EECE 449/549 Sustainable Air Quality: Sustainable Linking of Energy and the Environment Rudolf B....
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Transcript of EECE 449/549 Sustainable Air Quality: Sustainable Linking of Energy and the Environment Rudolf B....
![Page 1: EECE 449/549 Sustainable Air Quality: Sustainable Linking of Energy and the Environment Rudolf B. Husar & Erin Robinson Department of Energy, Environmental.](https://reader036.fdocuments.net/reader036/viewer/2022062322/56649e435503460f94b36a92/html5/thumbnails/1.jpg)
EECE 449/549 Sustainable Air Quality:
Sustainable Linking of Energy and the Environment
Rudolf B. Husar & Erin RobinsonDepartment of Energy, Environmental & Chemical Engineering
![Page 2: EECE 449/549 Sustainable Air Quality: Sustainable Linking of Energy and the Environment Rudolf B. Husar & Erin Robinson Department of Energy, Environmental.](https://reader036.fdocuments.net/reader036/viewer/2022062322/56649e435503460f94b36a92/html5/thumbnails/2.jpg)
Sustainability: Grand Challenge of Science and Engineering
The problems of Energy and Environment (EE) are Grand Challenges
Solutions require engineering, biological, socio-economic and other sciences
A rigorous and practical integrated framework for EE is not available
This is an exploration of frameworks for integrated Energy Environmental Analysis
Interested in the EE integration challenge? Join us on the wiki!
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Sustainable Development (SD)
A process of reconciling society’s developmental needs with the environmental limits over the long term. But, What should be developed, what should be sustained?
SD as an adaptive process, “in which society's discovery of where it wants to go is intertwined with how it might try to get there”.
During the SD ‘journey’ toward sustainability, the pathways have to be ‘navigated’ adaptively
Science is the compass, giving the directions and laws-regulations are the gyroscope for staying on course
.
National Academy, 1999
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Life and non-life on Earth form a combined system (Gaia Theory)
Carbon, nitrogen, phosphorus, calcium are in constant circulation between the earth’s major environmental compartments
Earth’s compartments remain in balance as long as the rate of flow of matter and energy in and out of the compartments is unchanged.
Changes in the environmental compartments will occur if the circulation (in and out flow) of the substances is perturbed.
Atmospheric CO2 has been increasing because the rate of input is larger than the rate of output from the atmosphere.
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Major Biogeochemical Processes Visualized by Aerosols
Dust storms
Volcanoes Anthropogenic pollution
Fires
Anthropogenic pollution perturbs the natural processes and material flows
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Sustainability Analysis Frameworks
Sensory-Motor Feedback Loop (System Science; Regulatory)
Assessment
Controls
Monitoring
Causality Loop(Combined Social-Physical-Biological System)
Biogeochemical Cycling Loop(Conservation Laws; Engineering; Biology)
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Biogeochemical Cycles - Carbon
• Laws: Mass & Energy conservation - Everything has to go somewhere
• Methods: Earth Science, Engineering, Biology
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Analysis Framework II: Materials & Energy Flow Loop
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Analysis Framework I: Sensory-Motor Loop
AssessmentCompare to Goals, Plan Reductions
Track Progress
Controls (Actions)
Monitoring(Sensing)
Set Goals
Assessment turns data into knowledge for decision making & actions through analysis (science & eng.)
Monitoring collects multi-sensory data from surface and satellite platforms and
Human activities exert pressures, e.g burning fossil fuels, that alter the state of environment.
The impaired environmental state, elicits responses, such as regulations in a feedback loop
All living organisms use this type of sensory-motor feedback to maintain their existence.
Monitoring, Assessment, Control are the necessary steps for sustainable development.
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Controls: Sustainability Transition
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How and what to Control?? Analysis Framework III – Causality Loop
Economic Development with Due Care of the Environment
The system approach links human activities and their consequences in closed loop
It is the minimum set of linked components – if any missing, the system is crippled
Each component depends on its causal upstream drivers – and external environment
The causal loop can be used as an organizing principle for sustainability analysis
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Analysis Framework III – Causality LoopEconomic Development with Due Care of the
Environment
Health-Welfare
Energy-Environment
Socio-Economic
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Main Components of WU Carbon Emissions:
On Campus Energy Use in Buildings and Transportation
The impact on carbon arises from on-campus energy use and from transportation
On Campus Energy Use Carbon Impact
Students
Heating
Cooling
Appliances
Faculty/Staff
Transportation Carbon Impact
Commuting
Air Travel
University Fleet
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Reporting the Transition
Transportation Indicators:
Building Indicators:
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1991-92
1995-96
2000-2001
2007-08
Annual miles driven per student decreased most dramatically from 2002-2007.
This is explained in part by the shift in student residences from 2001-2007.
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Washington University Transportation Emission
EECE 449/549 2009 Class
Air Travel General areas of air travel
–Faculty–Study abroad–Athletics
Methodology– Faculty air travel not considered – Study abroad data was
provided for the past 6 years– Athletic air travel data provided
for the past 3 years
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On Campus Energy Use 1990 vs. 2006 Main Campus Site Map
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Monthly Total Electricity Use
• Monthly data for Danforth campus electricity use
• Data for 1996-2000 is incomplete and not shown above
EECE 449/549 2009 Class
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Mark S Wrighton, Chancellor EES, WashU:
Wash U.'s goals are to address the issues of environment, energy and sustainability through education, research and out reach projects. More over, Wash U. will seek and define its best operation practices, and aspire to be a model of energy conservation for other institutions.
What is to be sustained?
What is to be developed?
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Carbon Emission Model - Best Case
0
0.5
1
1.5
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2.5
3
3.5
1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030Year
Ratio
to 19
90# Students Operational $ per Student
Operational $ per total square foot Total Produced per Sq. Ft. mmbtuTotal Produced Emission- Buildings
Carbon Emission Model - Business as Usual
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030Year
Ratio
to 19
90
# Students Operational $ per StudentOperational $ per total square foot Total Produced per Sq. Ft. mmbtuTotal Produced Emission
EECE 449/549 2009 Class