Assessment 1B: 1200 words reflective essay on a previous project - needed it ASAP
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EDST108Lectures.zipEDST 108 Lectures/EDST108_Lecture 9.pptx
Announcements
THIS week:
Week 9 Assignment 2 Presentations: Biodiversity
Week 12:
Assignment 1B – Evaluation and Reflection of Action Priority (30%)
2-3 minute Presentations of Assignment 1B
A reminder that to pass this unit, an overall pass when adding the marks of all assessments is required:
Assignment 1A : out of 20
Assignment 1B: out of 30
Assignment 2: out of 50
Lecture 9
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EDST 108 Science, Inquiry and Sustainability Lecture 9
Transport and fossil fuels
“Australia will have to change its transport fuel mix. Such change will take considerable time, resources and the participation of all stakeholders.”
FFF Report CSIRO 2008
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The problem
“Securing access to affordable and sustainable fuel underpins Australia’s economy and our way of life.
But our world is changing.
The primary centres for economic growth are shifting; fuel costs are rising and many countries are ramping up efforts to address climate change.
The result: ensuring we use the right fuels in the future will be crucial for the sustainability of our planet.”
(FFF Report CSIRO 2008)
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Understanding the carbon cycle
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GLOBAL CARBON CYCLE
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VEGETATION
50% of emitted CO2 is taken up by surface ocean and vegetation
within a few decades;
another 30% goes into the deep ocean within a few centuries;
getting rid of the final 20% takes thousands of years
ocean and vegetation sinks will likely be less effective in future
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Climate change
Over the 20th century, average air temp at Earth’s surface increased by approx. 0.8C.
2000’s were the warmest decades since instrumental records.
2013 was the hottest year on record (Aust): 1.33 degrees Celsius above 1961 to 1990 mean.
2016 global hottest year on record
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N2o = nitrous oxide(一氧化二氮)
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Click on image to view World of Change: Global Temperatures
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https://earthobservatory.nasa.gov/world-of-change/DecadalTemp
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Graph 1: Global Concentrations of Carbon Dioxide over time.
Year
Regional changes in Australia and globally have been attributed in part to human activity (anthropogenic).
Atmospheric concentrations of CO2 have increased from 280 ppm to 408 ppm (2018) (https://www.noaa.gov/news/global-carbon-dioxide-growth-in-2018-reached-4th-highest-on-record)
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Graph 2: Concentrations of Carbon Dioxide measured at Cape Grim, Tasmania.
Image source: http://www.bom.gov.au/state-of-the-climate/greenhouse-gas-levels.shtml (Image is hyperlinked).
“The global annual mean CO2 level in 2017 was 405 ppm—a 46 per cent increase from the concentration of 278 ppm around the year 1750, and likely the highest level in at least the past two million years. Cape Grim, located at the northwest tip of Tasmania, is one of three key global greenhouse gas monitoring stations in the World Meteorological Organization’s Global Atmosphere Watch program, and has been running continuously for 42 years. Atmospheric concentration of CO2 measured at the Cape Grim Baseline Air Pollution Station shows a steady upward trend, passing 400 ppm in May 2016 and remaining above this level since. The annual average CO2 concentration at Cape Grim in 2017 was 402 ppm.”
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INTERNATIONAL FRAMEWORK CONVENTION ON CLIMATE CHANGE (UNFCCC)
“What is needed is stabilisation of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system”
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In Short …
Changes to Conventional transportation technologies use of fossil fuels
Rising fuel prices cause mainstream awareness
Interest in alternative transportation technology
Many automobile companies developing more sustainable vehicles
combat fuel costs and harmful environmental effects
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Can you think of any examples of these companies?
What are some of the alternatives to using fossil fuels for transport?
Biofuels
Hydrogen fuel cars
Hybrid cars
Electric cars
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The biofuel life cycle
The United Nations has identified the south west of WA as one of 25 global hotspots, the only one in Australia
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Examples of biomass feedstocks include corn starch, sugarcane juice, crop residues such as corn stover and sugarcane bagasse, purpose-grown grass crops, and woody plants. Source: https://www.energy.gov/eere/bioenergy/biomass-feedstocks
produced from living organisms or from metabolic by-products (organic or food waste products).
originally derived from the photosynthesis process
must contain over 80 percent renewable materials
referred to as a solar energy source
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Ethanol
There is still a great deal of debate about the pros and cons of ethanol as fuel:
technically, it is a biofuel
used as a fuel source additive and not as a fuel substitute
mainly because of the need for minimal change to motor vehicle engines.
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Problems with using biofuels
Causing food price rises
rising demand for crops for fuel put them in direct competition with food crops over land and water.
With food being burned in our cars instead of used to feed hungry people, the price of food is being pushed up.
Driving land grabs
Targets for the amount of biofuel used in road transport gives companies the incentive to find land on which to grow their biofuel crops.
This land grab leaves farmers in the developing world stranded, unable to grow their own food or afford food in their local market.
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Problems with using biofuels
A false solution to climate change?
Most biofuels emit just as many greenhouse gases as the fossil fuels.
