Ralph E. Russo
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- Students will list the primary energy resources in different regions of the world and be able to differentiate between conventional and renewable energy sources.
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- Students will describe orally and in writing the pattern of energy consumption and production in a specified area of the world.
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- Students will identify the major international government organizations and nongovernmental organizations that address energy policy.
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- Students will formulate an optimal energy policy better suited for their needs.
Knowing how different societies use energy and where abundant energy resources exist is a logical first step to understanding the relationship between energy and society. For example, the developed world relies heavily on conventional energy sources. Examining the geography of oil production and consumption helps one understand the problems of supply and demand. Crude oil is the primary fuel from which a variety of petroleum fuels, lubricants and additives are derived. The largest oil reserves can be found in the Middle East, parts of Russia, and Venezuela. Yet, the United States, Europe, Japan, and many developing countries rely on importing oil in order to maintain a standard of industry, production, and living. Without a continuous supply of crude and refined oil products, the economies and standards heretofore mentioned would be in serious jeopardy. Many countries try to lessen dependence on foreign energy sources by developing other forms of energy.
In 1973, France generated 80% of its power from fossil fuel. Now, France relies heavily on nuclear reactors for generating electricity. According to information published by
Green Nature
(
http://greennature.com/article744.html
) 58 nuclear reactors power 77% of France’s electricity. 6 Dominant energy supplies in other areas of the world include large quantities of coal in the United States and China. However, large reserves of an energy source do not guarantee that a country will prosper from its use. Coal is a much dirtier source of fuel than oil or natural gas. Coal mining often leaves large tracts of land scarred and or porous with mine shafts. Burning coal creates environmental problems for the immediate area surrounding a coal fired plant. It also sends pollutants airborne where they may travel hundreds of miles and settle in bordering communities. Acid rain and acid lakes in the Northeastern United States have been linked to coal fired power plants in the Midwestern United States Ohio Valley. Damage to the environment raises questions of energy costs. In assessing the location of energy reserves and consumption, students should also examine the environmental and financial costs of particular types of energy.
Hopefully through the process of studying the benefits and drawbacks of conventional and renewable fuel sources, students will gain understanding of the differences and similarities respective societies have in regard to energy needs. Nations are utilizing a variety of energy resources in addition to fossil fuels. In the course of completing this unit students will explore the difference between conventional and renewable energy sources, examine the economic and environmental benefits and drawbacks to each type of energy, and plot where these energy sources are being used. Students will also compare patterns of energy consumption between the developing countries and the developed world. Through a simulation activity (
World Energy Summit
), students will be assigned a particular region of the world, construct analysis of energy use in that region, identify the implications of different types of energy use and formulate policy that will sustain their region through the foreseeable future. In the simulation, students will present position papers that describe energy policy for their region. In addition, students will present their work to the class in an oral presentation that utilizes audio and visual technology.
While fossil fuel use remains as the predominant fuel source for world energy consumption, renewable energy sources are employed in different areas and to varying degrees. Having students explore the actual and potential extent of renewable fuel use will help students better understand the link between energy and the environment. In the simulation,
World Energy Summit,
students will have the opportunity to discover and present the degree of renewable energy use and compare this with conventional energy use. Students who research nations that use wind power will see that the leaders in world production are Germany, Spain, the United States, Denmark, and India. (See figure 2)7 Another particular point of interest is Middelgrunden Wind Farm near Copenhagen. It has been operating as the first offshore cooperative wind farm since 2001.8
Figure 2
Global Wind Power Capacity Leaders
Germany
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12,001 mw
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Spain
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4,830 mw
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USA
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4685 mw
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Denmark
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2,880 mw
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India
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1702 mw
|
Geothermal power producers of significance include the United States, Philippines, Mexico, Italy, Indonesia, Iceland and El Salvador. Students investigating energy use in these countries will see that the United States is the leader in geothermal power production through generating 2,816.7 mw (megawatts) in 1995 and 2,228 mw in 2000. Projected output for 2005 is 2376 mw. Noticeably, while leading in world production, the United States decreased levels of production between 1995 and 2000. While production for 2005 is anticipated at higher levels than 2000, production will still be lower than 1995 levels. Geothermal power in the Philippines reflects positive growth. The amount of geothermal power output in the Philippines has increased from 1,227 mw in 1995 to 1909mw in 2000. The projected 2005 figure is 2673mw. Perhaps the most aggressive initiative to harness geothermal power is occurring in Indonesia where geothermal energy output has increased from 309mw in 1995 to 590mw in 2000. The anticipated figure for 2005 is 1988mw. Figures for Iceland show a tripling of energy output between 1995 and 2000. El Salvador plans on doubling 1995 geothermal energy by 2005. 9
In researching energy production in France, Canada, and the United States, students will discover that energy can be derived from the rise and fall of the tides. Unfortunately effective use of this renewable energy source is limited to areas that have a sufficient tidal range of about 23 feet (7m). While scientists have located about 255 sites around the world that would be suitable to harness tidal energy, only a couple are actually used to generate power. The La Rance River Estuary in France produces 5.4x 1010 watt-hours of power per year. In Canada, the Annapolis River tidal power plant is the first tidal power plant in North America. The United States and Canada are exploring ways to capture tidal energy in Nova Scotia and Maine.10
Hydroelectric power is a more common form of energy production than harnessing tidal power. In 1998, .3 TW of world energy consumption came from hydroelectric energy production. This is roughly 2% of world energy consumption. Nations that produce the most hydroelectric power are Canada, Brazil, USA, China, Russia, and Norway. Figure 3 lists the average output of each country in terawatts over a four year period (1999-2002).11
Figure 3
Canada
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345
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Brazil
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288
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USA
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264
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China
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231
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Russia
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167
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Norway
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129
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Students researching energy use in the USA and France will explore and present initiatives to capture energy from the sun. A point of interest for the United States is California. Having cancelled all projects to develop nuclear and coal fired power plants, California is home to Solar One and other solar power generation projects. Built in 1982 near Barstow California, Solar One consists of 1818 mirrors spread out in semi-circles around a 78 m high tower. The mirrors direct sunlight toward the tower which heats oil in a boiler to 3000 degrees Celsius. The hot oil is then used to produce 10kW of electricity via steam through a turbine.12
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In France, a solar furnace at Odeilo focuses the energy of the sun on an area of less than one square meter via 11,000 flat mirrors. The focus point mirrors can reach 33,000 degrees Celsius.13
Energy reserves, like bodies of water transgress national boundaries. Because energy is a universal necessity and energy reserves are unevenly distributed, political concerns and disputes are commonplace. An array of international collaborative and cooperative mechanisms exists to facilitate market exchange of energy, promote responsible energy development, and limit environmental damage. These include economic consortiums such as OPEC, the Office of Petroleum Exporting Countries. Non-governmental organizations also exist. The United Nations sponsors the United Nations Development Program (UNDP) -
http://www.undp.org
-and the United Nations Department of Economic and Social Affairs Division for Sustainable Development . These agencies sponsor collaborative initiatives to promote responsible development such as the World Summit on Sustainable Development (WSSD). The United Nations Framework Convention on Climate Change adopted in 1992 and the Protocol added at the Kyoto Conference in 1997 address the environmental aspects of energy use. The United Nations Statistics Division also publishes yearly reports on energy --
http://unstats.un.org/unsd/energy/yearbook/default.htm
Use of general search engines will provide ample materials for students to further explore the form and function of these organizations.