Combined cycle gas generators

Page 46: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Lower CO2 options

Nuclear ?

Page 47: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options

60 kilowatt (10 year ago) Yambuk 2006 1300 kilowatt 6 MW and increasing

Page 48: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting
Page 49: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options

We make per day about:

6 – 12 kWh

Feed in to grid about

3 – 6 kWh

Draw from grid about

2 – 4 kWh

Page 50: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options

Gas used for hot water October to April:

NONE at allNONE at all

Page 51: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options

Where are the solar collectors?

Page 52: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options: This is in sunny Germany!

Page 53: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options

Page 54: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable

options Geothermal

– ‘hot rocks’ Potentially

very large resources

Page 55: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options – HVDC

Energy carried in transmission line is area under the V² graph

V is limited by corona discharge to ~ 800 kV (hence 500 kV AC lines)

So energy carried by DC is twice that of same value peak voltage

AC power

DC power

Page 56: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options – HVDC

High Voltage DC transmission Basslink provides peak and stores excess

Page 57: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options – HVDC

Making big difference to long distance transmission

Carries twice the power Can go 1000’s of km

(AC < 1000 km)

Page 58: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

The Solutions! Sustainable options –

HVDC High power, high voltage

semiconductors have made the difference

Page 59: NOTES: ‘Science Teachers for Climate Awareness’  Designed for use of science teachers in talking about low emission energy resources.  We suggest adapting

This is not the end! There are many more sustainable options and the list is

growing every day. We must go beyond the so called ‘debate’ and move

toward a safe future.

This presentation is not yet complete. Go to www.vicphysics.org to find the latest version.