Due to the indirect ‘land use change’ needed to make way for the vast biofuel plantations popping up all over the developing world
1. Growing biofuels using land that could have been used to grow food
2. demand for food does not decrease, so new land must be cleared to produce the food for biofuel.
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Hydrogen Fuel cells cars
electrochemical devise that converts a fuel source into electricity
Requires pressurized Hydrogen gas (LHS) to split into positive ions and electrons
Flow od Electrons in a circuit = electricity
Hydrogen ions and oxygen ions form water as a by-product.
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Hydrogen is one of two natural elements that combine to make water: Hydrogen and oxygen
Hydrogen is not an energy source, but an energy carrier because it takes a great deal of energy to extract it from water
Useful as a compact energy source in fuel cells and batteries
Many companies are working hard to develop technologies that can efficiently exploit the potential of hydrogen energy, particularly in the USA.
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Hybrid cars
use a rechargeable energy storage system to supplement fossil fuel energy
smaller and more efficient than traditional fuel engines
regenerative braking to generate electricity while travelling
NB. Many materials used in hybrid vehicles involve use of non-renewable or environmentally toxic materials, such as cadmium and lead.
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Next Generation Hybrid Car 0.5 x fuel consumption at 0.1 x emissions
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Energy Management System
Fuel Cell and
Hydrogen
Storage
Electric
Motor
Supercapacitor
Emergency Petrol
Motor
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Electric cars
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use the energy stored in a battery (or series of batteries) to run motor and turn wheels
Electric motors provide a clean and safe alternative to the internal combustion engine.
There are pros and cons about electric cars.
electric vehicle has faster acceleration but shorter distance range than conventional engines.
no exhaust but require long charging times.
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Australia’s Energy Sources
Fossil Fuels
Natural Gas (CSG)
Hydropower
Wind
Solar
Bioenergy
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Where does electricity come from?
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Australia’s energy sources
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Source: https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Environment_and_Communications/Coal_fired_power_stations/Interim%20Report/c02
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What about Renewable Electrical Energy Sources?
Australia’s current (2016) electricity mix
Around 87 per cent of Australia’s electricity is generated from traditional fossil fuels
77 per cent from coal
10 per cent from natural gas
World usage is very similar, with fossil fuels being used for electricity, heating and powering vehicles.
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Some background - cont
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Australia’s current (2018) electricity mix
What is the Renewable Energy Target?
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The RET is a mandatory scheme and energy retailers (on behalf of their customers) must source a set proportion of their electricity from renewables.
Retailers purchase a renewable energy certificate for each megawatt hour of electricity generated by government-accredited renewable electricity sources
Eligible sources include large-scale hydropower facilities and wind farms, and also smaller generators, such as solar hot water and solar rooftop panels.
In 2015, the Australian Government settled on reforms to the RET, following careful consideration and extensive consultations.
The target for large-scale generation of 33,000 GWh in 2020 means that about 23.5 per cent of Australia’s electricity generation in 2020 will be from renewable sources.
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Which renewable energy source is likely to be further developed?
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Wind
likely to be the predominant type of renewable energy delivered under the RET
proven and commercialised technology
least costly large-scale renewable option available until 2020
2014 approx. 3,000 MW of wind generation capacity in the National Electricity Market (three times generated in 2013)
approx. another 1,600 MW under construction
billions of dollars of investment required to deliver the 8,000 MW of additional wind generation capacity to meet the target
each new wind turbine has capacity of 3 MW, this is an extra 2,600 wind turbines being required by 2020 to meet the RET.
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What are some other forms of alternative energy sources?
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Hydropower
uses water stored in dams and flowing in rivers to create electricity
Australia has more than 100 hydro-electric plants
contributes around 8% of Australia’s National Electricity Market.
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Turning water into power
energy of falling or flowing water to turn turbine blades
rotating blades spin a generator that converts the mechanical energy of the turbine spinning into electrical energy
amount of electricity generated from each power plant depends on the quantity of the flowing water and the height it falls from the reservoir to the turbines.
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“Hydro” has been in Australia for many years
Most of Australia's hydro-electric plants were built in the 1950s and 1960s.
Australia’s biggest hydropower generator is the Snowy Mountains Hydro-electric Scheme
capacity of 3,800 megawatts, almost half of the country's total hydro output
scheme spans New South Wales and Victoria
7 power stations, 16 dams and 145 kilometres of tunnels
one of the world’s most complex integrated water and hydro-electricity schemes.
http://www.originenergy.com.au/4235/Hydropower
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Lecture 9
Solar power
A solar power system has three main parts:
solar PV panels capture energy from the sun and create direct current (DC) electricity
an inverter in the power box converts the DC power into alternating current (AC) that is suitable for use by homes and businesses
a two-way electricity meter records the amount of electricity generated and, if required, measures any power the home or business feeds into the grid.
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Solar hot water
use energy from the sun to heat water
solar collectors on the roof filled with water
sun heats the water within the collectors
fed to the tank of the household’s electric or gas hot water system where it is stored ready for use
use less energy than conventional systems because the water is already pre-warmed.
Solar is growing here and overseas
Over 2 million residential photovoltaic solar systems are installed in Australia (as of 2018)
Est. 1.55GW electricity contributions via rooftop solar in 2018.
contributes approx 21 per cent of Australia’s total renewable energy mix (on track to meeting RET targets)
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Applications of Solar Power
Types of biomass Biomass can be any plant or animal matter, but the types generally used to produce energy are:
The United Nations has identified the south west of WA as one of 25 global hotspots, the only one in Australia
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Bioenergy is one of the oldest sources of energy
recently living matter, as opposed to “fossil” fuels
burning wood to produce heat is an example of bioenergy.
What is Bioenergy?
produced from recently living organic matter known as ‘biomass”
can be converted into liquid (biofuels) and gaseous fuels (biogas)
Uses include electricity, heating systems and fuel for transportation.
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Why is bioenergy a carbon-neutral renewable energy?
Biomass is a renewable energy source because the plant and animal matter from which it comes from can be regrown or reproduced
NOT using “ancient” fuel material.
releases carbon dioxide and other small amounts of greenhouse gases.
considered carbon neutral as it releases the same amount of carbon dioxide into the atmosphere that it absorbed during its lifetime
‘closed carbon loop’ because the process of producing (growing, harvesting) and converting the biomass does not produce any extra carbon dioxide
creating no carbon gas emissions. But – is it?
http://www.originenergy.com.au/4227/Renewable-energy
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Advantages of bioenergy
Emits little or no net greenhouse gas emissions
Is a useful way of managing waste disposal
technology is well established and delivers reliable energy
stored with minimal energy loss
Plentiful wherever there are agricultural crops and forestry
crops stabilise soils, improve soil fertility and reduce erosion
generates both heat and electricity in a cogeneration power plant.
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Disadvantages of bioenergy
more expensive energy source than fossil fuels because it requires a larger volume of fuel to produce the same amount of energy
Uses a lot of wood from natural forests leading to deforestation
if wood is not fully burnt it will release soot-like particles that may cause widespread air pollution
Some believe that land and water resources used for biomass crops are better dedicated to food production
Harvesting, extracting, transporting and handling biomass can be expensive
Accounts for only one per cent of Australia’s energy mix, lacking the capacity to provide consistent energy
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Geothermal energy
How an enhanced geothermal system works
Getting energy from 'hot rocks' relies on techniques established by the oil and gas industries.
Wells are drilled to a depth of 3–5 kilometres below the surface to find heat-producing granites.
Water pumped into the wells and through cracks in the rocks, where it becomes heated to a temperature of up to 300°C.
Extremely hot water is pushed back to the surface, where heat is used to drive a turbine and produce electricity.
The water is recycled and the process can begin again.
Many countries generate significant amounts of electricity from geothermal energy.
Iceland sources 25 per cent of its total electricity generation from geothermal sources
geothermal energy represents around 17 per cent of energy generation in the Philippines and Kenya.
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Energy from the ocean:
Australia's long coastline offers a potentially vast energy resource.
marine energy from waves and tides is a new area of renewable energy
CSIRO estimates that by 2050 wave energy could contribute up to 11 per cent of Australia’s electricity supply.
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Tidal Power
Tidal Power
How does it work?
- form of hydropower that converts the energy of tides into useful forms of power, mainly electricity
- tidal generator converts the energy of tidal flows into electricity
- Greater tidal variation and higher tidal current velocities increase the potential for tidal electricity generation.
Let’s put this into perspective
Consider the alternatives from the perspective of the The three Pillars of Sustainability – will all three spheres will considered?
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NOTHING will easily replace our dependence on fossil fuels, unless it considers all 3 aspects of sustainability.
“One-size-fits-all” approach may not be the best option …
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__MACOSX/EDST 108 Lectures/._EDST108_Lecture 9.pptx
EDST 108 Lectures/EDST108_Lecture 7.pptx
Week 8 Lectures
still on. Attendance is required.
Week 8 Tutorials
On-line task for Strathfield, due to Good Friday.
No face-to-face tutorial on Strathfield campus for this week only.
MUST show completed work in week 9 tutorial to have attendance noted on the roll.
Lecture 7
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Announcements
Assessment 2 Presentations Weeks 9 -11
Please attach to the hardcopy provided to your tutor:
ACU assignment cover sheet
Template (800 words)
Peer Feedback sheet (completed)
Reference List
Marking rubric
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Assignment 1B Presentation Week 12
From the Unit Outline page 13:
A reflection on the progress you made over the action period that includes any issues or challenges encountered, sources of support, how you feel about the results you have achieved, and the impact of your actions on your thinking about sustainability in regard to the priority area.
This summary reflection should be based on weekly reflective journal entries, which must be attached as an appendix. A verbal report of your experience will also be conducted as a 2- 3 minute oral presentation in your tutorial.
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Assignment 1B Presentation Week 12
| Criterion 4 Written Communication and Referencing 5 marks |
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| Verbal report is exceptionally clear, concise and addresses all presentation requirements to a high standard. |
Mark Allocations:
2 marks : Written communication
2 marks : Oral Presentation
1 mark : Referencing
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EDST 108 Science, Inquiry and Sustainability Lecture 9
AIR & SOIL
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What’s in this lecture?
Why are our air and soils so important?
What are we doing to consider the sustainability of air and soils?
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The Carbon Cycle
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Taken from: Rickard, G. (Ed.). (2014). Pearson Science New South Wales 10. Vicotria: Pearson Publishing
Page 207
CO2 is used in photosynthesis combined with sunlight to prduce energy (glucose) and oxygen
Animals and other consumer organisms
obtain carbon from plants
release carbon dioxide into the air/atmosphere
Release carbon into the soil via decomposition.
Carbon is recycled through the soil, living things and the air in the Carbon Cycle.
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the air we breathe impact our health and well being
good air quality is critical for supporting the amenity of the places we live in, our environment, and maintaining our way of life
respiratory and cardiovascular effects of air pollution have long been known
air pollution has also been identified as a cause of cancer
those with existing heart and lung diseases (elderly and YP) are particularly susceptible to the effects of air pollution
short-term and long-term exposure to air pollution can cause health problems.
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Why is our air quality important?
Amentity = attractiveness
The World Health Organisation considers clean air to be a basic requirement of human health and well being. Air pollution is a major environmental health problem in developed and developing countries alike.
By world standards, Australia has very clean air
Strategies to manage air pollution in Australia have contributed to reducing the levels of pollutants
some pollutants, including ground-level ozone and particulate matter, still exceed current air quality standards
population growth, urbanisation and increasing demands for transportation and energy consumption are ongoing challenges
Governments, businesses and the community need to be active to ensure a clean air future
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How is Australia tracking?
Some pollutants such as particulate matter and ozone still exceed national ambient air quality standards in urban areas, while some local communities have more specific concerns, such as wood heater or nearby industrial emissions.
With our population growing, and our energy and transport demands increasing, Australia’s future air quality is set to face further challenges.
State and Territory governments implement legislation, statutory instruments, policies and programmes in their own jurisdictions in order to meet the Ambient Air Quality NEPM standards
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What are we doing to maintain this standard of air quality?
http://www.nepc.gov.au/
National Environment Protection (Ambient Air Quality) Measure (Ambient Air Quality NEPM) established in 1998:
provide a common national goal to best protect human health and well being from the adverse impacts of air pollution
provides a consistent framework to assess Australia’s outdoor air quality
sets national ambient air quality standards for six common air pollutants
monitors and reports mandatory requirements against these standards.
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What are we doing to maintain this standard of air quality?
http://www.nepc.gov.au/
Ministers are committed to developing an agreement to ensure that Australians continue to enjoy clean air and to address the impacts on human health and the environment.
Initial actions under the agreement will see a number of existing work streams finalised, including:
Strengthening the particle reporting standards in the National Environment Protection (Ambient Air Quality) Measure
A decision on specific actions to reduce air pollution emissions from wood heaters and non-road spark ignition engines and equipment (garden equipment such as brush cutters and lawn mowers; and boat engines).
A range of other actions that may be considered under the agreement include:
Strengthening the sulfur dioxide, nitrogen dioxide and ozone reporting standards in the National Environment Protection (Ambient Air Quality) Measure
Initiatives to reduce localised emissions, including from non-road diesel engines and ships
A review of Australia’s fuel quality standards legislation.
Partnership opportunities with business to influence positive air quality outcomes.
A focus on strengthening knowledge, education and awareness about air quality.
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But – what are some of the air pollution issues we need to consider?
How big are these particles?
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Taken from: https://www.epa.nsw.gov.au/your-environment/air/air-nsw-overview/about-air-pollution#typesairpollution
PM (2.5 micrometers) = caused by domestic wood heaters, sea salt spray, atmospheric chemical reactions and combustion
PM (10 micrometers) = particles from vehicles on dirt roads and dusty industrial activities such as mining, crushing and grinding.
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Combustion of fossil fuels releases substances formed during combination with oxygen
includes carbon monoxide, carbon dioxide, sulfur dioxide and nitrogen oxides
Oxides of sulfur and nitrogen give rise to acids when they dissolve in rain water
acids not only damage statues and plants, they also restrict some processes that depend on the correct pH in living things
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Atmospheric wastes from fossil fuels
Particulate matter:
Emissions from Wood Heaters with other pollutants
significant contributor to ambient levels of air pollution during winter months
due to geographical features, colder air layer lies over a warmer air layer (inversion layer).
associated with health effects in humans, especially respiratory and cardiovascular effects
classified as a human carcinogen by the International Agency for Research on Cancer in 2013.
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Wood heaters Why are emissions associated with wood heaters a problem?
Outdoor air pollution a leading environmental cause of cancer deaths. (2013) Press Release No. 221, International Agency
for Research on Cancer.
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Is there a national approach to minimising wood heater emissions?
In December 2015, Australian Environment Ministers agreed to:
work towards establishing a National Clean Air Agreement by 1 July 2016
ensure the community continues to enjoy clean air and addresses impacts on human health and the environment
finalise number of key existing projects to improve air quality standards and reducing emissions (including Decision Regulation Impact Statement (RIS) on options to reduce emissions from wood heaters)
NB. Commonwealth, State and Territory governments are currently working to finalise the Decision RIS. The work will reflect the new Standards for wood heater efficiency and emissions developed by Standards Australia in 2014, in consultation with industry and government.
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Wood heaters
The Agreement focuses on actions to reduce air pollution and improve air quality through cooperative action between industry and government at the national, state and local level.
Source: https://www.environment.gov.au/protection/air-quality/national-clean-air-agreement
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formed when nitrogen oxides react with a group of air pollutants known as ‘Volatile Organic Compunds' in the presence of sunlight
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What about Ozone?
VOCs = Volatile Organic Compounds = correction fluid, glue, nail polish, aerosol sprays, fuel, pesticides, building materials, paint, paint stripper
come from motor car exhaust, oil refining, printing, petrochemicals and burning off react to form ozone
Motor vehicle exhaust fumes produce as much as 70% of the nitrogen oxides and 50% of the organic chemicals that form ozone.
natural amount of ozone in the lower atmosphere is generally around 0.04 parts per million (ppm) which is not harmful to human health
Vegetation can also emit organic chemicals that help form ozone.
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Ozone is a pollutant in the lower atmosphere
vital chemical in the upper atmosphere, protecting us from harmful UV radiation
formed when sunlight falls on a mixture of chemicals in the air
One of the main photochemical oxidants
Environment agencies measure the level of ozone
it indicates the total amount of photochemical oxidants in the air which have adverse health effects.
abundant sunshine over periods of time, together with moderate winds and high temperatures, produce high levels of photochemical oxidants
NB. 'Photochemical oxidants' (smog) found in Australian cities during the warmer months of the year. This type of smog can be invisible or appear as a whitish haze.
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What about Ozone?
How much of a problem is ozone in Australia?
Mostly does not exceed the national standards
larger cities, like Australia's capital cities (Syd & Melb), have occasions when there is enough ozone in the air for it to be a risk to human health
How does ozone affect human health?
irritate the lining of the nose, airways and lungs.
pain in their ears, eyes, nose and throat, for long term exposure
Chest pains
increase asthma attacks
Difficulty for athletes to perform
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What about Ozone?
In larger cities, the level of ozone exceeds the national standard several times a year.
Australian Government has taken steps to reduce the production of photochemical chemicals that lead to their formation.
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What about Ozone?
Steps Australian Government has taken to reduce the production of photochemical chemicals:
implementing national fuel quality standards and vehicle emission standards;
promoting alternative fuels;
developing pollution forecasting systems for Australia's major cities;
promoting bicycle use for short journeys
working with the States and Territories to
influence passengers' transport choices.
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Is all Ozone the same?
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https://www.nasa.gov/missions/earth/f-ozone.html
Good Ozone: Regular oxygen molecules, known to science-types as O2, are made up of two oxygen atoms stuck together. Solar energy radiates from space and splits the molecule into two atoms. When one of those stray atoms attaches to a full-fledged O2 molecule, you've got, well, O3, otherwise known as ozone. All that action blocks solar radiation, and keeps it from reaching us.
Bad Ozone: Put a little ozone in the troposphere and you've got some big problems. Remember those dramatic chemical reactions that happened up in the stratosphere? Living things are made of atoms and molecules too, so when we expose them to ozone, we've got some serious chemical reactions on our hands.
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very necessary in the upper atmosphere – the stratosphere.
protects us from harmful UV radiation
CFC’s, chemicals used as propellants and in air conditioners, destroy ozone in this layer
known in the 1970’s, but wasn’t until 1990’s nations decided to ban CFC’s, as a result of the Montreal Protocol
Is the ban working? Yes, but it will take another 50 years for positive effects to be seen
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So – what’s bad about the “hole in the ozone layer”?
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What about our soils?
Soil, along with air and water is one of the essential of life and one of our most funadamental natural resources
It contains and supports the majority of our biodiversity (diverse habitat) and vast quantities of carbon and water.
Influences food production and water quality and quantity
Poor soil management generates significant green house gases, limits economic options and through dust directly affects human health.
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6 key ecosystem services:
Buffering and moderation of the hydrocycle
Physical support of plants
Retention and delivery of nutrients to plants
Disposal of waste and organic matter
Renewal of soil fertility
Regulation of major element cycles ie carbon, nitrogen and sulphur
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“The continued capacity of soil to function as a vital living system, within ecosystem and land-use boundaries, to sustain biological productivity, maintain the quality of air and water environments and promote plant, animal and human health.”
Good, productive soils suitable for agriculture are being lost. When Australia’s major cities were first settled, they were located on fertile land for food production and close to reliable water supplies. But as the cities expanded these productive soils were developed. This has consequences for food production, particularly in the urban fringe of some Australian cities, including Sydney and Melbourne.
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What is soil health?
Australian soils
declining in health
losing the capacity to even know what state they’re in
storing carbon is one way to improve our soils (the science is still under review!)
capacity as a major food producer and exporter relies on the sustainable management of our soil resources
The UN predicts
world’s population will exceed nine billion by 2050
requires an increase in food production of 60%
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Why should we consider soil?
First national audit of Australian soil in 2000
found they were declining in health due to processes such as erosion, acidification, and salinisation.
Second phase of the audit in 2008
found soils need long term monitoring, consistent information, and baseline data
processes that affect soil health operate over large time scales and areas
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“Sick soils”
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2015 – the International Year of Soils
https://www.youtube.com/watch?v=403sT9CGRl0
Increase in Food on plates, also increase number of plates + meat + food in petrol tank
1960s = ½ hectare per person (food)
2020 = 1/6 hectare per person
Fertile soil = maximum yield extraction = soil degradation
Soil degradation = ignorance and/or poverty
= cut down forests, monoculture, salination, overuse of chemicals/fertisers, overgrazing, climate change
Solution = sustainable land practices = passed on knowledge of costs of land management = determine cost of degradation + inaction + value of soil services
= global approach by many stakeholders (local land users, politicians, scientists,
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Understanding the role of soil biology is key to maintaining healthy soils, but there is still much that is not understood.
Exciting soil molecular biological research of the nitrogen cycle is revolutionising how and what soil organisms form nitrate (nitrification)
Manipulating nitrification is key to improving nitrogen use efficiency in agriculture
lessening the environmental impacts of food production.
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What else?
Replacing hydroponics for soil incurred around $850 000 US/year
Energy and running costs for technology and expertise of pH, nutrient concentrations and sallinity
Air and solution temperature
Humidity
Light pest control
Specialised crops
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The Nitrogen cycle
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Where to from here?
https:// www.youtube.com / watch?v =nvAoZ14cP7Q
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The Soil Story: Highlighting the importance of carbon and linking the carbon cycle, air pollution and soil for sustainability on Earth.
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Soil carbon stocks are central to maintaining soil health and food production.
reliant on increasing amount of soil organic matter
retaining or increasing ground cover
reducing tillage
increasing plant growth
Additional Benefits
decreased erosion
improved nutrient cycling
soil fertility
increased buffering capacity
resilience
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Is carbon storage the answer?
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Teachers will find many aspects of the new syllabuses familiar and will be able to approach their implementation with confidence.
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__MACOSX/EDST 108 Lectures/._EDST108_Lecture 7.pptx
EDST 108 Lectures/EDST108_Lecture10.pptx
Announcements
Week 10: Early Years Activity Presentations (50%)
Activity Template
Individual Report
Week 10 Presentations : Waste and/or Energy
Week 12: Assignment 1B – Action Priority Evaluation, Reflection and Presentation of Action Plan (30%)
Individual Report
2 – 3 minute Presentation
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EDST 108 Science, Inquiry and Sustainability Lecture 10 Waste
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Image 1
Image 2
Images from: https://www.pbs.org/newshour/world/in-worlds-poorest-slums-landfills-and-polluted-rivers-become-a-childs-playground
Image 1: Children sitting on a makeshift raft play in a river full of rubbish in a slum area of Jakarta, Indonesia, in 2012. Photo by Enny Nuraheni/Reuters
Image 2: Sana, a 5-year-old girl, plays on a cloth sling hanging from a signalling pole as smoke from a garbage dump rises next to a railway track in Mumbai, India, in 2012. Photo by Vivek Prakash/Reuters
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What’s in this lecture?
Waste – what is it?
Types of Waste.
What do we do about it now?
What do we need to do about it in the future?
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View War on Waste series at: http://education.abc.net.au/home#!/digibook/2597026/war-on-waste
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Municipal Waste
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Biodegradable
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Broken down by naturally by worms, fungi and bacteria:
Decomposers
Biodegradable or not?
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Biodegradable or NOT? 6 months later …
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6 months later
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Biodegradable or NOT? 18 months later …
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18 months later
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What about Biodegradable plastic bags? 8 months and counting …
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Municipal Waste
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Plastic Bottles are so 2003 …
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https://www.youtube.com/watch?v=8_0-ORuQlyA
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Non Biodegradable
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Plastics
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Polymers, chains of molecules
Many types depending on their molecular make up
Impact on environment:
Green house gases, esp methane
Natural resource depletion
Persistence for hundreds of years
Landfill space
Threat to marine life
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How can we avoid images like this?
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Just one person …
https:// www.youtube.com / watch?v =1qT-rOXB6NI
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https://www.youtube.com/watch?v=1I7on22jA48
Published on Feb 21, 2013
This video is about an island in the ocean 2000 km from any other coast line. Nobody lives, only birds and yet, you will not believe what you will see here.
This is one of the most disturbing videos that show just what human waste can do. I hope it changes the way you make and dispose of your rubbish.
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What can we do now?
So what is being done?
Boyan Slat: Ocean CleanUp
https://www.youtube.com/watch?v=VxMATP5oRx4
2018 World Wide Solutions
https://www.youtube.com/watch?v=F7Qi4d3nHfk
The Great Pacific Garbage Patch Is Not What You Think It Is | The Swim
https://www.youtube.com/watch?v=6HBtl4sHTqU
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https://www.youtube.com/watch?v=VxMATP5oRx4 7 mins
https://www.youtube.com/watch?v=F7Qi4d3nHfk 5 mins
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REDUCE – REUSE - RECYCLE
Keep plastic bags out of your home recycling - take them to a participating supermarket, or use reusable bags
Remove the lids from your plastic bottles and make sure they are empty before you place them in your recycling bin
If you have broken glass or ceramics like ovenproof dishes, drinking glasses or mugs, place in your rubbish bin, because just 15g of ovenproof glass can contaminate one tonne of normal glass, making it useless for recycling.
Compost food scraps
Steel twist tops and jam jar lids can also be recycled, but they are too small to go straight in the recycling bin. The best way to recycle them is to collect them in an empty steel can and squeeze the top closed. Then the can with the tops inside can go into the recycling bin.
When recycling containers, a quick rinse is all they need, they do not have to be spotless. Remove stuck on food from paper and cardboard before recycling.
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Jenni Downes from the University of Sydney's Institute for Sustainable Futures thinks the China ban is the disruption the industry needed.
"Those disruptions have a great deal of pain first. There will be problems, but there could be great solutions," she said.
Reusing a product is far less energy intensive than putting it through the recycling process and eliminates any risk of the product ending up in landfill.
"Recycling should be considered the last line of defence. What should be first is reducing the need for that product in the first place," Ms Downes said.
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Recycling in Australia is in crisis. Can it be fixed?
Source: https://www.abc.net.au/news/science/2018-03-03/recycling-industry-in-crisis-can-it-be-fixed/9502512
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The words are easy to say – but …
What incentives do people need to do the “The R’s”?
What really happens to the plastic you throw away?
https:// www.youtube.com / watch?v =_6xlNyWPpB8
Turning Waste to Gold
https://www.youtube.com/watch?v=14r7f9khK70
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https://www.youtube.com/watch?v=_6xlNyWPpB8 4 mins
https://www.youtube.com/watch?v=14r7f9khK70 10 mins
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Thirft Shop by Macklemore & Ryan Lewis (Edited, Clean) (2013)
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How does the 3 Rs target the Three Pillars of Sustainability?
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Municipal Waste
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Hazardous
Hazardous and liquid – paints and thinners, acids and alkalis
Asbestos – from fibro + old buildings
Clinical – hospital and medical waste, including bandages
Organic-based liquids – petrol, kerosene, oil
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Hazardous
Batteries – including lead-acid
Chemical - Household paints and paint strippers including nail polish remover
Tyres
Biosolids – organic solid bi-product from treated sewage
E-waste – old computers, monitors, mobile phones
Radioactive – medical radioisotopes
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Atmospheric wastes
Combustion of fossil fuels releases substances formed during combination with oxygen.
These include carbon monoxide, carbon dioxide, sulfur dioxide and nitrogen oxides.
Oxides of sulfur and nitrogen give rise to acids when they dissolve in rain water.
Such acids not only damage statues and plants, they also restrict some processes that depend on the correct pH in living things.
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What about the Future?
Fleer & Jane (2011)
Chn have technological experiences prior to school
5-7 year olds hold positive views
Proactive stance on looking after the environment
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Fleer & Jane (2011)
10 - 12 year olds hold negative views
Damaged view: “biggest junkyard … long wide plate of metal and steel ...you have to wear a gas mask ...”
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Attitudes and behaviours begin in early childhood
Teach children how to act sustainably by talking, modelling and rewarding
Have appropriate bins, containers etc around the classroom, school and Centre
Enlist the WHOLE school and Centre, and involve the parents and community
Make it EASIER to do the right thing
EDUCATE children and parents about WHY sustainable practices must happen now
https://www.youtube.com/watch?v=abgc-h9PlOA
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What could we do with this stuff in Early Childhood? Ideas?
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For the Centre …
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For the Children …
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Useful Resources
Useful Resources for planning
Useful resources include:
Science and Technology K-6: Support Document (1993) – old course, but very useful
Primary Connections – no design and production, but some good science units;
UNESCO – Education for Sustainable Development – link in Unit Guide
Stage statements and Background Information, found in the syllabus
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Social Media…
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__MACOSX/EDST 108 Lectures/._EDST108_Lecture10.pptx
EDST 108 Lectures/EDST108_Lecture2.pptx
EDST 108 Science, Inquiry and Sustainability Lecture 2 Working Scientifically
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Observation
Measurement
Units
Surveys
First hand data
Second hand data
Tables
Graphs
Question
Prediction
Hypothesis
Procedure
Inference
Results
Observation
Conclusion
Qualitative data (description) – colour, texture
Quantitative data (measurement) – height (cm), temperature (oC)
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What is Literacy in Science?
Children need to develop a range of skills related to literacy including:
Carefully constructed sentences
Scientific and everyday language
Correct grammar
Salient points
Bullet points
Questions
Connectives
The language of persuasive argument
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List all of the Literacy skills students would develop in examining the Concept Cartoon
Important
Salient points: most noticeable or important
Literacy Science:
Talking
Listening-–be able to understand science
Reading
Writing
Questioning– the things you hear, where is you avidence
Who would be ask questions?
People, children
What is a good science class look like?
Should be very hands on, should also be on teacher and children, to see what they understand and make sure what children actually learning
It’s different from learning somethings and knowing somethings.
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Effective questioning in science
Scientifically literate person = an effective questioner
Teachers = model good questioning techniques for children
Teachers = refine the art of asking questions that are scientifically focused
Teachers = Ask the right question at the right time
How do we do this ?
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Effective questioning in science
Effective questioning requires that:
the teacher employs a range of question stems
questions are carefully linked to a scientific outcome
a range of questions in a variety of contexts are offered
children are encouraged to ask questions
children have access to questions in written and oral forms
questions encourage dialogue between children, as well as between adults and children
questions encourage both lower and higher cognitive levels
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Effective questioning in science
Bloom’s Taxonomy: questions should relate to
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Bloom’s Taxonomy is the way/process we learn things.
Lower order skills---Easy to do-– Remembering
Higher order skills-–Hard to do -– Creating
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Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Inquiry-based learning A Skills Approach
Developing science skills
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Engagement with discipline content and methods open up ‘another way of knowing’ (Krieg, 2011, cited in Campbell, Jobling & Howitt, 2018)
Driven by chn’s desire to understand their world
Relates to chn undertaking investigations to answer their own questions
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Inquiry-based learning A Skills Approach
What is meant by:
“Science … [is] … NOT reduced to a number of facts …
[Science IS] … dynamic and embedded within context …”
Campbell, Jobling & Howitt, 2018, p24
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Thinking and Working Scientifically as the basis of Science Inquiry
Science is about discovery
Experience alone is insufficient to develop into being scientifically literate
The teacher has an important role to play : offers opportunities for discovery
develop ways to think about and approach the world in a scientific way
Provide intentional learning experiences
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Science is about discovery, although this is a much smaller part of science than most people realise
Experience alone, however, is insufficient for a person to develop into being scientifically literate
The teacher has an important role to play in structuring classrooms to offer opportunities for discovery
Crucial to this understanding will be the development of an ability to think about and approach the world in a scientific way
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Skills to develop in the Early Years
Observing: using senses
Communicating: oral, written, pictorial, graphs
Comparing: similarities and differences
Classifying: grouping, sorting, naming
Using tools eg. Measuring
Predicting: predicting outcomes
Inferring: educated guess based on evidence
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Come out from the syllabus
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Components of Scientific Inquiry
Skills necessary for being a scientist (Jerner Martin, 2009)
*observing *classifying *communicating
*measuring *predicting *inferring
*identifying and controlling variables
*formulating and testing hypotheses
*interpreting data *defining operationally
*experimenting *constructing models
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Skills to develop in the Early Years
Observing: using senses
Communicating: oral, written, pictorial, graphs
Comparing: similarities and differences
Classifying: grouping, sorting, naming
Using tools eg. Measuring
Predicting: predicting outcomes
Inferring: educated guess based on evidence
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Activities to develop thinking and Working Scientifically
Observation and measurement activities
Observation is a scientific inquiry skill that is central to the Early Years Learning Framework & NSW Science Syllabus
Science relies on qualitative (for example, colour and texture) and quantitative observations (measured observations)
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Depending how old the children is
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Activities to develop thinking and working scientifically
Classification activities (do week 4-5)
Classification is central to science
children classify (sort) many different things to help them develop their knowledge and understanding e.g. collecting and sorting shells at the beach
The Science and Technology K-6 Syllabus gives examples for Stage 1 Physical World (p. 60) for children to:
Produce and describe different sounds by blowing, scraping, striking, shaking
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Shapes, colour, how many holes do they have, weight, material
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Activities to develop thinking and Working Scientifically
Research Skills
Areas of science that do not lend themselves to hands-on experience, eg. finding out about planets or plant reproduction
Enable children to develop skills for extracting relevant information from a variety of sources to support and develop concepts, for example
*books *internet *videos
*apps *posters *leaflets
*television programs *photos
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What ever you can, do the hands on
High school----can hands on
Their parents give them to you, you need to give them back exact the same way
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Evidence in Science
Science and technology advances involve thinking and working scientifically via testing and development
Testing ideas = understanding of key concepts, evidence and a competence in a range of skills.
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Evidence in Science
Thinking behind the doing
Need for evidence
Working Scientifically = validate their own or someone else’s theory, answering questions or solving problems
Thinking scientifically = knowing the how, why and when that underpins Working Scientifically (the doing)
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Aurora solar car
Children answering the questions
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Inquiry Learning Approach
Involves children investigating a question or problem over a period of time
Inquiry-based approaches aim to encourage deep learning;
children are absorbed and fascinated;
children are active and involved; and
children make connections and develop significant scientific understandings.
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Activities to develop thinking and working scientifically
Fair test investigations
Ask and investigate a question
activities in which children use their conceptual knowledge and understanding
Collect evidence, via skills, to find a solution to a question or problem
Conducting a Fair Test
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C= Changing one things
M= Measure somethings
S= Stay the same
create a culture of investigation and active learning.
investigate an interest.
Involves children investigating a question or problem over a period of time.
Inquiry-based approaches aim to encourage deep learning
learning where children are absorbed and fascinated;
learning where children are active and involved; and
learning where children make connections and develop significant understandings.
Cows, Measure, S
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THE INVESTIGATING PROCESS
Observing to explore and discover
Proposing explanations Modifying understanding
Predicting outcomes
Testing/challenging predictions Prediction not supported by testing
Prediction supported by testing
Explaining/ applying understanding